Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


33rd Annual Convention; San Diego, CA; 2007

Event Details

Previous Page


Symposium #218
CE Offered: BACB
Empirical Validation of Internet-Based Curriculum
Sunday, May 27, 2007
1:30 PM–2:50 PM
America's Cup AB
Area: EDC; Domain: Applied Research
Chair: Philip N. Chase (West Virginia University)
Discussant: Satoru Shimamune (Hosei University, Japan)
CE Instructor: Philip N. Chase, Ph.D.

The current crisis in education recognized by a variety of reports, studies, and commentators could have serious long-term effects on children world wide. In response to this crisis a number of behavior analysts have targeted the empirical validation of curriculum for their research agenda. In particular, with recent advances in computer technology, there has been a strong interest in developing and evaluating internet curricula. Three examples are Headsprout, a program that teaches beginning reading, iLearn a middle school mathematics curriculum, and TeachTown, a program for autistic children. This symposium will present the current data and methods used to evaluate these programs. Emphasis will be given to descriptions of the how these programs have integrated single-subject methods with program evaluation methods, methods for evaluating teacher and other professional implementation, and more traditional random controlled studies to create a thorough method of empirical validation.

An Evaluation of the Effectiveness of iLearn Math in Improving Math Achievement in Middle School.
ROBERT L. COLLINS (iLearn, Inc.)
Abstract: The effectiveness of iLearn Math in improving math achievement was evaluated in the sixth grade of a Title I middle school in a rural area of Georgia using a quasi-experimental design. The Experimental Group used iLearn Math as their only math instruction for the school year. The Control Group received their regularly-scheduled traditional classroom instruction. At the start of the year, there was no difference between the two groups on an experimenter-developed pretest. At the end of the school year, differences were assessed using scores on the Georgia Criterion Referenced Competency Test (CRCT) administered annually to all six-grade students in Georgia. For the iLearn Group, 87% of the students met or exceeded the standard on the CRCT vs. 65% for the Control Group. The state average was 74%. In addition, 28% of the iLearn Group exceeded the standard vs. 10% for the Control Group.
Education and Treatment of Children with Autism Using Computer-Assisted Programs from TeachTown.
Abstract: Because of the numerous education options available for children with autism, many of which are not supported by research, the use of evidence-based practices is particularly important for this population. With recent advances in computer technology, there has been a strong interest in the use of computer-assisted instruction (CAI). Due to the unique characteristics and learning styles of children with autism, the interest and need for CAI is especially strong. TeachTown: Basics utilizes not only computer instruction and data tracking, but provides off-computer generalization activities and a communication system for the child’s team. Several research studies have been or are being conducted to assess the efficacy and expand this product. In addition, research is underway for the design of future products. Data from these studies will be presented along with a discussion of the importance of developing evidence-based technology for children with autism and the implications for designers and researchers.
Headsprout Early Reading: Multi-Year, Multi-Site Measures of Effectiveness.
DEBORAH ANNE HAAS (Headsprout), Janet S. Twyman (Headsprout), T. V. Joe Layng (Headsprout)
Abstract: This presentation will first review the teaching routines used, the critical reading repertoires taught, and the formative evaluation data which shaped Headsprout Early ReadingR, a scientifically-based, empirically validated online early reading program. The presentation will then focus on data from the growing body of summative, or large scale, evaluations of the program. Data will be presented from empirically-based case studies, outcome measures from field use, multi-year evaluations, and perhaps of greatest importance, controlled research featuring unbiased group assignment.



Back to Top
Modifed by Eddie Soh