|Building Cooperation and Motivation to Learn
|Friday, May 28, 2010
|10:00 AM–5:00 PM
|Bonham B (Grand Hyatt)
|Area: AUT; Domain: Applied Behavior Analysis
|CE Instructor: Tina Sidener, Ph.D.
|ANNA MATCHNEVA (One Step Ahead Services Inc.), ALEXIA STACK (Private Practice)
|Description: Building learner cooperation and motivation in intensive behavior intervention programs is critical for the acquisition of new skills and concepts. Having an in-depth understanding of the components required to teach learner cooperation and motivation, how to problem solve when motivation decreases, how to train staff effectively, and how to design measurement systems is imperative for the implementation of effective intervention programs.
This workshop is designed to examine six core concepts for effectively establishing cooperative learning skills. Participants will partake in group discussions and video analysis in order to develop an understanding of the six core concepts: motivation, reinforcement and schedules of reinforcement, preference assessment, token economies, and refusals to cooperate.
|Learning Objectives: Upon completion of the workshop, participants will be able to do the following:
1. define motivation and identify motivated and unmotivated learners;
2. define preference assessment;
3. discuss advantages and disadvantages of various types of preference assessment;
4. describe schedules of reinforcement;
5. identify different schedules of reinforcement;
6. define token economy;
7. discuss advantages and disadvantages of token economies;
8. identify refusals to cooperate;
9. identify strategies to increase student coopertation.
|Activities: The overall objective is for participants to identify components of a motivated learner and what environmental changes to make in order to achieve this therapeutic goal. Over the course of the workshop, participants will engage in a variety of activities aimed at identifying the components needed to create a motivating learning environment: Participants will view and analyze videos to identify components of motivated and unmotivated learners. Participants will view videos and identify schedules of reinforcement. Participants will listen to case studies and identify schedules of reinforcement. Participants will view, via video, two case studies and complete a case analysis of the learners.
|Audience: Behavior analysts, staff serving individuals with autism and related disorders, parents and caregivers, and teachers.
|Content Area: Practice
|Instruction Level: Intermediate