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| Tutorial: Response to Intervention (RtI): Diagnosing the Learning Enabled |
| Saturday, May 24, 2008 |
| 1:00 PM–1:50 PM |
| Grand Ballroom |
| Area: EDC; Domain: Service Delivery |
| Chair: Cathy L. Watkins (California State University, Stanislaus) |
| Presenting Author: W. DAVID TILLY III (Heartland Area Education Agency 11) |
| Abstract: We live in a time of unprecedented change in education. General education has been overtaken by NCLB, accountability seems to be everywhere, and we now have IDEIA 04 with a series of new provisions. What does it all mean? The answer is: It depends on what we make of it. Most of the opportunities we now find ourselves with are the culmination of a 30-year history of evolution in education. Being proactive in our response to this evolution is critical to schools and students meeting the increasing demands. For us to be successful, our past cannot be our future. This presentation will examine the foundations undergirding the movement toward Response To Intervention systems in our schools. A rationale for evolving structures in our schools will be set forth and a picture of possible futures will be painted with logic, case studies, systems data and a little self-deprecating humour. Specific topics addressed will include a different and smarter system structure for service provision to all students (3-Tiered Model), Response to Intervention (RTI) provisions in IDEIA 04 and the newly released Federal Regulations, Response to Intervention on the Ground (what does it look like in schools?) |
| Instruction Level: Basic |
| Target Audience: N/a |
| Learning Objectives: N/a |
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| W. DAVID TILLY III (Heartland Area Education Agency 11) |
 Dr. W. David Tilly III currently serves as Director of Innovation and Accountability for Heartland AEA 11. Heartland serves 55 public school districts and 36 accredited nonpublic schools in central Iowa. Prior to joining Heartland AEA, Dr. Tilly was a consultant for assessment, research and innovation at the Iowa Department of Education. In that role, he worked statewide to implement changes in the educational system throughout Iowa. Of particular note has been his work with Iowa’s Renewed Service Delivery System (RSDS). RSDS foundationally changed the way that special education is conceptualized and delivered in Iowa. RSDS practices and procedures are the same ones being advocated nationally as components of a Response to Intervention (RTI) approach to services. David is a school psychologist by training. He has worked as a practicing psychologist, a University trainer at Iowa State University, a state department of education consultant and an administrator. He works regularly with states, school districts, federal offices and national organizations on improving educational results for all children. He is also the author or coauthor of 31 published journal articles, book chapters or books. Dr. Tilly is the 2005 Recipient of the Martha Fields Award of Excellence from the National Association of State Directors of Special Education. |
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| Tutorial: Behavioral Economics |
| Saturday, May 24, 2008 |
| 2:00 PM–2:50 PM |
| Grand Ballroom |
| Area: EAB; Domain: Basic Research |
| BACB CE Offered. CE Instructor: Gregory J. Madden, Ph.D. |
| Chair: Chad M. Galuska (College of Charleston) |
| Presenting Author: GREGORY J. MADDEN (University of Kansas) |
| Abstract: Economists and behavioral scientists share an interest in behavior maintained by goods/reinforcers. What have economists discovered that behavioral scientists have yet to study (and vice-versa)? A broad overview will be provided with emphasis placed on the applied utility of behavioral-economic findings. |
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| GREGORY J. MADDEN (University of Kansas) |
 Prof. Gregory J. Madden received his M.S. degree from the University of North Texas in 1992 and his Ph.D. degree from West Virginia University in 1995. He began his study of behavioral economics during his post-doctoral years at the University of Vermont. Dr. Madden is currently an Associate Professor in the Department of Applied Behavioral Science at the University of Kansas where his research is largely focused on the behavioral economics of addiction. Much of Dr. Madden’s research in this line has examined economic methods of quantifying reinforcer efficacy; the utility of which lies in the potential for measuring the abuse liability of therapeutic and illicit drugs. A second major focus of his research is the study of impulsive decision making. His early research conducted with Warren Bickel, Nancy Petry, and Amy Odum documented extreme impulsivity in individuals addicted to drugs. More recently his research conducted with colleagues at the University of Minnesota has revealed that impulsive decision making is predictive of cocaine self-administration in rats. His current work on the relation between impulsivity and nonhuman gambling-like behaviors is supported by the National Institute on Drug Abuse. Dr. Madden is an associate editor of the Journal of the Experimental Analysis of Behavior, has served on the editorial board of JEAB, TBA, and Experimental and Clinical Psychopharmacology, and is co-editor (with Warren Bickel and Thomas Critchfield) of the forthcoming Impulsivity: Theory, Science, and Neuroscience of Discounting (APA Books). |
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| Tutorial: Drugs as Behavior-Analysis Tools |
| Saturday, May 24, 2008 |
| 3:00 PM–3:50 PM |
| Grand Ballroom |
| Area: BPH/EAB; Domain: Basic Research |
| BACB CE Offered. CE Instructor: Marc N. Branch, Ph.D. |
| Chair: Jesse Dallery (University of Florida) |
| Presenting Author: MARC N. BRANCH (University of Florida) |
| Abstract: It is sometimes not appreciated that research in behavioral pharmacology can have, and has had, implications for the experimental analysis of behavior, especially its conceptualizations and theory. In this presentation, I outline three general strategies in behavioral pharmacology research that have been employed to increase understanding of behavioral processes. Examples are provided of the general characteristics of the strategies and of implications of previous research for behavior theory. Behavior analysis will advance as its theories are challenged, and behavioral pharmacology is one source of such challenges. |
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| MARC N. BRANCH (University of Florida) |
 Prof. Marc N. Branch, after growing up in a small Western town, obtained an undergraduate degree in Psychology from Stanford University, where interactions with Walter Mischel, Albert Bandura, and Gordon Bower influenced him to pursue graduate study. He began at Arizona State University, then known as “Fort Skinner in the Desert,” and his interests quickly veered toward the Experimental Analysis of Behavior, with important mentors like Fred Hegge, Peter Killeen, John Falk, and then-senior-graduate-student, Richard Shull. With that fortunate background, he next moved to the University of Maryland, where he studied with Lewis Gollub, Skinner’s last official Ph.D. student. There, under Gollub’s guidance, he expanded his interests to Behavioral Pharmacology. After receiving his Ph.D. degree, Branch spent a useful post-doctoral year at the Worcester Foundation for Experimental Biology, where he was mentored by James McKearney. After that year, he joined the faculty at the University of Florida, where he has remained since, rising to the rank of Professor, and having served a term as Chairman of the Department. At Florida his being mentored has continued to this day, with colleagues like Ed Malagodi, Brian Iwata, Hank Pennypacker, Jim Johnston, Tim Hackenberg, Tim Vollmer, Jesse Dallery, and Clive Wynne enriching his academic and research life. Branch’s academic life history shows he is a lucky guy. |
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