|Behavior Analysis in the Classroom: Learning, Self-Management, and Outcomes in the Accelerated Independent Learning Model.|
|Monday, May 26, 2014|
|4:00 PM–4:50 PM |
|W193b (McCormick Place Convention Center)|
|Area: EDC; Domain: Service Delivery|
|Chair: Derek Jacob Shanman (Teachers College, Columbia University)|
|CE Instructor: Derek Jacob Shanman, Ph.D.|
We report on applications and findings from within the Comprehensive Application of Behavior Analysis (CABAS) Accelerated Independent Learner (AIL) model of instruction. The AIL model of instruction effectively implements research-based learning, self-management, behavior-management, class-management and verbal behavior development tactics to the inclusive classroom. This model serves a wide educational population including students with and without disabilities, English language learners, as well as gifted and talented students. Academically, these students enter the AIL classrooms ranging from 2-years below grade level, to 2-years above grade level. We report on the effects of these research-based tactics with specific regards to self-management repertoires and school routines in the Kindergarten through 3rd grades, including identification, definitions of behaviors, and definitions for mastery of the self-management repertoires necessary for success in these classrooms. In addition, we report on the long-term effects of these tactics via the educational outcomes demonstrated by our students in the 4th and 5th grade. Specific tactics, procedures, and outcomes will be discussed.
|Keyword(s): AIL, CABAS, Educational Tactics, Inclusion|
Teaching Self-Management Repertoires to Kindergarten and First Grade Students in Accelerated Independent Learner Classrooms
|MICHELLE MACKEY (Morris School District), Vanessa Laurent (Morris School District), Jo Ann Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences)|
In Comprehensive Application of Behavior Analysis (CABAS) Accelerated Independent Learner (AIL) classrooms, we implement tactics to target class wide and individual self-management repertories. At the beginning of the school year, we collect baseline data on the following target behaviors: 1) transitions within the classroom 2) transitions within the school and 3) students self-monitoring. These data are used to determine if tactics are needed to build school-self sufficiency. Tactics are selected by the teachers and derived from the principles of behavior. The role of the teacher is to determine criterion for mastery of each target behavior and to make contingency shaped and verbally mediated decisions based on the data. The objectives for self-management repertoires are defined as long-term objectives and further subdivided into short-term objectives. As students continue to master short-term objectives throughout the academic year, the duration of transitions within classrooms and within the school setting decrease. This enables the teacher to increase opportunities to respond and the amount of time dedicated to academic instruction. Also, students become more fluent and proficient at monitoring their own behavior and learning.
Applications of Tactics in Behavior Analysis to Classroom Management in Second and Third Grade Accelerated Independent Learner Classrooms
|JENNIFER LEE (Teachers College, Columbia University), Haley Pellegren (Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences)|
Establishing school routines is an important focus for general educators at the elementary age. We applied the principles and tactics of behavior analytic literature to classroom management for second and third grade classrooms. These tactics targeted both teacher behavior and student self-management. Class-wide tactics were implemented alongside individual behavior plans in an inclusion setting that implemented the Comprehensive Application of Behavior Analysis to Schooling Accelerated Independent Learner Model (CABAS AIL). Classrooms employed this model and fully functioned as a part of a public school district. Student self-management repertoires included class-wide transitions within and outside of the classroom, use and keeping of materials, and social performance behaviors. Some tactics applied included peer-yoked contingencies, response costs, class-wide systems of reinforcement, checklists and public postings. Data were collected on teacher behavior, including data collection and graphing and implementing curricula with fidelity. The data suggest that principles and tactics of behavior analysis applied in classroom settings lead to functional increases in self-management repertoires for students and contingency-shaped teacher behavior. Data will be discussed in terms of further applications in the general education setting.
The Application of an Accelerated Independent Learner Model to 4th & 5th Grade Inclusion Classrooms
|COLLEEN CUMISKEY (Teachers College, Columbia University), Jennifer Weber (Morris School District and Teachers College, Columbia University), Jo Ann Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences)|
The Accelerated Independent Learner model of instruction utilizes the tactics and instructional strategies of behavior analysis in an inclusion setting. Many students in the AIL model have participated in such a classroom for multiple years, and the long term outcomes for these students can be examined. We tested the effects of the implementation of teaching as applied behavior analysis on 4th and 5th grade inclusion classrooms for both new and continuing students. Students were selected from an Accelerated Independent Learner Classroom that implemented the Comprehensive Application of Behavior Analysis to Schooling model of instruction. The classrooms contained general education students, students diagnosed with a learning disability, basic skills students, and English language learners. The participants attended a Title I school in a suburb of New York City. We examined the students rate of acquisition and cumulative number of objectives met. Research based tactics were applied to subjects such as writing, reading, math, and self-management. A general overview of the program including tactics and strategies implemented will be presented.