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| Behavior Analysis and Education |
| Friday, November 30, 2001 |
| 1:00 PM–1:50 PM |
| Cloister of the Cypress Hall |
| Area: EDC |
| Chair: Philip N. Chase (West Virginia University) |
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| Behavioral Variability and Education |
| Domain: Applied Behavior Analysis |
| PHILIP N. CHASE (West Virginia University), Kristin Mayfield (West Virginia University), Finnur Oddsson (West Virginia University), David Wier Ellenwood (West Virginia University) |
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| Abstract: Behavior analysts have made many contributions to education. These contributions typically involve procedures for determining what needs to be taught, diagnosing what the student can do related to what needs to be taught, sequencing instruction, and providing contingencies that select and maintain the behavior. Often teachers are faced with teaching students how to behave in new ways in the of presence of new environments, i.e., problem solving. Though behavior analysts have repeatedly studied problem solving, behavior analytic practices are often criticized for not preparing students for problem solving. This paper will address basic concepts that have emerged from studies of behavioral variation and how they have been applied to a few well defined educational problems. |
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| Meeting Current "Educationeese": Conceptual and Data-Based Appeal of Behavior Analysis for "Performance-Based" Education Reform |
| Domain: Applied Behavior Analysis |
| THOMAS L. SHARPE, JR. (University of Nevada, Las Vegas), Hosung So (University of Nevada, Las Vegas), Monica Lounsbery (Utah State University) |
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| Abstract: The term "performance-based education" provides the dominant focus of contemporary mainstream K-12 education reform initiatives in the United States. By definition, such reform first recommends focus on the immediate and daily teacher and student practices that are known to contribute to student learning when evaluating the relative effectiveness of a particular educational setting. Second, quantitative measures of student learning are recommended in providing uniform standards to judge student progress in a variety of subject-matter skills. A third recommendation involves the role of scientific inquiry in furthering our understanding of the correlates among daily teacher and student practices and long term student subject-matter performance. This address first outlines the commonalities among applied behavior analysis (ABA) designed for education settings, and contemporary "competency-" and "performance-based" education reforms. An ABA-mainstream education compatibility thesis is next presented, and designed to provide arguments for use in successfully moving behavior analysis methods toward greater mainstream acceptance and visibility in teacher preparation and K-12 teaching settings. Last, a selection of data-based examples (Sharpe, Lounsbery, & So, in press) of behavior analysis educational treatments in one postsecondary teacher training program are presented to illustrate the appeal of contemporary ABA methods in the successful education and generalization of known effective teacher practices in relation to positive changes in student behavior and student |
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