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

Event Details

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Symposium #158
CE Offered: PSY/BACB
Teaching for the Lazy: 139 Repertoires That Make Learners Easy to Teach
Sunday, May 30, 2010
9:00 AM–10:20 AM
Texas Ballroom Salon B (Grand Hyatt)
Area: EDC/AUT; Domain: Service Delivery
Chair: Steven J. Ward (Whole Child Consulting, LLC)
Discussant: Judah Axe (Simmons College)
CE Instructor: Monika Suchowierska, Ph.D.
Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008), describes 139 repertoires that make learners easy to teach. Learners who demonstrate these repertoires can learn in regular education settings and in the community. These repertoires are separated into 10 categories, including: Behavioral Excesses, Behavioral Supports, Resilience and Regulation, Readiness, Perseverance and Focus, Flexibility, Consequences, Preference for Learning Channels, Spontaneity, and Potential to Benefit from Inclusion. The three presenters in this symposium will discuss theoretical and practical considerations and review the progress of several specific learners using "The Inventory of Good Learner Repertoires". Data will be shared that correlates learner repertoires with rate of acquisition of specific instructional targets.
Using "The Inventory of Good Learner Repertoires"
STEVEN J. WARD (Whole Child Consulting, LLC), Geoffrey H. Martin (Morningside Academy)
Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008) describes 139 learner repertoires that make students easy to teach. This presentation will discuss theoretical and practical implications of these repertoires. The presenter will demonstrate how the presence or absence of particular learner repertoires can make the difference between: learning a skill and not learning a skill; participating in a regular education classroom and participating in a special education setting; using acquired skills in natural settings and not using acquired skills. Attendees will practice gauging the quality of learner responding, based primarily upon rate and degree of independence. Attendees will also practice identifying the specific conditions under which learners respond. The audience will learn how to identify repertoires that would make any learner easier to teach.
CANCELLED Hunter, Hunter: The Story of One Boy's Trip from "Not Learner" to "Learner".
Jill McClaury (Bright Futures/Circle of Friends)
Abstract: The presenter will review programming and outcomes for one student with Autism. This student was moved from a public school setting to a clinic setting and was assessed using both the ABLLS and "The Inventory of Good Learner Repertoires" at introduction, 6 months, and 1 year. Correlations between the presence/absence of learner repertoires and the rate of skill acquisition will be reviewed. The presenter will also go into detail regarding specific learner repertoires that were targeted, how those repertoires were addressed, the success of those interventions, and the implications of the new learner repertoires to several areas of programming. Program data and pre/during/post videos will be shared, as well as consideration of social validity.
A Comparison of Various Learners Using "The Inventory of Good Learner Repertoires"
TERESA A. GRIMES (Whole Child Consulting LLC)
Abstract: The presenter consults to a variety of learners, and notes the relative ease with which some can be taught. She will share the results of "The Inventory of Good Learner Repertoires" for several learners and discuss how the presence/absence of certain learner repertoires contributes not only to the efficiency of skill acquisition, but also to the quality of life of the learners and their families. The presenter will discuss how she has used the "Program Plan Form" to communicate: the adaptations teachers should make; the behavioral expectations that should be placed on the learner; and the relative priority that should be placed on any specific skill. This form has proved invaluable in balancing the relative importance of various learner priorities and specific skill priorities.



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