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| 2005 ABA Tutorial: Eliminating Meaningful Differences in Young Children: What Behavior Analysis Can Now Do |
| Saturday, May 28, 2005 |
| 1:30 PM–2:20 PM |
| International North (2nd floor) |
| Area: DEV; Domain: Service Delivery |
| Chair: Jacob L. Gewirtz (Florida International University) |
| Presenting Authors: : R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
| Abstract: The gap in school entry repertoires between impoverished and natively disabled preschoolers and their well-off peers is a major problem facing our species. A new armada of evidence, theory, and demonstration suggests that teaching as behavior analysis can now make significant steps in bridging that gap. The armada comes from developmental behavior analysis, the Morningside Model of remedial education, Precision Teaching components, Direct Instruction, research identifying key instructional components of effective teaching, Relational Frame Theory, Naming, Verbal Behavioral Analysis, CABAS®, and other programs of research and demonstration. Together these efforts provide means for accelerating vocabulary development, enlarging communities of reinforces, inducing verbal functions and verbal capabilities, inducing observational learning, and enlarging communities of reinforces. The presenter will present the evidence and argument that we are on the brink of bridging the gap and the panel with respond to this thesis. |
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| R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
 Dr. Greer (PhD University of Michigan, 1969, MA and BME Florida State University, CABAS® Board Certification as Senior Behavior Analyst and Senior Research Scientist) is Professor of Education and Psychology at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the MA and Ph.D. programs in behavior analysis and the education of students with/without disabilities. He has served on the editorial boards of 10 journals, published over 100 research and theoretical articles in more than 20 journals and is the author of 7 books in behavior analysis. Greer has sponsored 110 doctoral dissertations (80% have been published in refereed journals), taught over 2,000 teachers and professors, originated the CABAS® model of schooling in the USA, Ireland, Italy, England, and founded the Fred S. Keller School. He has done experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association and has served as guest professor at universities in Spain, Wales, England, Ireland, USA, and Nigeria. |
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| 2005 ABA Tutorial: Designing Instructional Programs and the Systems to Create and Disseminate Them |
| Saturday, May 28, 2005 |
| 2:30 PM–3:20 PM |
| International North (2nd floor) |
| Area: OBM; Domain: Applied Research |
| BACB CE Offered. CE Instructor: Janet S. Twyman, Ph.D. |
| Chair: John Austin (Western Michigan University) |
| Presenting Authors: : JANET S. TWYMAN (Headsprout) |
| Abstract: The knowledge gleaned from behavior analysis, instructional design, formative and summative evaluation procedures, and an organizational systems approach can be combined to create successful instructional programs with a broad, stable effects across numerous learners. An example of this is Headsprout Early Reading, an online reading program currently being used with thousands of children. The development of this highly effective behavioral program, (from identifying instructional objectives, applying the instructional design process, building the program, iterative testing, releasing the program to the public, to ongoing revisions), is non-linear and involves a process of continual adaptations based on sensitive measurement of the entire system. It also requires coordination and collaboration among various components of the organization, from instructional design and user testing, to graphics, sound and engineering. Further systems are needed distribute the program. This tutorial will discuss the organizational systems necessary to build and disseminate instructional programs and describe how they can be replicated across other products. |
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| JANET S. TWYMAN (Headsprout) |
 Janet, a noted teacher, administrator, and researcher, is the Vice President of Instructional Development at Headsprout, where she significantly contributed to the development of Headsprout’s Generative Learning Technology and led the effort to build that technology into a highly effective beginning reading program. Janet developed the research methods and systems that led to Headsprout’s ground–breaking scientific formative evaluation model of program development--coordinating all elements of instructional design, scripting, graphic creation, animation, sound engineering, story development and writing, software engineering, and usability testing within the research model.
Janet was formerly the Executive Director of the Fred S. Keller School, a model early childhood center, and an adjunct Associate Professor at Columbia University Teachers College. Janet is a long time advocate and investigator of research–based instruction and systems design. While at the Keller School and Columbia, she conducted research and taught courses focusing on effective instruction, technology and education, teacher development, and systems approaches to effective education. She has published experimental studies with a particular emphasis on the verbal behavior of children, and on topics of broader conceptual interest.
She is a board member of several schools and organizations, and is currently on the Executive Council of the Association for Behavior Analysis. In addition, she oversees the Association’s graduate program accreditation processes.
Janet earned her Ph.D. from Columbia University, Teachers College. She holds certification as an elementary and special education teacher and as a principal/school administrator. |
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