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| Building Evidence Based and Individually Tailored Instruction in Behavior Analytic Schools for Children with Autism |
| Saturday, May 27, 2006 |
| 2:30 PM–3:50 PM |
| University |
| Area: EDC; Domain: Service Delivery |
| Chair: Robin A. Nuzzolo-Gomez (Fred S. Keller School) |
| Discussant: Katherine M. Matthews (Virginia Commonwealth University) |
| Abstract: When building evidence based and individually tailored instruction in behavior analytic schools for children with autism a priority of any instructional model should be staff training. The research literature shows that when school staff acquire more expertise in verbally mediated and contingency shaped teaching skills, students learn not only more, but acquire skills at faster rates. This presentation highlights three key areas of teacher training in schools. The TPRA observation tool can be used by behavior analysts when conducting staff interactions with children, decision protocol training, and numerous child driven tactics that can be implemented to ensure student progress. |
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| Training Teachers to be Effective Pedagogues Utilizing the TPRA. |
| ROBIN A. NUZZOLO-GOMEZ (Fred S. Keller School) |
| Abstract: The Teacher Performance Rate and Accuracy Procedure (TPRA) (Greer & Ingham, 1991) is used in schools in the United States and internationally to train teachers to become more effective pedagogues. It is a tool that can be used by behavior analyst supervisors and administrators to ensure that flawless learn units are being presented and consequated to students. It can also be used to increase the rate at which teachers instruct and students respond. A step by step how-to-use presentation will be done with in situ examples. |
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| Decision Protocol Training for Teachers. |
| KATHERINE M. MATTHEWS (Virginia Commonwealth University) |
| Abstract: Measurement is essential when instructing children. It is not enough just to measure, one must also Frequently analyze the data collected. The decision protocol training for teachers is an easy to implement procedure for those collecting data on their students' progress. The protocol instructs teachers when it is time to intervene with a change in instructional strategy via a tactic from the corpus of behavioral literature based upon trend and length of the data path. It also ensures that instructional strategies are not used for a longer length of time when they are no longer effective. A step by step how-to-use presentation will be done with in situ examples. |
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| Using Child-Driven Tactics When Instructing Children with Autism. |
| EMMA HAWKINS (The Jigsaw CABAS School) |
| Abstract: The corpus of behavioral literature contains over 200 instructional strategies or what we will call tactics that can be applied based on the child's level of verbal behavior and instructional history. It is important that every teacher become fluent with a handful of tactics for each specific level of verbal behavior. This presentation will expose the audience with approximately 10 of these tactics that we have found to be the most commonly used tactics for students. |
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