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.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #67
Out of the Nest - New CABAS®/AIL Initiatives: Start-up Applications of Teaching as Applied Behavior Analysis in University and School Based Settings.
Saturday, May 23, 2009
2:30 PM–3:50 PM
North 122 A
Area: EDC/TBA; Domain: Applied Behavior Analysis
Chair: Dolleen-Day Keohane (Columbia University Teachers College & CABAS)
Discussant: Denise O'Sullivan (Teachers College, Columbia University)
Abstract: CABAS®/AIL University and school based programs have been in place since 1981. The applied behavior analysis program in teacher education at Columbia University Teachers College has provided both Masters and PhD students with learning opportunities at the University level through coursework and at the school level through University sponsored mentored internships. Those internships include in situ training by mentors with high levels of expertise in the applied and basic sciences. This symposium will focus on three new university and school based initiatives that include early components of the CABAS®/AIL systems approach to education in both public and private school settings. The new programs are at varying distances from the Columbia University Teachers College nest and represent early start-up efforts to expand the scope of teaching as applied behavior analysis. Data based measurement of the progress of the components of the programs, in general, and the acquisition of the learning objectives by the students’ will be discussed, as well as proposals for current programs and subsequent new initiatives.
Bringing a Start-up Program based on Teaching as Applied Behavior Analysis to a Public School District in Louisiana
DOLLEEN-DAY KEOHANE (Columbia University Teachers College & CABAS/AIL)
Abstract: The Accelerated Independent Learner (AIL) Model of Teaching and Learning has been in place in a general education setting in New Jersey since 2005, and in a pre-school setting in New York for the last six years. AIL is a CABAS® general education initiative and includes the following components: a) graduate level university programs in Teaching as Applied Behavior Analysis (TABA), b) associated internship placements for MA level students enrolled in the university program, and c) university trained in situ mentors who maintain an ongoing relationship with the university training program. In situ training is a hallmark of CABAS®/AIL programs and is accomplished through a mentoring system based on levels of complexity of verbal behavior analysis. On-going opportunities for the attainment of CABAS® Board certified ranks are in place for teaching, mentoring, research, and scholarship, thereby, providing a data based measure of expertise as conceptualized through a pyramid of competencies. The start up efforts and early results of the application of an Accelerated Independent Learner (AIL) initiative in Louisiana will be discussed and analyzed. Early implementation data will be presented and evaluated in terms of projections for future planning.
The Effects of Peer Administered TPRAs in Inclusive Classrooms by Support Staff on the Performance of the Support Staff in Self-Contained Classrooms.
GRANT GAUTREAUX (Nicholls State University)
Abstract: CABAS is a behavioral model of schooling drawing on 1) other behavioral models of schooling, 2) tactics and strategies from the applied and experimental branches of behavior analysis, 3) epistemology of behavioral selectionism, 4) research on CABAS components, and 5) demonstration applications to several schools. These components are applied to all areas of schooling including the students, parents, teachers, supervisors, and the University training program. Research in behavior analysis suggests a common set of effective teaching strategies. These strategies and CABAS components are demonstrated in certified CABAS schools and in public school systems. The following is a data presentation showing the effects of implementing one of these components of the CABAS model in a public school system special education self-contained classroom. While much research has been conducted on the efficacy of the Teacher Performance Rate and Accuracy scale (TPRA) administered by supervisors who are “token holders” for teachers, to date no one has investigated whether similar results would be realized if staff were taught to peer administer the measure outside of their classrooms and the subsequent effect on their teaching within their classrooms. The results are reported as a function of the relationship between improving teaching performance and student outcomes.
An Analysis of the Verbally Mediated Responses of Teachers and Teaching Assistants in a CABAS Component School
KATHERINE M. MATTHEWS (The Faison School for Autism), Maureen A. Conroy (Virginia Commonwealth University), Louis P. Hagopian (Kennedy Krieger Institute)
Abstract: Pedagogy is a term traditionally used to describe methods of teaching. In CABAS programs, pedagogy occurs when a student responds to a teacher's presentation of instruction and continues when the teacher then responds to the student in ways that produce a targeted outcome. A teacher working from this platform is focused on relating scientific knowledge to instructional practice. The level of analysis used to tact student learning problems and to choose appropriate teaching strategies encompasses the verbally-mediated teaching repertoire. The Faison School in Richmond, Virginia has been working to develop this area of expertise in its teaching staff and will share the results of an analysis of this process and tactics to increase the correct verbally mediated responses of its teachers. We will present data on the verbally mediated responses of teachers and teaching assistants at the school and a discussion will be provided on how these behaviors relate to student outcomes, teacher training, and teacher expertise.



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