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.


30th Annual Convention; Boston, MA; 2004

Event Details

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Invited Symposium #354
CE Offered: None
What about Us? Literacy Development Using Direct Instruction with Non-Traditional Populations
Monday, May 31, 2004
1:30 PM–2:50 PM
Constitution A
Area: DDA/EDC; Domain: Applied Research
Chair: Kent Johnson (Morningside Academy & Headsprout)
Discussant: Kent Johnson (Morningside Academy & Headsprout)
CE Instructor: Kent Johnson, Ph.D.

Increasingly, distance learning technology is opening university (and other) doors to a much larger audience. With a modern computer and an internet connection, employees, parents, indeed anyone who has limited access to or interest in traditional campus-based options, can conveniently participate in an increasing range of coursework. As teachers of behavior analysis, we can now reach a greatly expanded demographic base. Such is the case with Behavioral Intervention in Autism (BIA), a four-course distance learning curriculum designed to educate a large number of parents and personnel in the application of behavioral intervention with children with autism. A team of behavior analysts have collaborated to develop and evaluate this curriculum, with generous support from autism and instructional design experts outside of the team. In this tutorial, I have the pleasure of sharing our work on BIA as the illustrative case in support of two objectives: First, to describe and present data on how distance learning can be used with professional integrity to educate a greatly expanded number of parents and personnel seeking to master behavioral intervention, and second, to illustrate how behavior analytic instructional pedagogy can be meshed with current and emerging technologies to produce highly effective distance learning courses.

Implementation of Direct Instruction with Persons with Moderate/Severe Developmental Disability and Limited Verbal Populations
WENDY KOZMA (Evergreen Center), David Agee (Evergreen Center), Judy Hurlburt (Evergreen Center)
Abstract: This presentation reports the academic and social-emotional outcomes achieved by students 10 to 18 years of age exhibiting moderate to severe developmental delays who have participated in Direct Instruction (DI) reading programs. Data evidencing specific gains in decoding, fluency and comprehension measures will be presented. Enhanced cueing techniques that enable students with limited verbal skills to access the Direct Instruction curriculum will also be discussed. The discussion of outcomes will go beyond reports of academic gains to review the impact of literacy achievements on the socio-emotional performance of participating students. Characteristics of "Best Outcome" students will be analyzed in order to provide data-based support for expectations of clinical outcomes.
Wendy Kozma has focused her career on teaching, teacher training, and curriculum development and implementation; she has worked with a wide variety of special needs and regular education students. Wendy completed her undergraduate studies at Eastern Michigan University where she specialized in the education of deaf and hard-of-hearing children and adults. She completed her Masters program at the University of Redlands, California, graduating with a degree in school administration. A member of the Association for Direct Instruction, Wendy has more than 12 years experience in the implementation of Direct Instruction programs. She currently serves as the Direct Instruction consultant for school programs and educational organizations in Massachusetts and California. Locally, she works with the staff and students at the Evergreen Center in Milford, Massachusetts, a residential school program serving children and young adults with moderate to severe developmental disabilities. Wendy also consults with BEACON Services (Behavioral Education, Assessment, and Consultation); BEACON provides early intervention and school-age support services for children with autism. She also provides DI training and coaching for preschool teachers and program implementation support for Criterion Child Enrichment’s network of childcare centers for typically developing children that operate under the name of Rise and Shine Academy.
The Use of Direct Instruction as a Supplementary Curriculum for Children with Autism Spectrum Disorder Receiving Early Intensive Behavioral Intervention
ANN FILER (BEACON Services), Robert K. Ross (BEACON Services)
Abstract: Programs providing early intensive behavioral intervention (EIBI) to children with autism often use a variety of commercial and agency-developed curricula to guide treatment. Few of these curricula include comprehensive support for the development of early literacy skills. This presentation will provide an overview of how the Direct Instruction (DI) curriculum is suited to teaching early literacy skills to children diagnosed with Autism Spectrum Disorders who are receiving EIBI services. Treatment results for children who received EIBI that included instruction using the Language for Learning Program and Reading Mastery Direct Instruction Programs will be reviewed. Data will include repeated measures taken on the Sequenced Inventory for Communicative Development, Woodcock Tests of Reading Mastery (revised) and DI mastery test scores. Implications for the development of literacy skills in children receiving EIBI services will be discussed.
Ms. Filer is the Vice President of Educational services at Behavioral Education Assessment and Consultation Inc. (BEACON Services), here she has been since 1994. BEACON Services provides intensive behavioral educational services (EIBI) to children diagnosed with PDD/Autism and behavioral and learning challenges. BEACON Services works in both early intervention (under age three) and school age programs. She received her Masters degree in Education from the University of Massachusetts Boston in 1989 with certification in moderate to severe special needs. Ms. Filer currently oversees the implementation of Early Intensive Behavioral Intervention services for six teams of staff serving approximately 90 children with PDD/Autism. She is responsible for all clinical and educational monitoring systems. She also provides direct educational services and consultation services to numerous Early Intervention programs as well as Public school districts. Ann regularly presents at professional conferences and university training programs on a range of topics related to early child hood learning and behavior.

System-Wide Implementation of Direct Instruction in a Preschool for Typically Developing Children

WENDY KOZMA (Criterion Child Enrichment), Jo-Ann Otlin (Criterion Child Enrichment), Margaret Eaton (Rise and Shine Academy)

Implementation of Direct Instruction (DI) programs as a means of promoting early literacy for typically developing pre-school aged children is not widespread in practice. Few commercially available curricula, other than DI, provide preschool teachers with instructional materials capable of accelerating acquisition of literacy skills. This is of concern given recent federal legislative initiatives (e.g. No Child Left Behind) and research establishing a link between early language deficits and later reading performance problems. This presentation will provide an overview of the effectiveness of the DI curriculum in accelerating literacy skills of .preschool children who are 3.8 years of age or older. Baseline literacy measures and subsequent gains in literacy skill development will be reported utilizing data obtained from the Woodcock Reading Mastery Tests (revised) and DI program mastery tests. System-wide application of literacy initiatives for preschool-aged children and the use of DI programs, as a means of early detection of children at risk for literacy skill development, will also be discussed.




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