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.


Fourth International Conference; Australia, 2007

Event Details

Previous Page


Paper Session #75
Advances in the Use of Computer Technology in Educational Settings
Tuesday, August 14, 2007
1:00 PM–2:20 PM
L2 Room 6
Area: EDC
Chair: Jessica M. Ray (University of Central Florida)
Computerized Instructional Designs for Generating Higher Order Behaviors I.
Domain: Applied Behavior Analysis
JESSICA M. RAY (University of Central Florida), Roger D. Ray ((AI)2, Inc.; Rollins College)
Abstract: In the last two decades, several new computer based instructional programs have been introduced in the consumer market and the literature. While the instructional goals of these systems range in subject matter from business and psychology to science and reading, the instructional methods have remained primarily constructionistic. Very few of these systems are behaviorally based. It has been suggested by critics that human learning has moved beyond simple reinforcement learning (Mayer, 2005). Yet few behavioral instructional designers have stepped up to prove the critics wrong through targeting generative or higher-order behavior in computer based systems. In this and a companion paper, we present an adaptive, artificially intelligent, behavioral systems approach to computer-based instructional design. In this paper we present principles for adaptively eliminating anthropomorphic language for describing animal behavior and replacing it with objective and systematic tacts. This is accomplished via a multi-staged set of experimental exercises designed to give data based feedback to students on their progress in learning how to code behaviors depicted in various digital videos.
Computerized Instructional Designs for Generating Higher Order Behaviors II.
Domain: Applied Behavior Analysis
ROGER D. RAY ((AI)2, Inc.; Rollins College), Jessica M. Ray (University of Central Florida)
Abstract: Constructionistic instructional designers have rejected behaviorally guided computer-based instructional design as being relevant only for "drill-and-practice" tutoring (Mayer, 2005). Very few behaviorally oriented instructional designers have attempted to address the challenges presented by our constructionistic critics, and thus behavioral instructional designers have a relatively poor record of producing software that targets more generative and higher-order behaviors, such as advanced reading or audio-visual comprehension, college-level math, advanced scientific methods, or any of a variety of forms of "active learning" exercises that transcend simple verbal response productions or stimulus choice selections. In two related papers we discusses behaviorally based strategies implied by a more adaptive, artificially intelligent, behavioral systems approach to computer-based instructional design. In this paper we present working examples to illustrate such strategies using highly interactive virtual laboratory exercises in experimental constructions. Prompted by digital video of "virtual visits" to exemplar laboratories conducting research in behavioral and cognitive neuroscience, students are not only tutored on the vocabulary and concept fundamentals of illustrated research, but are also adaptively guided through experimental designs and data analysis and actual report constructions that extend the work seen in tutorials.
Personal Response Devices: Integrating Instant Feedback into PowerPoint Lectures.
Domain: Applied Behavior Analysis
JEFFREY N. WEATHERLY (University of North Dakota)
Abstract: Behavior analysis is built on the fact that consequences alter behavior. However, too frequently in the classroom setting, the presentation of information and, importantly, the behavior of the student is largely unguided by immediate feedback. This lack of interaction has led some educators to rally against the use of PowerPoint presentations in educational settings. Recent technology, such as Turning Point software, may help to alleviate this problem. With small, hand-held devices, students can be queried during a PowerPoint presentation and the results of the query immediately displayed to the class. This process provides immediate feedback both to the instructor, who can then alter his or her lecture accordingly, and to the students, who find out immediately whether they are correctly interpreting the material. Over the past several semesters I have incorporated this personal response system into my lectures in multiple classes and have attempted to alter their use to identify situations that maximize their positive impact. Results have consistently shown that student usage of this technology is highest when the course is designed to reinforce that usage. This presentation will highlight what has worked, what has failed, and how this new technology should be incorporated into the classroom.
Technology That Dazzles: Create Meaningful, Memorable Tutorials for Students, Consumers and Staff.
Domain: Applied Behavior Analysis
KAREN R. WAGNER (Behavior Services of Brevard, Inc.)
Abstract: Technology has the ability to allow access to information that was previously unavailable to individuals with cognitive disabilities. For teachers and service providers, learning what is available, and then attaining a degree of competence in order to teach others how to access it can be a time-consuming, daunting task. This presentation will allow participants to access technology that is simple to use, but allows sophisticated formats for information transfer. Using common Microsoft software, and easily available low-cost software, attendees will learn how to make tutorials for students, training videos for staff, and will be able to assist individuals with disabilities in accessing computer technology. The presenter will also discuss websites with functions that allow individuals with cognitive and learning disabilities the ability to access science, social studies and mathematics information.



Back to Top
Modifed by Eddie Soh