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| The CABAS Accelerated Independent Learner Model of Education Procedures and Outcomes of Year 4 |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 129 B |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Janet C. Solorzano-Correia (Teachers College, Columbia University) |
| Abstract: We present four papers describing publicly-funded regular education classes based entirely on teaching as applied behavior analysis for grades 1, 2, 3, and 4 (CABAS® Accelerated Independent Learner Model for regular education). We identify the components of the model and the outcomes according to standardized tests and direct measures of achievement of educational standards. These papers catalogue the tactics and curricula, verbal developmental interventions for different grade levels and capabilities that include pre-listener-pre-speaker, speaker-listener, reader-writer, readers as self-editors, self-management and academic literacy tactics. We will present various methods of teaching curriculum such as choral responding, model learn units, response board learn units, namer learn units and short lecture learn units. We also discuss
tactics and procedures that resulted in academically successful inclusion for children with autism and English Language Learners. These components include procedures used to induce new verbal capabilities or behavioral cusps. In turn, students could learn in ways they could not learn before. |
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| The Identification of Components of Successful Inclusion for Children with Autism. |
| ALISON CORWIN (Teacher's College, Columbia University) |
| Abstract: We shall describe the verbal developmental capabilities, observational learning capabilities, and academic prerequisites that were associated with the successful inclusion of the students with autism in the Accelerated Independent Learner classroom. The children were prepared for the inclusion class by receiving instruction in a CABAS self-contained class for one or more years (i.e., preschool and kindergarten). Some developmental capabilities were induced prior to inclusion while some were done during inclusion. All of the children had strong reading, math, or reading and math that they were taught prior to their inclusion. The effectiveness of scientific protocols to induce certain verbal developmental capabilities appears to predict some aspects of effective inclusion. |
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| Tactics, Developmental Protocols and Curricula Used in the First Grade Class |
| JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University), Sarah E. Orlans (Columbia University Teachers College) |
| Abstract: We describe the research-based tactics used in the first grade class according to the most common tactics and the tactics used for learning problems by various children. We also describe the functional curricular components and the structural components built around international educational standards. Finally we describe the developmental protocols used to induce new learning and verbal capabilities. |
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| Accelerated Independent Learning in the Second Grade |
| SHARLENE JOO (Teachers College, Columbia University) |
| Abstract: We describe the academic and self-management tactics, verbal developmental protocols, and curricula that were used as we continued to teach the students as readers/writers and observational learners in the second grade. Through model, observational, choral responding, response board, and namer learn units we prepare the students for the third grade. |
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| Continuing to Accelerate Independent Learning in the Third Grade and Fourth Grade |
| KIMBERLY M. LAKE (Columbia University Teachers College), Petra Wiehe (Teachers College Columbia University), Samara Cohen (Teachers College, Columbia University), Samantha G Brodlieb (Teachers College, Columbia University) |
| Abstract: We describe the self- management and academic tactics, verbal development protocols, and curricula that were used as we continued to teach the children in the third and fourth grade and prepare them for fourth grade. We focus on extending reader and writer capabilities through the use of choral responding, response boards, namer learn units and introducing short lecture learn units. In this year we emphasize improving reading capabilities and vocabulary for English Language Learners through phonetic awareness protocol and rapid expansion of tacts through direct contact with learn units, aesthetic and technical writing, implicit and explicit comprehension and learning by exposure building on the students' naming capabilities. |
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