|New Findings in the CABAS(R) Accelerated Independent Learner Model of Instruction|
|Sunday, May 27, 2012|
|3:30 PM–4:50 PM |
|611 (Convention Center)|
|Area: EDC/VRB; Domain: Applied Research|
|Chair: JoAnn Pereira Delgado (Teachers College, Columbia University)|
|CE Instructor: JoAnn Pereira Delgado, Ph.D.|
The accelerated independent learner (AIL) model of instruction is based on a scientific approach to teaching. The main components of this model include individualized instruction, in which student responding ultimately drives teacher instruction, measurement of student learning, and maintaining a positive classroom environment. We report data across several classrooms, which are comprised of students with and without disabilities, as well as students that are English language learners (ELL). Within these classrooms students academically perform on grade level or significantly above or below grade level. All of the curricula objectives have been derived and behaviorally defined from the state and school districts general education curriculum, which are aligned with the national common core state standards. Behavioral tactics such as peer tutoring, choral responding, fluency, and token economies are continuously applied and tested in these classrooms. In the AIL model data are summarized on learning pictures that show the cumulative number of objectives met across each content area, as well as the number of learn units it takes each student to meet an objective. We will also report data from curriculum based measures and state standard assessments. Lastly, we will report data on the induction of critical key verbal behavior developmental cusps or capabilities, such as observational learning and naming. We find that once students acquire these developmental milestones they can successfully access the general education curriculum.
|Keyword(s): AIL, Naming, observational Learning|
Learning How to Learn: CABAS AIL in Kindergarten, First Grade, and Self-Contained Classrooms
|LAURA E. LYONS (Teachers College, Columbia University), Alison Corwin (Teachers College, Columbia University), Janet C. Solorzano-Correia (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Melissa Liu (Teachers College, Columbia University), Vanessa Laurent (Teachers College, Columbia University)|
In three public school classrooms, head teachers and teachers in training employ the Comprehensive Application of Behavior Analysis to Schooling (CABAS), Accelerated Independent Learner (AIL) Model. These classrooms are inclusion classrooms that use learn units to teach within the domains of academic literacy, self-management, and expanded community of reinforcers. In addition to these domains, teachers implement procedures in order to induce new verbal developmental cusps and capabilities that allow students to learn faster and learn in ways they could not before. Two of these capabilities include naming and observational learning. Both classrooms have implemented procedures to induce observational learning and improve the acquisition of operants through choral responding using a peer-yoked contingency game board in a group of more than 4 students. In addition, all students participate in probe procedures to identify the presence of the naming capability with both 2-dimensional and 3-dimensional stimuli. These probe procedures are paramount in identifying the presence or absence of the naming capability, and allow teachers to know how students should be taught. If this capability is not present, procedures are implemented to induce it. In addition to these procedures, many research-based tactics are implemented to change performance behavior and effect student learning on both an individual and class-wide level. Some of these tactics include peer tutoring, multiple exemplar instruction, and fluency instruction.
The Application of an Accelerated Independent Learner Model Classroom to aSecond andThird Grade Inclusion Classroom
|DEREK JACOB SHANMAN (Teachers College, Columbia University), Joanne Marie Hill (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), Emily Katz (Teachers College, Columbia University), Jomari Bati, Carrie Parker (Teachers College, Columbia University)|
The second and third grade Accelerated Independent Learner (AIL) classrooms operates using the Comprehensive Application of Behavior Analysis to Schooling (CABAS) model. This model incorporates the principles and tactics of applied behavior analysis in an inclusion classroom setting. These classes operate on approximately a 17:1:2 student-teacher-teaching assistant ratio, with approximately one third of the classroomeither diagnosed with a learning disability, basic skills (below grade level), or English language learners. Communication between these classes from year to year allow for continuity of individualized programming for each student. Several research-based behavioral tactics for both learning and performance behaviors during math, spelling, reading, and writing instruction including learn units (direct, model demonstration), response boards, choral responding, peer tutoring, precision teaching, token economies, group contingencies, and hero contingencies will be discussed. Decisions for all behaviors are data based, and follow either the AIL decision protocol or the CABAS decision protocol. We also test for and design instruction based off the presence or absence of certain verbal cusps and capabilities such as naming and observational learning.
The Effects of Teaching as Applied Behavior Analysis on the Learning of Fifth Grade Students in a General Education Classroom
|Jessica Neu (Teachers College, Columbia University), Petra Wiehe (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), EMILIA CLANCY (Teachers College, Columbia University), Elizabeth Snell (Teachers College, Columbia University), Christopher Miller (Teachers College, Columbia University), Colleen Cumiskey (Teachers College, Columbia University)|
We tested the effects of the implementation of teaching as applied behavior analysis on fourth and fifth grade general and special education students selected from an accelerated independent learner classroom. The participants attended a Title I school in a suburb of New York City. The dependent measures were the number of correct responses to learn unit presentations and the number of learn units to criterion across curricular subject areas. We also report data on the student performance on standardized state tests. Specific studies that relate to various areas of the curriculum will be presented, such as writing, reading, math, and self-management. We will also present data on behavioral tactics that have been successfully implemented to teach students who are performing below grade level.
|Expanding an Accelerated Independent Learner Initiative in a Public School System|
|Grant Gautreaux (Nicholls State University), Dolleen-Day Keohane (Nicholls State University), MARA KATRA OBLAK (Nicholls State University), Lori Hutchinson (Nicholls State University)|
|Abstract: We report the findings from the second year of implementation of an Accelerated Independent Learner Initiative in a public school. The second year of the initiative incorporated moving the inaugural cadre of students and teacher in our first grade AIL classroom to second grade as a cohesive unit. In addition, a new first grade classroom was created, which was lead by a new teacher who was also a first year member of an ABA cohort at the local university. The implementation of AIL procedures was done in phases to ensure the model was implemented with fidelity in a way that was effective for both the classroom, school and community. Key components of the model include creating a positive classroom environment with several systems of reinforcement in place, training the assistant in the classroom to implement those systems of reinforcement and make sure that all students are engaged in learning activities, individualized instruction for all students in the classroom, measurement of student learning and mastery of grade level expectations, and the induction of verbal developmental capabilities for students including observational learning, naming and functional writing. The results are reported in terms of achievement of cumulative Grade Level Expectations, Learn Units to Criterion, and other District-Wide measures such as DIBELS. As more components of the AIL model were implemented, the academic achievement of these students improved.|