|Back to the Future: Behavioral Hallmarks in Education|
|Saturday, November 9, 2013|
|8:00 AM–9:20 AM |
|Regency Ballroom A & B|
|Area: EDC; Domain: Conceptual/Theoretical|
|Chair: Joshua K. Pritchard (Florida Institute of Technology)|
|CE Instructor: Joshua K. Pritchard, Ph.D.|
|Panelists: R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences), KENT JOHNSON (Morningside Academy), JOSEPH J. PEAR (University of Manitoba), CATHY L. WATKINS (California State University Stanislaus)|
Enhancing education has been a target of interest since the beginning of the behavioral tradition, especially influenced by scientists such as Skinner, Dewey, Keller, Lindsley, and Engelman. While no one should be surprised by the fact that behavior analysis has influenced the education of folks with autism and other developmental disabilities, many are surprised to learn that education qua education is in fact part of the purview of behavior science. This panel will consist of a brief summary of several specific approaches to education from the behavioral tradition, their origins, where they stand today, and what directions they can go in the future. In the discussion of these approaches, the use of technology (established and emerging) in the service of these educational approaches will be highlighted. This is the perfect panel for an audience member who wishes to see what behavior analysis has and can contribute to the state of our educational systems, now and in the future.
|Instruction Level: Basic|
|Target Audience: |
Anyone who wishes to see what behavior analysis has and can contribute to the state of our educational systems, now and in the future.
|Learning Objectives: At the conclusion of the presentation, participants should be able to:
--Compare/contrast various behavioral approaches to education including Precision Teaching, Direct Instruction, Computer Assisted Personalized Systems of Instruction (CAPSI), and Comprehensive Application of Behavior Analysis to Schooling (CABAS).
--Identify at least one technology that can enhance behavior analytic instruction.
--Articulate at least one way they can change how they provide instruction to people with or without disabilities using a behavioral technology from the panel. |
|R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)|
|Dr. R. Douglas Greer is the coordinator of the programs in applied behavior analysis at Teachers College at Columbia University. He has taught at Columbia University Teachers College and the Graduate School of the Arts and Sciences for 42 years, sponsored 170 Ph.D. dissertations, taught more than 2,000 master students, founded the Fred S. Keller School, authored 13 books and 155 research and conceptual papers, served on the editorial board of 10 journals, and developed the CABASï¿½ school model for special education and the Accelerated Independent Model for general education (K-5). He has received the American Psychology Associationï¿½s Fred S. Keller Award for Distinguished Contributions to Education, the Association for Behavior Analysis International Award for International Dissemination of Behavior Analysis, been honored for his contributions to The Fred S. Keller School, and May 5 has been designated as the R. Douglas Greer Day by the Westchester County Legislature. He is a Fellow of the ABAI and a CABASï¿½ Board-Certified Senior Behavior Analyst and Senior Research Scientist. He has taught courses at the universities of Almeria, Grenada, Cadiz, Madrid, Oviedo, and Salamanca in Spain, Oslo and Askerhus College in Norway, University of Ibadan in Nigeria, and University of Wales at Bangor in England. Dr. Greer has served as the keynote speaker at the Experimental Analysis of Behavior Group in England, the National Conferences on Behavior Analysis in Ireland, Israel, Korea, Norway, and in several states in the United States. He contributed to the development of several schools based entirely on scientific procedures and comprehensive curriculum based assessment in the U.S., Ireland, Sicily, England, and Spain. He is co-author of the book Verbal Behavior Analysis: Developing and Expanding Verbal Capabilities in Children With Language Delays.|
|KENT JOHNSON (Morningside Academy)|
|Dr. Kent Johnson founded Morningside Academy, in Seattle, WA, in 1980, and currently serves as its executive director. Morningside is a laboratory school for elementary and middle school children and youth. Morningside investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to more than 125 schools and agencies throughout the USA and Canada since 1991. Dr. Johnson has served in all the positions at Morningside, including classroom teacher for 10 years, financial manager, administrator, teacher trainer, school psychologist, and school consultant. He has published many seminal papers and books about research-based curriculum and teaching methods, including The Morningside Model of Generative Instruction: What It Means to Leave No Child Behind, with Dr. Elizabeth Street. Dr. Johnson also is a co-founder of Headsprout, Inc., now Mimio, a company that develops web-based, interactive, cartoon-driven instructional programs, including Mimio Sprout Early Reading and Mimio Reading Comprehension Suite. Dr. Johnson received the 2001 Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis. Before founding Morningside, Dr. Johnson was a professor at Central Washington University, director of staff training at the Fernald School in Massachusetts, and an instructional designer at Northeastern University in Boston. He received his M.S. (1974) and Ph.D. (1977) in psychology at the University of Massachusetts in Amherst. He received his B.S. in psychology and sociology from Georgetown University (1973).|
|JOSEPH J. PEAR (University of Manitoba)|
|Joseph J. Pear received a B.S. degree from the University of Maryland and M.A. and Ph.D. degrees from The Ohio State University. He is currently a professor of psychology at the University of Manitoba. Pear has done basic and applied research and is a fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association. Pearï¿½s early basic research was with rats and pigeons. Currently, he is conducting research with fish using a tracking system he developed. His best-known basic research deals with behavioral contrast, shaping, and the spatio-temporal analysis of behavior. In addition, he has done work in the mathematical analysis of behavior. His early applied work focused on children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit, now the Psychology Department. In 2009, he received an award for Outstanding Contribution to Behavior Analysis in Manitoba from the Manitoba Association for Behavior Analysis. Currently, he is the principal investigator on a grant to research Knowledge Transfer with members of the psychology departments at the University of Manitoba and Brock University, and with researchers at St. Amant and the New Haven Learning Centre in Ontario. Pear also developed an instructional and research program called Computer-Aided Personal System of Instruction (CAPSI). In addition to co-authoring Behavior Modification: What It Is and How to Do It with Garry Martin, Pear has written two other books: The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He also has written numerous basic and applied research articles, book chapters, and encyclopedia articles.|
|CATHY L. WATKINS (California State University Stanislaus)|
|Cathy Watkins, Ph.D., BCBA-D, is professor emerita of special education at California State University, Stanislaus, and former director of the Center for Direct Instruction. She is past president of the California Association for Behavior Analysis and current president of the Association for Direct Instruction. She is the author of Project Follow Through: A Case Study of Contingencies Influencing Instructional Practices of the Educational Establishment and co-author of two book chapters on Direct Instruction. She has served on editorial boards and on the Advisory Board of the Cambridge Center for Behavioral Studies. Dr. Watkins has worked with general and special education students and trained and supervised teachers at the university and in public schools. She has been a consultant to schools and agencies and for SRA?s Ravenscourt Books. In 2002, Dr. Watkins received the Association for Direct Instruction?s Excellence in Education Award, and in 2012, was inducted into the Association for Direct Instruction Hall of Fame for an outstanding career helping children and their teachers to be successful.|
|Keyword(s): Educational approaches, Technology|