Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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39th Annual Convention; Minneapolis, MN; 2013

Program by Invited Tutorials: Monday, May 27, 2013


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Invited Tutorial #333
CE Offered: PSY/BACB
Establishment of the Social Learning Capability to Acquire the Names of Things Incidentally
Monday, May 27, 2013
2:00 PM–2:50 PM
Ballroom B (Convention Center)
Area: DEV/EDC; Domain: Applied Research
PSY/BACB CE Offered. CE Instructor: R. Douglas Greer, Ph.D.
Chair: Martha Pelaez (Florida International University)
Presenting Authors: : R. DOUGLAS GREER (Teachers College, Columbia University and Graduate School of Arts and Sciences)
Abstract:

The presenter will outline the evidence on how children come to learn language incidentally (incidental naming). According to the evidence, children do not receive direct instruction/reinforcement to learn either the speaker or listener responses for word-object relations, despite speculation to the contrary. Nevertheless, typically developing children need and do acquire as many as 85,000 words. Research in verbal behavior development identified how this occurs and how to establish this capability in children who lack naming.The presenter willoutline the protocols to do so and how instruction should change following its establishment, along with why naming is an essential for inclusion.

Instruction Level: Intermediate
Target Audience:

Graduate students and practicing BCBAs.

Learning Objectives: At the conclusion of the event, participants will be able to: 1. Outline the evidence on how children learn language incidentally. 2. Explain why naming is an essential for inclusion. 3. Explain how to establish naming in children who lack this repertoire.
 
R. DOUGLAS GREER (Teachers College, Columbia University and Graduate School of Arts and Sciences)
Dr. R. Douglas Greer has sponsored 175 Ph.D. dissertations, taught more than 2,000 master's degree students, founded the Fred S. Keller School, authored 13 books and 155 research and conceptual papers, served on the editorial board of 10 journals, and developed the CABAS school model for special education and the Accelerated Independent Model for general education (K-5). He has been involved in research in verbal behavior and how it is acquired or how it may be established for more than 25 years. He is the recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychological Association, International Dissemination of Behavior Analysis Award from the Society for the Advancement of Behavior Analysis, and an award from the Westchester County Legislature for the contributions of the Fred S. Keller School. He is a fellow of the Association for Behavior Analysis International and an CABAS board-certified senior behavior analyst and senior research scientist. He has taught courses at universities and/or developed schools in Spain, Norway, Nigeria, Korea, Taiwan, Ireland, England, Italy, and Wales.
Keyword(s): incidental naming, verbal behavior, word-object relations
 
 
Invited Tutorial #337
CE Offered: BACB
Revisiting The Science of Learning and Art of Teaching: A Talk for Students and Teachers
Monday, May 27, 2013
2:00 PM–2:50 PM
Auditorium Room 1 (Convention Center)
Area: TPC/TBA; Domain: Theory
BACB CE Offered. CE Instructor: A. Charles Catania, Ph.D.
Chair: Per Holth (Oslo and Akershus University College)
Presenting Authors: : A. CHARLES CATANIA (University of Maryland Baltimore County)
Abstract:

We cannot teach effectively without defining what is learned. In The Science of Learning and the Art of Teaching article (1954), B. F. Skinner outlined the relevance of behavior analysis to education. Learning occurs when contingencies change behavior; teaching consists of appropriately implementing those contingencies. Computers make powerful teaching machines feasible, but educational systems rarely avail themselves even of what was known when such technologies were severely limited. It follows from Skinner's analysis that what students do is what they learn, that teaching involves arranging stimuli that occasion relevant behavior, and that consequences must be contingent upon that behavior. Too often, educational systems focus on teacher rather than student behavior. Changing what teachers do by modifying curricula or media or even by allowing them to modify their teaching based on student feedback is inadequate if student behavior is neglected. Students are disadvantaged when teachers are expected to help them more, as when they are urged to provide more detailed lecture outlines when it would be better for students to do outlines themselves. These points lead to advice for both students and teachers, and are illustrated with examples from the teaching of behavior analysis within standard undergraduate course structures.

 
A. CHARLES CATANIA (University of Maryland Baltimore County)
A. Charles Catania, Ph.D., took Fred Keller's introductory course and Nat Schoenfeld's experimental courses at Columbia University. He went to Harvard University planning to work on teaching machines but got caught up in work in the pigeon laboratory. As a postdoctoral fellow, he taught his first course in 1961. After a stint in psychopharmacology, he renewed his teaching interests upon moving to the University Heights campus of New York University and then to the University of Maryland Baltimore County, where he met Eliot Shimoff, also a Columbia product. Shimoff had earned his doctorate in Schoenfeld's laboratory. Given their common mentor, they collaborated on human and pigeon research and on team-teaching undergraduate courses in behavior analysis. The educational practices they explored included in-class exams that evolved into online exercises, computer simulations honed via collection of student data, techniques for managing online essays within large classes, and student self-reports. Shimoff was diagnosed with cancer in 2001 and died early in 2004 having taught in Fall 2003. This presentation is dedicated to him. Catania is now professor emeritus at UMBC. He retired from teaching in 2008, having offered his last course in Spring 2011. He remains professionally active and recently completed the fifth edition of his textbook, Learning.
Keyword(s): Online learning, Simulations and demonstrations, What students do, What teachers do
 

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