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.


36th Annual Convention; San Antonio, TX; 2010

Program by Invited Tutorials: Saturday, May 29, 2010

Manage My Personal Schedule


Invited Tutorial #42
CE Offered: BACB
Establishing a Start-Up Program in Teaching as Applied Behavior Analysis
Saturday, May 29, 2010
2:00 PM–2:50 PM
Ballroom A (CC)
Area: TBA/EDC; Domain: Applied Behavior Analysis
BACB CE Offered. CE Instructor: William Baum, Ph.D.Information to come.
Chair: Jessica Singer-Dudek (Teachers College, Columbia University)
Presenting Authors: : GRANT GAUTREAUX (Nicholls State University)
Abstract: Developing programs for teachers in behavior analysis requires collaborative efforts from multiple entities operating independently of each other. At a regional-based state university, creating sustainable new programs depend greatly upon the support of surrounding school districts, approval of internal departments, college committees, and university graduate councils as well creating need within the feeder constituency. This presentation will outline the scope and sequence for setting up a Comprehensive Application of Behavior Analysis Program for teachers in a state where behavior analysis has historically been meet with fear and loathing. Some of the essential elements involved in this process include school district buy-in, parent and teacher training, planning for financial viability, recruitment of potential candidates against the backdrop of post-Katrina Louisiana, higher education budget cuts, and National Council for Accreditation of Teacher Education program accreditation.
GRANT GAUTREAUX (Nicholls State University)
Dr. Grant Gautreaux (PhD Teachers College Columbia University, 2005) is an assistant professor of teacher education at Nicholls State University in Thibodaux, La. He currently holds ranks of CABAS Senior Behavior Analyst and Assistant Research Scientist and is a BCBA-D. Dr. Gautreaux has taught courses in the areas of instructional interventions, behavior interventions, applied behavior analysis, educational research, inclusive education, and diagnostic reading at Teachers College, St John’s University and the Chicago School of Professional Psychology. He has published articles in the areas of observational learning, multiple exemplar instruction and naming and has presented at numerous national and international conferences on behavior analysis and teacher education. Dr. Gautreaux is also on the editorial board of the Journal of Behavioral Assessment and Interventions for Children and is a CABAS® consultant for the Jigsaw School in the United Kingdom and schools across Louisiana and has recently started the first teacher based program in applied behavior analysis in Louisiana.
Invited Tutorial #62
CE Offered: BACB
William J. McIlvane (University of Massachusetts Medical School) will be presenting on Murray Sidman's behalf. Errorless Learning and Programmed Instruction: The Myth of the Learning Curve
Saturday, May 29, 2010
3:00 PM–3:50 PM
Ballroom A (CC)
Area: TPC/EDC; Domain: Theory
BACB CE Offered. CE Instructor: Janet Ellis, Ph.D.BCBA-D
Chair: Per Holth (Akershus University College)
Presenting Authors: : MURRAY SIDMAN ((Retired))
Abstract: Teaching a pupil all the prerequisites for a task will produce errorless learning. If errors do occur, they can be eliminated by identifying and teaching the missing prerequisites. The discovery of errorless learning, although a major contribution to our understanding of behavior, has received remarkably little attention from behavior theorists, philosophers, and both basic and applied researchers. Learning need not be a trial-and-error process for the pupil, although it may be for the teacher. Errorless learning indicates that the learning process is all-or-none; the learning curve becomes discontinuous, with any continuity residing in the teaching process. The reality of errorless learning shifts the responsibility for learning from the pupil to the teacher; the proper study of learning becomes the study of teaching. For example, because mental retardation is defined by learning failures (i.e., by excessive errors), the fact of errorless learning calls into question both the definition of retardation and the teaching methods that have given rise to that definition.
Murray Sidman completed his Ph.D at Columbia University in 1952. His principal advisors, Fred S. Keller and W. N. Schoenfeld, had strong assists from Ralph Hefferline, Clarence Graham, and a small group of fellow graduate students. After that, he spent nine years in the exciting and productive interdisciplinary environment of the Neuropsychiatry Division at Walter Reed Army Hospital. He then joined the Neurology Service of the Massachusetts General Hospital for another nine years. Dr. Sidman's human and nonhuman behavioral research laboratories moved eventually to the E. K. Shriver Center and Northeastern University, where he remained as professor of psychology until he retired from academe, continuing his research at the New England Center for Children. Although retired from there in 2001, Dr. Sidman continues research and writing. One outcome of his lifetime of research is his conviction that extending experimental results out of the laboratory not only adds an intrinsically valuable dimension to basic research, but is essential to its survival in a world of increasing competition for ever more limited resources.



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