Friday, December 18, 2009

Chicago School of Professional Psychology student presentation at ABAI Autism Conference


(By the way - today, December 18, is the early bird registration deadline for the
Association for Behavior Analysis International Autism Conference : Translational Science and Effective Practice

(January 22-24, 2010 at the Hyatt Regency Chicago, IL),
so if you want to attend, today's the day to make those arrangements!)
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**1/24/10- John Eshleman, Ed.D, BCBA of the Chicago School of Professional Psychology pointed out that there was another Chicago School student poster displaying Standard Celeration Charts that also deserves a shout-out - that by Megan Morien and Melissa Twarek. 'Glad to do it, and thanks for alerting us to the presentation!

Poster Session #2, Saturday, January 23, 2010, 5:30 PM - 7:00 PM. Columbus Hall

34. The Effects of Extinction Paired with Other Interventions on Inappropriate Touching Behavior (AUT Autism; Applied Behavior Analysis)
MEGAN N MORIEN (The Hope Institute), Melissa Twarek (The Hope Institute)

Abstract:
When teaching or interacting with individuals diagnosed with developmental disabilities, there are often individuals who engage in problem behavior (e.g., aggression, talking out, inappropriate touching, etc.). The present study investigated the effects of extinction combined with other interventions on inappropriate touching behaviors emitted by a 15-year-old male diagnosed with autism, moderate cognitive impairment and speech/language impairment. Through an ABCD experimental design, the rate of inappropriate touches emitted by the participant were recorded across different interventions. With the purpose of reducing instances of social disapproval and possible injury, the present study investigated the effects of pairing extinction with differential reinforcement of alternative behaviors (DRA), non-exclusionary time out (NETO) and functional communications training (FCT) to decrease the occurrences of inappropriate touching behavior. The results from this study were consistent with past research indicating that the combination of extinction paired with DRA and FCT was effective showing consistently low rates of responding, which included zero rates of responding during four sessions (Fyffe, Kahng, Fittro & Russell, 2004; Shukla & Albin, 1996).
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For the purposes of this blogpost, however, we'd like to give a special shout-out to one of the student presenters in
Poster Session I, Friday, January 22, 2010, 6:00 PM - 9:00 PM, Columbus Hall,

24. The Effects of Precision Teaching on the Acquisition of Math Skills Across Three Learning Channels in Students Diagnosed With Autism
(AUT Autism; Applied Behavior Analysis)
MARGARITA METOYER (The Chicago School of Professional Psychology)

Abstract:
With the surging need in the United States for evidence-based educational practices, as discussed by Moran and Malott (2004), effective instruction techniques have increasingly been adapted as part of school curricula in recent years. Precision Teaching (PT), founded by Ogden Lindsley (1992), has been used to evaluate fluency in academic subjects by using practice, measurement, and recording of specific behavioral outputs, also known as learning channels (Haughton, 1980). The field of PT has various studies evaluating learning channel fluency in typical populations (Nancarrow, 1983), and math drill effects on math performance (Raggio & Bitgood, 1982). However, there is limited research on the comparison of celeration within learning channels and the acquisition of math fluency in students with a diagnosis of autism. The present study examined the effects of Precision Teaching (PT) on the acquisition of math skills across three learning channels. See/Say worksheets, Hear/Say timings (Haughton, 1980) and Say All Fast Minute Every Day Shuffled (SAFMEDS) cards (Graf & Lindsley, 2002) were used throughout the study with 9 participants diagnosed with autism, enrolled in The Hope Institute Learning Academy and Satellite Program in Chicago for elementary school and high school students diagnosed with developmental disabilities.
If you're at the Autism Conference, stop by Margarita Metoyer's poster and give her some appreciation for the research she's working on!
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For reference or further reading,




The Chicago School of Professional Psychology
Applied Behavior Analysis Program




p.180, Learning channels, in Binder, C. (1996).Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163-197.

Graf, S., & Lindsley, O.R. (2002). Standard Celeration Charting 2002. Youngstown, OH: Graf Implements.

Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20.

Lindsley, O.R. (1992). Precision teaching: Discoveries and effects. Journal of Applied Behavior
Analysis, 25
(1), 51-57.

Moran, D.J., & Malott, R. (2004). Evidence-Based Educational Methods. Academic Press.
ISBN-13: 978-0125060417

Raggio, S., & Bitgood, S. C. (1982). The effect of number of math drills per day on math performance. Journal of Precision Teaching, 3(2), 50, 51.

Wolking, W. D., Sakowitz, S., & Nancarrow, E. (1983). Some comparisions between see/write and see/type arithmetic timings. Journal of Precision Teaching, 4(2), 25-28.

 


The Hope Institute Learning Academy







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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources
 

Wednesday, December 16, 2009

A treat for Precision Teaching and Behavior Analysis history buffs

For those who enjoy Precision Teaching and Behavior Analysis history, the archival website
"Dr. Beatrice Barrett- Her Contribution to Behavior Analysis" may be of some  interest.

The site, hosted by the Department of Behavior Analysis, University of North Texas, has been online for at least a year, but on a recent visit it was noted that there has been a considerable expansion of archived documents of the work done by Drs. Barrett, Ogden Lindsley, and the other researchers at the Walter E. Fernald State School and the Metropolitan State Hospital.

For example, this page from the Article Archives, which contains status, technical, progress, and final report of the work done by B.F. Skinner, H.C. Solomon and O.R. Lindsley during the 1950's for the Office of Naval Research; a later article co-authored by Barrett and Lindsley, and those with Barrett as sole author.

There is also a photo gallery of snapshots left by Dr. Barrett- some of these include notable figures in PT and behavior analysis in their younger days (Ogden Lindsley and Carl Binder, for instance). There is a request for any background information that can be supplied on the photos either through the site's email address or contact form.

Description of the full contents of "Dr. Beatrice Barrett- Her Contribution to Behavior Analysis" is beyond the scope of this blogpost - instead the reader is strongly encouraged to visit and browse!

For more on Beatrice Barrett and her contributions to basic research, and study on rehabilitation and education, see,
Dr. Beatrice H. Barrett 1929-2003
Cambridge Center for Behavioral Studies,
and
Fluency.org
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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources