|The Interaction Between Development and Instruction|
|Sunday, May 24, 2020|
|5:00 PM–5:50 PM |
|Walter E. Washington Convention Center, Level 1, Salon C|
|Area: DEV; Domain: Basic Research|
|Chair: Jessica Singer-Dudek (Teachers College, Columbia University)|
|CE Instructor: Kieva Hranchuk, Ph.D.|
|Presenting Author: KIEVA HRANCHUK (St. Lawrence College)|
The difference between curricula and pedagogy is highlighted best when we consider what we teach versus how we teach it. There exists an interaction between development and instruction such that instruction can only be effective if the educator considers the learner’s level of verbal development. The ways in which we teach must cater to the current verbal developmental cusps found within the learner’s repertoire. While the progression of instructional objectives targeted within a curriculum will change as the learner acquires the necessary prerequisite skills to move forward, attention should be placed on modifying the ways in which we teach those subsequent objectives. Research in the field of verbal behavior development has proven time and time again that the acquisition of skills can be accelerated if the method of teaching is consistent with the capabilities that the learner exhibits, i.e. the presence of verbal developmental cusps within their repertoire.
|Instruction Level: Intermediate|
|Target Audience: |
Educators, Practitioners, and Researchers
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) discuss verbal developmental cusps; (2) identify how verbal development relates to pedagogy; (3) modify instruction to better suit the learner.|
|KIEVA HRANCHUK (St. Lawrence College)|
Kieva is both a certified special education teacher and a doctoral-level board certified behavior analyst. She specializes in teacher training as well as in supervision of evidence-based service delivery to students with and without disabilities. Her interests include effective delivery of instruction, analyzing rates of learning in young children, inclusion/integration, kindergarten readiness, verbal behavior development, and the CABAS® model. Her research focuses on how teaching procedures can be effectively modified to accelerate student learning. Kieva received her undergraduate degree in Psychology from Queen’s University in Kingston, Ontario, and a Behavioural Science Technician post-graduate certificate from George Brown College in Toronto, Ontario. She then worked at both Surrey Place Centre in Toronto and at the CHEO Autism Program in Ottawa before making the big move to New York City. There, she earned her M.A. in Teaching as Applied Behavior Analysis and her Ph.D. in Applied Behavior Analysis at Columbia University. She has taught at both Columbia University and Arizona State University as an Adjunct Assistant Professor. Additionally, Kieva helped to pioneer the Scottsdale Children’s Institute, an integrated kindergarten readiness program in Arizona where she then served as the Clinical Director for two years before moving back to Canada to begin her career as a full-time Professor at St. Lawrence College.