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| Behavior Analysis in the General Education Classroom: Benefits for Student With and Without Special Needs |
| Sunday, May 30, 2010 |
| 2:00 PM–2:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Daniel E. Hursh (West Virginia University) |
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| ABA for General Education Teachers |
| Domain: Applied Behavior Analysis |
| DANIEL E. HURSH (West Virginia University), Brandi Slider (West Virginia University), Vicci Tucci (Tucci Learning Solutions, Inc.) |
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| Abstract: ABA has offered much to assist teachers to improve student learning. Why then is ABA not highly visible in teacher preparation and professional development efforts? One reason may be that we are called on after more intense problems have developed. We are asked to solve problems rather than to help arrange learning environments that increase student participation and thus avoid problems. This paper will present what we have learned from general education teachers about structuring a course of study that addresses their everyday ABA needs. It will provide examples from that course of study to illustrate how ABA can play a larger role for general education teachers. |
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| One for All and All for One! Using Verbal Behavior Analysis to Include Students With Autism in General Education |
| Domain: Applied Behavior Analysis |
| JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Ming Tang (The Children's Institute of Hong Kong), Samantha Tsoi (The Children's Institute of Hong Kong) |
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| Abstract: There are effective tactics in the research literature for the treatment of stereotypic behaviors of people with autism and behavior disorders (Greer, et al., 1985; Nuzzolo-Gomez, et. al, 2002; Karmali, et. al, 2005). Some tactics are applicable in the general education classroom. Many students with disabilities can be appropriately and successfully included in general education curriculum and classrooms. The reduction or replacement of stereotypic behaviors is necessary for students to succeed.
We report on the effects of a verbal behavior analysis based treatment package on the stereotypic behavior of a kindergarten student with autism across four different instructional settings: a self-contained classroom, a general education classroom, and a physical education class in an off-site location, and a play environment. Results suggest that there may be multiple effective tactics for the same response class of stereotypic behaviors. Self-Management can be an effective strategy in the remediation of behaviors that interfere with a students’ participation in the classroom. Finally, some verbal behavior tactics may be more applicable to specific settings. |
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