|Scientific Secret: Advanced Training Procedure for Teacher Behaviors and Its Student Outcomes|
|Saturday, May 24, 2014|
|4:00 PM–4:50 PM |
|W192c (McCormick Place Convention Center)|
|Area: OBM/TBA; Domain: Applied Research|
|Chair: Katherine M. Matthews (The Faison School for Autism)|
|CE Instructor: Jinhyeok Choi, Ph.D.|
The first two studies tested (1) the effects of video Instruction on new teachers performing protocol procedures and (2) the emergence of the correspondence between saying and doing as it related to the complexity of task completion for staff employed at a day school which applied the strategies and tactics of behavior analysis to teaching. The last study showed how the teacher training packets (e.g., TPRA, completion of teacher training modules, etc.) affected students outcomes in terms of the amount of weekly instructions, short term objectives met, long term objectives met, and strategic decision makings to accelerate student's learning.
The Effects of Video Instruction on New Teachers Performing Protocol Procedures
|ROBIN A. NUZZOLO-GOMEZ (Fred S. Keller School, Comprehensive Application of Behavior Analysis to Schooling
), Lin Du (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences )|
We tested the effects of a training video that demonstrated how to implement a Generalized Imitation protocol on new teachers performing the procedures accurately, using a non-concurrent multiple probe design across participants. The participants were 14 first-year master students from a major university who had never conducted instruction on generalized imitation prior to the study. The dependent variable was the number of teachers performing protocol procedures with 100% accuracy. The independent variable was the training video that demonstrated procedures for: (a) pre-intervention probe, (b) generalization imitation training, and post-intervention probe. We found that the participants could not perform the procedures accurately during baseline condition, and watching the training video significantly increased their accuracy.
|Adding an In-Situ Component to a Didactic Staff Training Package: Using a Dynamic Algorithm to Increase Correspondence for Saying and Doing for Completion of Complex Tasks|
|KATHERINE M. MATTHEWS (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University), Adam S. Warman (The Faison School for Autism), Louis P. Hagopian (Kennedy Krieger Institute)|
|Abstract: We tested the emergence of the correspondence between saying and doing as it related to the complexity of task completion for staff employed at a day school which applied the strategies and tactics of behavior analysis to teaching. Teaching Assistants (TA's) at the school were required to emit a wide array of behaviors ranging from arriving at work on time to more multi-component tasks such as using a decision-analysis protocol to assess student progress based on a graphic display of data. We measured staff responses to a set of required tasks according to a rating of the complexity of the task. The TA's were divided into two groups and received either "say" only training or "say-do" training. Based on an analysis of the results we introduced an in-situ training component with a dynamic algorithm and compared the effectiveness of each training procedure.|
How Teacher and Paraprofessional Training Impacts Student Outcomes
|JINHYEOK CHOI (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
A comprehensive application of behavior analysis collectively termed CABAS (Comprehensive Application of Behavior Analysis to Schooling) was applied to a specialized, publicly funded day school program for children with autism. The CABAS model is an example of a systematic application of behavior analysis to a school setting in which the science of behavior analytic organizational systems are applied to both the education of students and the training of staff and parents. We analyzed the positive relations between teacher training and student outcomes by using three school year data. The implementation of these components showed that the organizational schooling system improved the quality of science based-teaching and students' learning.