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Accelerated Instruction and the Induction of Verbal Developmental Capabilities |
Sunday, May 24, 2009 |
1:30 PM–2:50 PM |
North 122 BC |
Area: EDC/VBC; Domain: Applied Behavior Analysis |
Chair: Yasmin J. Helou-Care (Teachers College, Columbia University) |
Discussant: Joan Broto (Teachers College Columbia University) |
Abstract: This symposium will present three papers, each devoted to the establishment of new repertories, and in some cases, new verbal capabilities. The first paper will cover several successful tactics, protocols, and best practices for improving the listener/speaker exchanges, and the reader and writer skills of middle school students. The second paper will present protocols for inducing critical verbal developmental capabilities of middle school students. The third paper will cover new types of learn units and their impact on the verbal developmental capabilities of middle school students. |
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Effective Teaching Practices Associated with the Accelerated Instruction of Middle School Students |
R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), DARCY M. WALSH (Teachers College Columbia University), Lindsay J. Cherry (Teachers College, Columbia University), Yasmin J. Helou-Care (Teachers College, Columbia University), Joan Broto (Teachers College Columbia University) |
Abstract: This paper will provide an overview of the procedures and results of successful protocols and tactics to improve technical and aesthetic writing skills, reading comprehension skills, and speaker/listener exchanges of middle school students. Protocols and tactics include computer-based Writer Immersion, Multiple Exemplar Instruction, Peer Modeling, Intensive Tact Instruction, Yoked Contingency Game Board and Self-Monitoring. |
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Beyond Best Practice Teaching Tactics: Verbal Developmental Interventions |
R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), YASMIN J. HELOU-CARE (Teachers College, Columbia University), Joan Broto (Teachers College Columbia University), Darcy M. Walsh (Teachers College Columbia University), Lindsay J. Cherry (Teachers College, Columbia University), Kimberly N Mosca Franklin (Columbia) |
Abstract: This paper will provide an overview of the procedures and results of successful protocols to induce critical, but initially missing, verbal developmental capabilities. Studies include the effects of choral responding, response cards, and intensive tact instruction on Naming, reading comprehension and the role of conditioned seeing, and the effects of choral responding on the acquisition of observational learning. |
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New Types of Learn Units as Related to Verbal Behavior Development |
R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences), JOAN BROTO (Teachers College Columbia University), Darcy M. Walsh (Teachers College Columbia University), Yasmin J. Helou-Care (Teachers College, Columbia University), Lindsay J. Cherry (Teachers College, Columbia University) |
Abstract: This paper will provide an overview of the procedures and results of novel protocols to improve the math and reading skills of middle school students. Studies include the effects of choral responding on the acquisition of math facts, the use of response cards and its effects on the acquisition of novel phonemes, and model-demonstration learn units presented within group instruction. |
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