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| A Quantum Leap for Student Outcomes: Universities and School Districts in Partnership Using a Teaching as Applied Behavior Analysis Model |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Grant Gautreaux (Nicholls State University) |
| Discussant: Katherine M. Matthews (The Faison School for Autism) |
| CE Instructor: Junelyn Lazo, Ph.D. |
| Abstract: The graduate programs in Teaching as Applied Behavior Analysis at Columbia University Teachers College, New York and Nicholls State University, Louisiana will be discussed. Applied Behavior Analysis provides a framework through which evidence based procedures can be designed, measured and replicated to assure the effectiveness of teaching for typically developing and “at risk” students in general education, and students with disabilities in inclusion and special education classrooms. Both programs support evidence-based procedures assuring effective teaching for all children. Data show increased outcomes for students when school districts and universities share a sense of purpose and mutual oversight. |
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| Teaching as Applied Behavior Analysis: Graduate Level University Degree Programs in Parternship With Local School Districts—Working Toward a Common Goal |
| GRANT GAUTREAUX (Nicholls State University), Dolleen-Day Keohane (Nicholls State University) |
| Abstract: CABAS®/AIL international research and development programs as well as the programs in Applied Behavior Analysis at Columbia University Teachers College in New York, and Nicholls State University in Louisiana, provide research based graduate level training for teacher mentors, teachers, teacher assistants, researchers and parents. The training consists of the completion of PSI (Personalized System of Instruction) modules based on increasing levels of verbal complexity and provides complete accountability through a systems-wide summary of data. Teachers complete a minimum of 30 modules (Teacher I, II and Master Teacher), which include multiple exemplars of the vocabulary of the science, and research based approaches to best practices and problem solving. Mentor-supervisors complete three additional ranks (Assistant, Associate and Senior Behavior Analyst) focused on research-based outcomes that produce significant contributions to practice. Teacher-mentors and teachers continually work toward mastery of skills related to professional performance and student acquisition. The CABAS®/AIL Professional Advisory Board assures the quality of programs and training through Board Certification of credentials and provides University affiliation for all CABAS®/AIL Certified Programs. Local school districts support the students in both these programs by providing paid teaching internships and thereby demonstrating the value each district places on evidence-based teaching and data based learning. The partnerships formed as a result of this collaboration foster a shared sense of purpose and mutual oversight. Data based approaches to teacher education from the perspective of Teaching as Applied Behavior Analysis will be analyzed. Data associated with student’s academic and social skills achievement in general education classrooms, inclusion classrooms, and special education classrooms will be discussed and an overview of research based tactics and strategies to help teacher’s help their students will be presented. The session will conclude with a data based discussion of the effects of partnerships between universities and school districts, on students learning and teacher’s success. |
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| Using a Research-Based Hierarchy of Verbal Developmental Protocols to Provide a Foundation for Higher Order Verbal Operants |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Mary Johnson (Nicholls State University), Paula G. White (Nicholls State University) |
| Abstract: We tested the effects of four verbal developmental protocols on increases in early listener and speaker capabilities for four children diagnosed with autism and related communication disabilities. The children were between the ages of three and four and enrolled in pre-school classrooms across two school districts. The classes were based on both inclusion and reverse-inclusion models of instruction. In the inclusion pre-school classroom children with identified disabilities as well as children assessed “at risk” were included with typically developing children across all activities during the school day. In the reverse-inclusion pre-school classroom typically developing and “at risk” children were included with children with identified disabilities during specific activities across the school day. The results showed a functional relationship between the application of the Verbal Developmental Protocols and increases in the verbal capabilities of children with identified disabilities as well as children “at risk” all participants across both models of inclusion. |
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| Inducing and Expanding New Verbal Capabilities in Children and Young People With Autism Spectrum Disorders |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Emma L Martin (Nicholls State University), Sarah Alkhalaf (Nicholls State University), Kerry Faulkner (Nicholls State University), Katie Foxall (Nicholls State University) |
| Abstract: A series of studies are presented from The Jigsaw CABAS® School. Developmental
milestones that determine the attainment of verbal capabilities are defined ranging from prelistener
capabilities to reader/writer capabilities. Descriptions are provided of some of the
procedures and protocols used to induce and expand new verbal capabilities in children and
young people with Autism Spectrum Disorders. Data are provided to show the effectiveness of
these specific procedures and protocols. |
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