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.

Second Education Conference; Chicago, IL; 2013

Program by Continuing Education Events: Saturday, November 9, 2013


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Invited Panel #5
CE Offered: PSY/BACB
Back to the Future: Behavioral Hallmarks in Education
Saturday, November 9, 2013
8:00 AM–9:20 AM
Regency Ballroom A & B
Area: EDC; Domain: Conceptual/Theoretical
Chair: Joshua K. Pritchard (Florida Institute of Technology)
CE Instructor: Joshua K. Pritchard, Ph.D.
Panelists: R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences), KENT JOHNSON (Morningside Academy), JOSEPH J. PEAR (University of Manitoba), CATHY L. WATKINS (California State University Stanislaus)
Abstract:

Enhancing education has been a target of interest since the beginning of the behavioral tradition, especially influenced by scientists such as Skinner, Dewey, Keller, Lindsley, and Engelman. While no one should be surprised by the fact that behavior analysis has influenced the education of folks with autism and other developmental disabilities, many are surprised to learn that education qua education is in fact part of the purview of behavior science. This panel will consist of a brief summary of several specific approaches to education from the behavioral tradition, their origins, where they stand today, and what directions they can go in the future. In the discussion of these approaches, the use of technology (established and emerging) in the service of these educational approaches will be highlighted. This is the perfect panel for an audience member who wishes to see what behavior analysis has and can contribute to the state of our educational systems, now and in the future.

Instruction Level: Basic
Target Audience:

Anyone who wishes to see what behavior analysis has and can contribute to the state of our educational systems, now and in the future.

Learning Objectives: At the conclusion of the presentation, participants should be able to: --Compare/contrast various behavioral approaches to education including Precision Teaching, Direct Instruction, Computer Assisted Personalized Systems of Instruction (CAPSI), and Comprehensive Application of Behavior Analysis to Schooling (CABAS).  --Identify at least one technology that can enhance behavior analytic instruction.  --Articulate at least one way they can change how they provide instruction to people with or without disabilities using a behavioral technology from the panel. 
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences)
Dr. R. Douglas Greer is the coordinator of the programs in applied behavior analysis at Teachers College at Columbia University. He has taught at Columbia University Teachers College and the Graduate School of the Arts and Sciences for 42 years, sponsored 170 Ph.D. dissertations, taught more than 2,000 master 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 received the American Psychology Association�s Fred S. Keller Award for Distinguished Contributions to Education, the Association for Behavior Analysis International Award for International Dissemination of Behavior Analysis, been honored for his contributions to The Fred S. Keller School, and May 5 has been designated as the R. Douglas Greer Day by the Westchester County Legislature. He is a Fellow of the ABAI and a CABAS� Board-Certified Senior Behavior Analyst and Senior Research Scientist. He has taught courses at the universities of Almeria, Grenada, Cadiz, Madrid, Oviedo, and Salamanca in Spain, Oslo and Askerhus College in Norway, University of Ibadan in Nigeria, and University of Wales at Bangor in England. Dr. Greer has served as the keynote speaker at the Experimental Analysis of Behavior Group in England, the National Conferences on Behavior Analysis in Ireland, Israel, Korea, Norway, and in several states in the United States. He contributed to the development of several schools based entirely on scientific procedures and comprehensive curriculum based assessment in the U.S., Ireland, Sicily, England, and Spain. He is co-author of the book Verbal Behavior Analysis: Developing and Expanding Verbal Capabilities in Children With Language Delays.
KENT JOHNSON (Morningside Academy)
Dr. Kent Johnson founded Morningside Academy, in Seattle, WA, in 1980, and currently serves as its executive director. Morningside is a laboratory school for elementary and middle school children and youth. Morningside investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to more than 125 schools and agencies throughout the USA and Canada since 1991. Dr. Johnson has served in all the positions at Morningside, including classroom teacher for 10 years, financial manager, administrator, teacher trainer, school psychologist, and school consultant. He has published many seminal papers and books about research-based curriculum and teaching methods, including The Morningside Model of Generative Instruction: What It Means to Leave No Child Behind, with Dr. Elizabeth Street. Dr. Johnson also is a co-founder of Headsprout, Inc., now Mimio, a company that develops web-based, interactive, cartoon-driven instructional programs, including Mimio Sprout Early Reading and Mimio Reading Comprehension Suite. Dr. Johnson received the 2001 Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis. Before founding Morningside, Dr. Johnson was a professor at Central Washington University, director of staff training at the Fernald School in Massachusetts, and an instructional designer at Northeastern University in Boston. He received his M.S. (1974) and Ph.D. (1977) in psychology at the University of Massachusetts in Amherst. He received his B.S. in psychology and sociology from Georgetown University (1973).
JOSEPH J. PEAR (University of Manitoba)
Joseph J. Pear received a B.S. degree from the University of Maryland and M.A. and Ph.D. degrees from The Ohio State University. He is currently a professor of psychology at the University of Manitoba. Pear has done basic and applied research and is a fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association. Pear�s early basic research was with rats and pigeons. Currently, he is conducting research with fish using a tracking system he developed. His best-known basic research deals with behavioral contrast, shaping, and the spatio-temporal analysis of behavior. In addition, he has done work in the mathematical analysis of behavior. His early applied work focused on children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit, now the Psychology Department. In 2009, he received an award for Outstanding Contribution to Behavior Analysis in Manitoba from the Manitoba Association for Behavior Analysis. Currently, he is the principal investigator on a grant to research Knowledge Transfer with members of the psychology departments at the University of Manitoba and Brock University, and with researchers at St. Amant and the New Haven Learning Centre in Ontario. Pear also developed an instructional and research program called Computer-Aided Personal System of Instruction (CAPSI). In addition to co-authoring Behavior Modification: What It Is and How to Do It with Garry Martin, Pear has written two other books: The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He also has written numerous basic and applied research articles, book chapters, and encyclopedia articles.
CATHY L. WATKINS (California State University Stanislaus)
Cathy Watkins, Ph.D., BCBA-D, is professor emerita of special education at California State University, Stanislaus, and former director of the Center for Direct Instruction. She is past president of the California Association for Behavior Analysis and current president of the Association for Direct Instruction. She is the author of Project Follow Through: A Case Study of Contingencies Influencing Instructional Practices of the Educational Establishment and co-author of two book chapters on Direct Instruction. She has served on editorial boards and on the Advisory Board of the Cambridge Center for Behavioral Studies. Dr. Watkins has worked with general and special education students and trained and supervised teachers at the university and in public schools. She has been a consultant to schools and agencies and for SRA?s Ravenscourt Books. In 2002, Dr. Watkins received the Association for Direct Instruction?s Excellence in Education Award, and in 2012, was inducted into the Association for Direct Instruction Hall of Fame for an outstanding career helping children and their teachers to be successful.
Keyword(s): Educational approaches, Technology
 
 
Invited Paper Session #6
CE Offered: PSY/BACB

Complexity and Enquiry

Saturday, November 9, 2013
10:00 AM–10:50 AM
Regency Ballroom A & B
Area: EDC; Domain: Conceptual/Theoretical
Instruction Level: Basic
CE Instructor: T. V. (Joe) Layng, Ph.D.
Chair: Janet S. Twyman (UMass Medical School)
T. V. (JOE) LAYNG (Generategy)
T. V. (Joe) Layng received his Ph.D. from the University of Chicago, where he was a student of Israel Goldiamond. Dr. Layng is the co-founder of Headsprout and was its senior scientist. At Headsprout, Dr. Layng and his colleagues designed, tested, and implemented highly successful Early Reading and Reading Comprehension programs, which are based on behavior analytic instructional technology. They also produced a comprehensive interactive whiteboard science curriculum for grades 3–8. He currently is a partner in Generategy, an interactive technologies company that provides educational software based on principles of generative instruction. Through Generategy, Dr. Layng and his colleagues have recently launched Music Learning Lab for iPad, iPhone, and iPod touch that teaches children music fundamentals. These programs have greatly expanded behavioral technology and have directly benefited countless children. Dr. Layng has published more than 30 articles describing, documenting, and analyzing these instructional programs, and has given more than 50 invited presentations of his work in this area both in the U.S. and abroad. He has four patents that reflect his work related to educational applications of behavior analysis. Dr. Layng has held a number of positions in schools, universities, and other public institutions related to instructional design, educational technology, large-scale performance improvement, and clinical behavior analysis. His work also has been well received outside behavior analysis, as exemplified the receipt in 2010 of the CODiE Award for best “online instructional solution” from the Software Industry and Information Association for the Reading Comprehension program, and two different public service awards from the city of Chicago. He also serves on the boards of a number of organizations dedicated to advancing both education and behavior analysis, including the Chicago School of Professional Psychology and Pacific Oaks College. Dr. Layng is a Fellow of the Association for Behavior Analysis International, and his far-reaching work applying behavior analysis in education and other areas brings positive visibility to our discipline as a whole.
Abstract:

Frequently one hears that behaviorist approaches to teaching and learning focus on the more mundane "basic" skills and often neglect the important aspects of advanced learning. That is, there is an emphasis on the simple, rather than the complex, and on direct teaching rather than on enquiry and problem solving. This presentation looks at complexity and argues that the meaning of complexity, especially as it applies to education, is not well understood and requires an examination of a range of teaching and learning issues. Further, complexity of task is different than complexity of teaching the task, and often repertoires of increasing complexity may become increasingly simpler to teach. Enquiry may itself be one of those instances. As one builds the component repertoires for enquiry, one may find increasingly more complex patterns may emerge with little direct instruction. A model for teaching and applying enquiry repertoires to increasingly more demanding criteria will be suggested that topographically looks unstructured, but in fact builds upon careful contingency shaping.

Target Audience:

Anyone who is interested in direct teaching and contingency shaping.

Learning Objectives: At the conclusion of the presentation, participants should be able to:

--Describe the relationship between entry repertoire and complexity.

--State how the use of a contingency-defined learning hierarchy can help teach complex topics through enquiry.

--Distinguish between complexity of repertoire and complexity of program.

--Describe how enquiry can be sequenced so as to potentiate academic success as a reinforcer.

Keyword(s): Complexity, Enquiry
 
 
Invited Paper Session #9
CE Offered: PSY/BACB

A Behavioral Approach to Fun

Saturday, November 9, 2013
3:00 PM–3:50 PM
Regency Ballroom A & B
Area: EDC; Domain: Conceptual/Theoretical
Instruction Level: Basic
CE Instructor: John Hopson, Ph.D.
Chair: Janet S. Twyman (UMass Medical School)
JOHN HOPSON (Bungie)
Dr. John Hopson is the head of user research at Bungie, creators of the popular Halo series of video games. In the past, Dr. Hopson was the lead researcher for a wide variety of games ranging from AAA blockbusters (Halo, Age of Empires) to small indie games (Trials HD, Crimson: Steam Pirates). He also is the author of a number of articles on the intersection of psychology and games, including the infamous "Behavioral Game Design." Dr. Hopson holds a Ph.D. in behavioral and brain sciences from Duke University and is the former chair of the International Game Developers Association's Games User Research Special Interest Group. He is currently at work on Bungie's upcoming game, Destiny.
Abstract:

On one hand, games are a creative medium full of incredibly nebulous, fluffy concepts like "fun," "storytelling," and "adventure." At the same time, modern games produce terabytes of exquisitely detailed behavioral data, letting us analyze everything from how our players respond to contingencies to the substance of their in-game conversations. The games industry is driven by a unique mix of talented designers who work by instinct and experience and analysts who use rigorous behavioral testing methodologies, battling and collaborating with each other to produce fun experiences for our players. This talk will cover some of the ways research has been incorporated into the game design process, from small-scale lab studies to beta tests with millions of active participants. The talk will cover why behavioral approaches have been so unexpectedly successful in games and cover the secret methods used to persuade stubborn designers to listen to data. Finally, Dr. Hopson also will discuss some of the ways that behavioral analysts are still way ahead of game designers and what the games industry needs to do in order to catch up.

Target Audience:

Anyone interested in how behavior analysis research is incorporated into the game design process.

Learning Objectives: At the conclusion of the presentation, participants should be able to: --List at least three types of behavioral data which may be collected in modern digital “games.” --Identify two ways in which (behavioral) research has been incorporated into the game-design process. --Describe at least three examples of how the behavioral approach has been successful in game design.  
Keyword(s): Game design
 
 
Invited Paper Session #10
CE Offered: PSY/BACB

Using Educational Data Mining to Study Problem Behaviors in Online Learning

Saturday, November 9, 2013
4:00 PM–4:50 PM
Regency Ballroom A & B
Area: EDC; Domain: Conceptual/Theoretical
Instruction Level: Basic
CE Instructor: Ryan Baker, Ph.D.
Chair: Ronnie Detrich (The Wing Institute)
RYAN BAKER (Columbia University)
Dr. Ryan Shaun Joazeiro de Baker is an associate professor of learning analytics at Teachers College, Columbia University. He earned his Ph.D. in human-computer interaction from Carnegie Mellon University. Dr. Baker was previously an assistant professor of psychology and the learning sciences at Worcester Polytechnic Institute, and he served as the first technical director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software. He is currently serving as the founding president of the International Educational Data Mining Society, and as associate editor of the Journal of Educational Data Mining. His research combines educational data mining and quantitative field observation methods to better understand how students respond to educational software, and how these responses impact their learning. He studies these issues within intelligent tutors, simulations, multi-user virtual environments, and educational games.
Abstract:

Increasingly, students' educational experiences occur in the context of online learning environments, creating opportunities to study student behavior in a fashion that is both longitudinal and very fine-grained. In this talk, Dr. Baker will discuss the use of Educational Data Mining methods on this type of data to automatically infer student problem behaviors during online learning, and to make basic discoveries about the factors that lead students to engage in these behaviors. He will illustrate this process through discussing his research group's work to leverage a combination of field observation and data mining to develop automated detectors that infer when a student engages in a range of problem behaviors, including gaming the system, off-task behavior, and carelessness. Dr. Baker will then discuss his group's work studying the ways that these behaviors and emotions are influenced by student interaction with online learning environments, and how that work influences developing next-generation online learning environments that students are more likely to choose to use appropriately and effectively.

Target Audience:

Anyone who is interested in educational data mining and online learning.

Learning Objectives: At the conclusion of the presentation, participants should be able to: --Define educational data mining, and contrast it with learning analytics. --Cite an example of how data mining can inform educators and instructional designers about student engagement and emotional responses to instruction. --Cite an example of how student interaction with online learning environments influences the design of next-generation online learning.  
Keyword(s): Data mining, online learning
 

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