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.


33rd Annual Convention; San Diego, CA; 2007

Event Details

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Symposium #183
CE Offered: BACB
New Developments and Data from STARS and Behavior Analysts, Inc.
Sunday, May 27, 2007
10:30 AM–11:50 AM
Elizabeth B
Area: VRB/AUT; Domain: Service Delivery
Chair: Pamela G. Osnes (Behavior Analysts, Inc.)
Discussant: James W. Partington (Behavior Analysts, Inc.)
CE Instructor: Pamela G. Osnes, Ph.D.

Behavior Analysts, Inc. (BAI) provides behavior analysis services to families and school districts in the San Francisco Bay areas. BAI uniquely utilizes B.F. Skinner's verbal behavior conceptualization to assist in the development of the verbal repertoires of individuals with autism and other developmental disabilities. This symposium will describe the new procedural implementations and tracking systems at BAI and its STARS School, with exemplary data presented.

STARS School: Acquisition and Generalization Programming in Sessions and Beyond.
JOEL VIDOVIC (Behavior Analysts, Inc.), Kanako Yamamoto (Behavior Analysts, Inc.), Gwen Dwiggins (The Ohio State University), Pamela G. Osnes (Behavior Analysts, Inc.)
Abstract: This presentation will describe the services provided at the Strategic Teaching and Reinforcement Systems (STARS) classroom of Behavior Analysts, Inc., a non-public school that serves children with autism. Included will be processes by which the Assessment of Basic Language and Learner Skills-Revised (ABLLS-R) is administered within the context of a dynamic classroom environment, is used to develop IEP goals, and the data collection system which is used to track student progress. A description of STARS' increased emphasis on instruction in the natural environment will be provided, with examples provided regarding the process by which instruction is integrated between 1:2 teaching sessions and instruction in more naturalistic settings to include generalization programming within the context of initial skill instruction.
Parents: Start Teaching and Reinforcing Today (START)!
JULIA H. FIEBIG (Behavior Analysts, Inc.), Carrie S. W. Borrero (Behavior Analysts, Inc.), Pamela G. Osnes (Behavior Analysts, Inc.)
Abstract: Start Teaching and Reinforcing Today (START) is the parent education division of Behavior Analysts, Inc. START is designed to facilitate parent participation through session observations, structured teaching exercises, and homework strategies. Parents receive initial instruction to use applied behavior analysis methods to address their children’s verbal and behavioral needs. In addition, they receive instruction in foundations of behavior analysis and basic verbal operants in a 16-session, 32-hr sequence that provides individualized instruction to meet their children’s and family’s needs. Homework strategies are outlined in QuickTips, the written curriculum accompanying the 16-session sequence. Data are collected on parent implementation of procedures and on the child’s verbal skills.
School Consultation via STARS Model Classrooms.
KATHLEEN MULCAHY (Behavior Analysts, Inc.), Carmen Claire Martin (Behavior Analysts, Inc.), Julia H. Fiebig (Behavior Analysts, Inc.), James W. Partington (Behavior Analysts, Inc.)
Abstract: This presentation will describe the services provided by the Integrated Sites (IS) component of Behavior Analysts, Inc. IS oversees STARS model classrooms in the San Francisco Bay area by providing consultation on the use of the ABLLS-R and IEP development, behavior management, staff training, and other related services. This presentation will discuss the need for the strategic development of a sequence of classrooms in the public school setting designed to meet the multiple needs of children ranging in ages from pre-school to upper elementary school diagnosed with autism. The programs’ focus ranges from intensive programs emphasizing a verbal behavior model of instruction to teaching in small group settings and generalizing acquired skills to the natural environment.



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