Association for Behavior Analysis International

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39th Annual Convention; Minneapolis, MN; 2013

Event Details


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Symposium #32
CE Offered: BACB
A Systems Approach to Teaching and Learning as Part of a Multi-Directional Communication Matrix
Saturday, May 25, 2013
1:00 PM–2:20 PM
M100 A (Convention Center)
Area: TBA/VBC; Domain: Applied Research
Chair: Dolleen-Day Keohane (Nicholls State University)
Discussant: Nicole Luke (Surrey Place Centre)
CE Instructor: Dolleen-Day Keohane, Ph.D.
Abstract: We will present research based on the application of a systems approach to instruction that places the learners at the center of the matrix and emphasizes on-going rule-governed communication among the component parts. In this model the data generated through the measurement of each student’s responses drive the system. The composition of the curriculum is logical, empirical and based on common core standards and developmental milestones. Assessments that identify learning rates, pre-requisite skill deficits and missing verbal developmental capabilities are used to pinpoint the potential source of each student’s instructional problems and suggest rule-governed approaches to remediation. The results of the studies we will present show that the implementation of verbal developmental protocols to induce listener, speaker and listener-as –own speaker capabilities support increases in academic literacy, communication and social skills for children diagnosed with autism and related communication disabilities and that the selection of data based tactics offer effective approaches to differentiated instruction and RTI initiatives for pre-school and primary school age children.
Keyword(s): verbal capabilities, systems
 
Verbal Developmental Protocols to Increase Academic Literacy and Social Skills for Primary School Children
DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Nicole Luke (Surrey Place Centre)
Abstract: We tested the effects of three listener, speaker and listener-as-own speaker protocols on increases in academic literacy, language capabilities, and social skills for two pre-school and two primary school children diagnosed with autism and related communication disabilities. The selection of the protocols implemented for each child was based on a strategic analysis of the child’s data in relation to the results of the Core Foundations for Academic Success curriculum and assessment (C-PIRK-Fourth Edition) and the Verbal Behavior Development Assessment-Revised (VBDA-R). The children were enrolled in resource and self-contained classrooms for children with developmental and communication disabilities. A multiple probe design was used to assess the efficacy of each protocol in relation to in the behaviors measured. The results showed increases in assessed levels of verbal developmental complexity after the implementation of the protocols and that the children were able to learn more complex skills in ways that had not been possible before.
 

The Effects of Implementing Problem Specific Analyses to an RTI Model on Progress Monitoring Probes

GRANT GAUTREAUX (Nicholls State University), Dolleen-Day Keohane (Nicholls State University), Shelley Greene (Nicholls State University), Dienielle LeBlanc Troxclair (Nicholls State University)
Abstract:

The purpose of this study was to examine the effects of the use of a micro level decision tree protocol and an intervention matching strategic analysis to instructional problems during reading intervention instruction. The participants were 24 second grade students from four public elementary schools receiving small group reading intervention as a result of low levels of responding to grade level assessments. There were four different groups in the study. Three groups were incorporated into the treatment and one group served as a control. Treatment included a variety of research based tactics and strategies such as increasing opportunities to respond, fluency training and implementing verbal developmental cusp-inducing protocols. The dependent variable was oral reading fluency for each student as measured by weekly progress monitoring probes. Results from the multiple baseline design across all four groups showed that when students received the micro level analysis they emitted higher rates of correct responding.

 
Using Scientific Tactics and Strategic Analysis to Provide Effective Differentiated Instruction for Primary School Students
Grant Gautreaux (Nicholls State University), Dolleen-Day Keohane (Nicholls State University), JENNY CRONIER ZERINGUE (Nicholls State University)
Abstract: We tested the effectiveness of differentiating instruction across four common core instructional objectives for two pre-school age and two primary school age students. We applied a verbally governed strategic analysis to assess learning rates and to determine the source of the students’ instructional problems as well as to increase the students’ correct responses to learn unit presentations. We measured the effectiveness of the application of each of the scientific tactics chosen and the corresponding increases in academic performance for each of the students. Instructional deficits were targeted through an on-going strategic analysis of short and long terms objectives related to each student’s progress. The students were diagnosed with developmental disabilities, autism and related communication disabilities and were enrolled in resource and self-contained classrooms. Pre and post probes of learn units to mastery criterion showed increases for all four students across academic literacy and communication areas of the curriculum and for the common core objectives measured.
 

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