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.


32nd Annual Convention; Atlanta, GA; 2006

Workshop Details

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Workshop #W7
CE Offered: PSY/BACB
Teaching Reading with Morningside Generative Instruction
Friday, May 26, 2006
10:00 AM–5:00 PM
Area: AUT; Domain: Applied Research
CE Instructor: Kent Johnson, Ph.D.
KENT JOHNSON (Morningside Academy), KRISTINE F. MELROE (Morningside Academy), LIBBY M. STREET (Central Washington University), ELIZABETH HAUGHTON (Haughton Learning Center), MARIANNE DELGADO (Morningside Academy), JOANNE K. ROBBINS (Morningside Academy)
Description: In the last 20 years we have seen the rise of functional assessment in the clinical thinking and procedures of educators, both within and outside of behavior analysis. This increasing focus upon the complex context in which we analyze and teach behavior requires many of us to become knowledgeable about school curriculum. Much of the disruptive behavior in schools that we are asked to change occurs as a function of poor curriculum and instruction. Many behavior analysts are now including academic components in treatment plans for non-school clients. In our experience working with over 95 schools and agencies, we have much more credibility, value, and influence when we propose to work not only on conduct, classroom management, disruptive behavior and discipline, but also with specific academic curriculum and instructional methods. A good place to start this work is the curricula of foundation skills, because deficits in areas such as reading, writing, and math are very much in the media and in public discussion. Foundation skills are also very amenable to behavior analysis and modification. It is important that we are thorough in our analysis and treatment of foundation skills, not just superficially acquainted with reading or math. Nor should we uncritically accept materials and methods that are being used in the school settings in which we work. Even in clinical settings we may introduce an academic foundation skills program as a powerful component of our treatment plan. This workshop will provide a thorough introduction to the area of reading. Mastery of the presentations and materials contained in this workshop will put you well on the road to becoming a reading expert. As workshop participants you will receive a minimal amount of materials to allow you to participate in practice exercises. We encourage you to purchase Morningsides Generative Reading Instruction three-ring binder available in the ABA Bookstore for $75. It includes all the materials we will present in our slide shows, as well as articles and sample teaching materials that will allow you to implement immediately upon your return home. Please purchase Generative Reading Instruction in the ABA Bookstore before you attend this workshop. For those who find this impossible, a few books may be available at the workshop.
Learning Objectives: � Learn to describe the most important components of effective reading instruction. � Learn to describe Morningside methods of teaching key components of reading instruction. � Learn to describe Morningside methods of practicing key components of reading instruction. � Learn to describe Morningside methods of applying key components of reading instruction to everyday life. � Practice Morningside methods of teaching several components of reading instruction. � Experience our methods of feedback and coaching as you practice. � Learn how to use our criteria to evaluate commercially available reading programs and instructional materials that are immediately available to you. � Make a plan to integrate reading instruction into your classroom, syllabus, or clinical program.
Activities: You will learn about the key components of a total reading program, including prerequisites to reading (language, phonemic awareness, phonological coding, and rapid automatic naming skills); phonics and decoding skills; vocabulary and background knowledge; comprehension skills & strategies; application of comprehension skills and strategies during reading; techniques for self-monitoring during reading; and learning skills such as rapid interaction with a teacher and peer, reasoning and problem solving repertoires, and participating in classroom discussions. We will present the basic principles for teaching each component, then show and model each component with commercially available reading curricula. You will practice some of these components in smaller breakout groups. We will give you feedback and coaching while you practice our methods. In this manner you will experience our methods of providing in-classroom coaching of teachers or clinicians who are implementing our reading programs. You will also be able to evaluate any reading program with our criteria.
Audience: Any teachers, clinicians, tutors, college professors, administrators, and organizational behavior managers who want to learn how to incorporate reading performance in their teaching and intervention plans.
Content Area: Practice
Instruction Level: Basic



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