Association for Behavior Analysis International

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.

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 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.

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.