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International Symposium - The Effects of Implementing CABAS® Components on the Acquisition of Academic Skills and Verbal Behavior in Three Schools for Children Diagnosed with Autism |
Saturday, May 27, 2006 |
1:00 PM–2:20 PM |
Regency VII |
Area: AUT; Domain: Applied Research |
Chair: Robin A. Nuzzolo-Gomez (Columbia University Teachers College) |
Discussant: Katherine M. Matthews (Virginia Commonwealth University) |
Abstract: CABAS is a behavioral model of schooling developed by Dr. Greer of Columbia University that draws on a) the other behavioral models of schooling, b) the tactics and strategies from the applied and experimental branches of behavior analysis, c) the epistemology of behavioral selectionism, d) research on the model and its components and, e) demonstration applications to several schools. CABAS components are applied to all the individuals involved in the school community - a) students, b) parents, c) teachers, d) supervisors, e) the university training program - on a system wide basis. These components were applied to three schools for children with autism including the Centro Al-Mudaris in Spain, The Jigsaw School in the UK, and The Faison School for Autism in the United States. The results of the implementation showed increased academic skills and levels of verbal behavior for students. These results are discussed in relation to research found in behavior analysis and suggest effective teaching practices. |
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The Effects of Implementing CABAS® Components on the Acquisition of Academic Skills and Verbal Behavior in Three Schools for Children Diagnosed with Autism. |
KATHERINE M. MATTHEWS (Virginia Commonwealth University), Adam S. Warman (Virginia Commonwealth University), Ania Young (Virginia Commonwealth University), Jose Julio Carnerero (Centro Al-Mudaris, Spain), Ana Pastor Sanz (Centro Al-Mudaris, Spain), Emma Hawkins (Jigsaw School) |
Abstract: CABAS is a behavioral model of schooling developed by Dr. Greer of Columbia University that draws on a) the other behavioral models of schooling, b) the tactics and strategies from the applied and experimental branches of behavior analysis, c) the epistemology of behavioral selectionism, d) research on the model and its components and, e) demonstration applications to several schools. CABAS components are applied to all the individuals involved in the school community - a) students, b) parents, c) teachers, d) supervisors, e) the university training program - on a system wide basis. These components were applied to three schools for children with autism including the Centro Al-Mudaris in Spain, The Jigsaw School in the UK, and The Faison School for Autism in the United States. The results of the implementation showed increased academic skills and levels of verbal behavior for students. These results are discussed in relation to research found in behavior analysis and suggest effective teaching practices. |
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The Effects of Implementing CABAS Components at the Centro Al-Mudaris in Spain. |
JOSE JULIO CARNERERO (Centro Al-Mudaris, Cordoba), Ana Pastor Sanz (Centro Al-Mudaris, Cordoba) |
Abstract: The Centro Al-Mudaris in Spain provides services to students diagnosed with autism, specifically those between the ages of 2 and 6 years old, although the school provides services for children up to age 12 and has a total of 21 students. Centro Al-Mudaris has an intensive teaching program based on the principles of behavior analysis. The curriculum is based on verbal behavior and the research developed by Dr. Greer and applied within CABAS schools. Centro Al-Mudaris has implemented several CABAS components which have resulted in significant improvements for students. |
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Improving Academic Skills, Verbal Behavior, Social and Play Skills as the Result of Implementing CABAS Components at The Jigsaw School in England. |
EMMA HAWKINS (The Jigsaw CABAS School) |
Abstract: The Jigsaw School opened in September 1999 as a CABAS® component school with six students diagnosed with Autistic Spectrum Disorder. Since June 2003 it has become a certified CABAS® school and now has 27 children on roll across two sites in Mytchett and Guildford in Surrey. The school is registered to take children from 4-12 years old and are working towards opening secondary provision (to take children up to 18 years old). As a result of the CABAS implementation, the students' academic, social, communication, and play skills have improved as demonstrated in PIRK assessments and school-wide data. |
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