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.

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31st Annual Convention; Chicago, IL; 2005

Program by Invited Events: Tuesday, May 31, 2005


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Invited Paper Session #434
Arranging Contingencies to Support Important and Useful Research in Education
Tuesday, May 31, 2005
10:30 AM–11:20 AM
Williford C (3rd floor)
Area: EDC; Domain: Applied Research
CE Instructor: Daniel E. Hursh, Ph.D.
Chair: Daniel E. Hursh (West Virginia University)
GROVER J. WHITEHURST (Institute of Education Sciences, DOE)
Grover J. (Russ) Whitehurst was appointed by President George W. Bush as the first Director of the Institute of Education Sciences, established within the U.S. Department of Education by the Education Sciences Reform Act of 2002. The Institute conducts, supports and disseminates research on education practices that improve academic achievement, statistics on the condition of education in the United States, and evaluations of the effectiveness of federal and other education programs. Whitehurst previously served as assistant secretary for the office of educational research and improvement. In that role he established the What Works Clearinghouse, initiated new programs of research such as those in reading comprehension and preschool curriculum, upgraded the rigor of scientific peer review and promoted the use of scientific evidence throughout the Department. Just prior to beginning federal service, he was Leading Professor of Psychology and Pediatrics and Chairman of the Department of Psychology at the State University of New York at Stony Brook. Born and reared in Washington, North Carolina Whitehurst received his undergraduate degree at East Carolina University, and a Ph.D. in experimental child psychology in 1970 from the University of Illinois, Urbana-Champaign. He is married with two children.
Abstract: Education policy and practice are not grounded in evidence. Instead, personal experience, ideology, and social consensus are frequently relied on, and the research base is inadequate and little used. The Institute of Education Sciences within the U.S. Department of Education was established by Congress in 2002 to strengthen research on education, and to disseminate reliable research findings to education practitioners, policy makers, and the general public. This requires transforming education into an evidence-based field. What are the systems that support current behavior? What is the design of a system that would produce wide and deep behavior change among the producers and consumers of education research? How should that system be implemented? This presentation addresses these questions and describes what the Institute is doing to enhance the supply of rigorous and relevant research, to increase demand for that research, and to provide tools that make research findings accessible and useable.
 
 
Invited Paper Session #452
Producing and Identifying Evidence-Based Practices in Special Education
Tuesday, May 31, 2005
11:30 AM–12:20 PM
Williford C (3rd floor)
Area: EDC; Domain: Applied Research
CE Instructor: Samuel L. Odom, Ph.D.
Chair: Timothy A. Slocum (Utah State University)
SAMUEL L. ODOM (Indiana University)
Dr. Samuel L. Odom is the Otting Professor of Special Education at Indiana University School of Education. He has authored many journal articles and chapters about programs for young children and their families, is the co-editor of six books on early childhood special education, is the former Editor of the Journal for Early Intervention, and has been Guest Editor of topical issues of several journals including the Journal of Applied Behavior Analysis. He served on the National Academy of Sciences Committee on Educational Interventions for Young Children with Autism in 2001 and was recently the Chair of the Task Force on Quality Indicators of Research Methodology in Special Education, established by the CEC-Division for Research. In 1999, Dr. Odom received the Research in Special Education Award from the Special Education Research SIG of AERA, and he received the Division for Early Childhood Service to the Field Award in 2001. His research addresses issues related to the inclusion of typically developing children and young children with disabilities in early childhood education settings, intervention to promote the peer-related social competence of young children with autism, and curricula to promote the early school success of preschoolers at risk for school failure.
Abstract: Researchers and scholars in the field of education are being pushed to be more scientific in the research they conduct and the practices they recommend. In an effort to strengthen evidence that underlies the effectiveness of educational practices, the federal government has placed a strong emphasis on conducting experimental research because it can establish a causal relationship between educational practices and outcomes for participants. Experimental research is often defined as randomized experimental group designs. In Special Education, however, single subject designs are another viable experimental methodology that may document the causal link between intervention/instruction and outcomes. In this session, the Dr. Odom will present a set of quality criteria for single subject design methodology established by the CEC Division for Research and compare it with criteria established by other professional organizations. Guidelines for using single subject design to provide causal evidence for the effectiveness of clinical and educational practices will also be presented.
 

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