Last day for early-bird discounted registration for the ABAI Annual Convention is February 24, 2010.
This post is a listing of the Symposia containing presentations on the topic of Precision Teaching or will be delivered by Precision Teachers at the 36th Annual Association for Behavior Analysis International (ABAI) Annual Convention, San Antonio, TX - May, 28-June 1, 2010.
Any missing relevant symposium presentations are due to being inadvertently missed in the large number of Convention presentations and not for any selective or editorial reasons.
# 19 Symposium
Saturday 5/29/2010 1:00 PM - 2:20 PM
206AB (CC) AUT/Autism; Service Delivery
BACB CE Offered. CE Instructor: Michael Fabrizio, M.A., BCBA
The Importance of and Some Issues Related to Comprehensive Measurement Systems When Serving Adolescents with Autism Spectrum Disorders
Chair: Michael A. Fabrizio (FEAT of Washington)
Discussant: Peter F. Gerhardt (Organization for Autism Research)
- Development of Measurement Systems for a Service Learning Program for Highly Skilled Teens with Autism
ANDREW M. SYVERTSEN (FEAT of Washington), Carrie Syvertsen (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington)
Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to adolescents with high functioning autism and Asperger's syndrome through the Experience Learning Project (ELP). ELP is a service and experiential learning program focusing on improving teens’ skills in social problem solving and social thinking as well as improving teens’ knowledge of the concept of service and service provision. This presentation will focus on 1) presenting data on the implementation of critical daily activities; 2) examples of data collection procedures, instructional arrangements and goal setting used to target specific social skills; 3) promising outcome data; and 4) challenges to developing measurement systems for this program.
- Developing and Implementing Measurement Systems With Appropriate Breadth and Depth Within a Service Program for Adolescents with Autism Spectrum Disorders.
JAMIE ROSE FEDDOCK (FEAT of Washington), Andrew M. Syvertsen (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington)
Abstract: Families for Effective Autism Treatment of Washington provides clinical services to adolescents with autism spectrum disorders (ASD) through the Transitions for Teens program. Transitions for Teens utilizes two instructional arrangements (community based instruction and component skill instruction) to address performance toward learning objectives for adolescents with ASD and the standard celeration chart to display and analyze data related to learner performance. Performance is measured and data are analyzed at the micro, meta and macro levels. This presentation will focus on providing 1) examples of learner data from both instructional arrangements, 2) a discussion of the relationship between component skill instruction and community based instruction, and 3) a discussion and examples of measures developed to assess change in broader repertoire areas.
- Comprehensive Measurement of Social Validity Within a Service Program for Adolescents With Autism Spectrum Disorders
ALISON J. MCMANUS (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington)
Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to teens with autism spectrum disorders through the Transitions for Teens (TFT) program. FEAT of Washington aims to serve persons with autism as well as their families by providing effective intervention that produces positive outcomes for both the direct and indirect consumers. The TFT program seeks to increase skills across a variety of repertoire areas. Learning objectives are identified through the person centered planning process as well as from family feedback and intervention is developed to address these objectives. This presentation will focus on providing 1) a discussion of the development of program objectives for learners, 2) a discussion and examples of measures of indirect consumer satisfaction, and 3) a discussion and examples of measures of direct consumer satisfaction.# 28 Symposium
Saturday 5/29/2010 1:00 PM - 2:20 PM
Texas Ballroom Salon B (Grand Hyatt) EDC/Education; Service Delivery
BACB CE Offered. CE Instructor: Kent Johnson, Ph.D.
Morningside Academy: What's New in Reading Comprehension?
Chair: Kent Johnson (Morningside Academy)
- A Content-Dependent Skill Analysis of a Reading Comprehension Repertoire
JENNIFER TESTA (Morningside Academy), Julian Gire (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: When students enter Morningside Academy, their reading comprehension is typically two or more years behind their chronological grade level. However, instruction and practice on comprehension skills will not result in mastery if the prerequisite skills are not fluent. By conducting a content-dependent skill analysis, we can identify a hierarchy of behaviors necessary for an effective reading comprehension repertoire. Taking this bottoms-up approach to sequencing instruction and practice assures that the learners have the requisite skill repertoire necessary to understand text. This talk will analyze a hierarchy of skills necessary for success in a reading comprehension course, suggest some methods to teach foundational skills, and present some preliminary data on the effects of foundational skill instruction and practice.
- Applying Reading Comprehension Strategies to a Variety of Curricula Through the Use of Instructional Technologies
ADAM G. STRETZ (Morningside Academy), Michael P. Wolfson (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: One of the goals of Morningside Academy is to equip students with the knowledge of and skills to apply a broad spectrum of reading comprehension strategies. This goal is achieved through the use of the Reading Success program and Fluent Thinking Skills. These programs provide explicit strategies, instruction, scaffolding, and review in order to help students become more active and engaged in their reading. Morningside takes these strategies and seeks application of them in a variety of content areas in ways that most schools do not. Delayed prompting is used as a tool to more efficiently teach application of these skills to a variety of students. Data will be presented to demonstrate comprehension skills acquisition and application from recording grids and standard celeration charts.
- Vocabulary Acquisition at Morningside: SAFMEDS Flashcards Versus Student-Generated Activities
MARIANNE DELGADO (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: This study compares two methods of acquiring new vocabulary used in middle school literature anthologies. It asks the question, will students show more retention of skills and application of vocabulary to independent writing and to standardized tests using Steven Graf’s SAFMEDS flashcard routine, or using student word-generating activities? Students learned 2 sets of 6 words at the beginning of each selection in Holt Literature- First Course, one set taught with flashcards and a standard celeration chart, one set taught with student directed activities. Student word-generating activities include learning the connotation as well as the denotation of the word, using context clues to generate definitions as a pre-reading skill, and composing sentences using the words. Generalization to student writing was compared at the end of each selection, using 5 minute curriculum based assessments (CBAs). CBAs were scored across 3 dimensions: total words written, correct writing sequences, and number of vocabulary words used correctly. CBAs for the two groups were compared using individual standard celeration charts, and a class wide chart showing whole class trends. The results will be discussed in terms of future curriculum design decisions at Morningside.
- Predicting Reading Comprehension Gains Using the Scholastic Reading Inventory
JULIAN GIRE (Morningside Academy), Jennifer Testa (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: Students at Morningside Academy are typically two or more years behind in their academics as compared to their same age peers. Often times their deficits in reading comprehension negatively effects their progress in other academic areas. To accelerate these children to their chronological grade level, they must make more than one year gain per academic school year. Thus, it is imperative that their academic progress be monitored closely to ensure they make the expected gains. To this end Morningside Academy uses the Scholastic Reading Inventory (SRI) as a progress-monitoring tool to predict gains on standardized reading comprehension tests. The SRI is an adaptive computer-based test of reading comprehension that reports students’ scores using the Lexile Framework for reading. Using longitudinal data we are able to make predictions about growth in reading comprehension within the academic school year. Having early indicators of a student’s acquisition of reading comprehension skills enables Morningside to make instructional changes and implement interventions to ensure student progress.# 159 Symposium
Sunday 5/30/2010 9:00 AM - 10:20 AM
Republic B (Grand Hyatt) OBM/Organizational Behavior Management; Applied Behavior Analysis
BACB CE Offered. CE Instructor: Dave Pyles, Ph.D., BCBA
Recent Applications in Organizational Behavior Management
Chair: Dave A. Pyles (The Chicago School, Los Angeles)
Discussant: Amanda N. Adams (California State University, Fresno)
- Training Direct Care Staff on Implementation of Learn Units
ADRIENNE MUBAREK (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles)
- Using Supervisor Feedback and Self-Monitoring to Improve Staff Performance in an Adult Day Program
Renee Diane Quinnett (The Chicago School of Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles), DAVE A. PYLES (The Chicago School, Los Angeles)
- Teaching Individuals to Use the Standard Celeration Chart
MEGAN KIRBY (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles), Jamie L. Johnston (The Chicago School, Los Angeles), Dave A. Pyles (The Chicago School, Los Angeles)
Abstract: The Standard Celeration Chart (SCC) displays frequency against a continuous real time-line to provide a graphic means of displaying celeration. The wide applicability of the SCC may be hindered by the terminology and specific skill set which an individual must acquire before graphing and interpreting data on the chart. Teaching more individuals the terminology and skills to graph data on the SCC has the potential to result in a wider adoption of the SCC across disciplines concerned with human behavior. Currently no research has examined the extent of training necessary for individuals to acquire the skills to graph data on the SCC. The purpose of the current investigation was to evaluate the effects of reading an instructional handbook and attending an in-person training session on students ability to plot data on the SCC. A multiple-baseline across 11 students was implemented and results suggest that individuals can acquire the skills necessary to use the standard celeration chart with minimal training.# 164 Symposium
05/30/2010 9:00 AM - 10:20 AM
214C (CC) VRB/Verbal Behavior; Applied Behavior Analysis
BACB CE Offered. CE Instructor: Kimberly Berens, Ph.D., BCBA
Derived Relational Responding and Complex Language Repertoires: Developments in Assessment and Education.
Chair: Valerie R. Rogers (University of Nevada, Reno)
Discussant: Steven C. Hayes (University of Nevada, Reno)
- The Role of Relational Operants in the Establishment of Advanced Language Skills KIMBERLY NIX BERENS (Center for Advanced Learning, Inc. ), Nicholas M. Berens (University of Nevada, Reno) Abstract: Have you ever trained a vast verbal repertoire in a child with autism only to feel that his/her repertoire could be more flexible, varied and contextually sensitive? Have you ever taught a child to read to standard levels of accuracy and rate only to realize that the child does not understand a single word he/she is reading? Using current clinical and experimental work at the Center for Advanced Learning, Inc., the current paper will cast these problems as deficits in relational responding. Having clarified potential functional units, the paper will then discuss strategies for developing interventions that teach children to speak with meaning and listen with understanding.
- Toward the Development of a Behavioral Assessment for Detecting the Emergence of Generalized Derived Symmetry
Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), EVELYN R. GOULD (Center for Autism and Related Disorders, Inc.), Megan Kirby (Center for Autism and Related Disorders, Inc.)
- An Investigation of Language-Building Procedures on Derived Relations of Coordination and Distinction: Implications for Listening and Reading Comprehension.KENDRA L. RICKARD (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc. )
Abstract: One of the most important factors linked to future language skills is the frequency and quality of language-based experiences in the first three years of life. Children who lack this experience, or fail to benefit from it due to Autism Spectrum Disorder, or other developmental delays, are at risk for academic failure. The impact of language delays is particularly apparent in reading comprehension. Even when children learn to read, it is not uncommon for comprehension to be left lacking. Behavior involved in reading comprehension are complex, language-based, and inherently relational. Most instructional efforts are geared towards explicit instruction of the behaviors involved in prediction and inference, two of the most critical skills involved in reading comprehension. Without requisite language skills, these efforts are often futile. Relational Frame Theory (RFT) is a useful model for understanding the core behavioral processes necessary for reading comprehension. Precision Teaching provides a measurement tool for capturing the development of operants and instructional procedures to guide efficient and effective language-building procedures. In the current study, PT practices were used for expanding language-based histories. The effects of this training were evaluated with respect to two relational operants seen as critical to reading comprehension. Specifically, an A/B multiple probe design was used to evaluate the effects of language-building procedures across multiple exemplars on the derived relations of coordination and distinction.# 365 Symposium
05/31/2010 9:00 AM - 10:20 AM
Republic A (Grand Hyatt) OBM/Organizational Behavior Management; Applied Behavior Analysis
Organizational Behavior Management in Italy
Chair: Fabio Tosolin (AARBA)
- Precision Teaching: “The State of the A” to Build Effective e-Learning. Historical and Methodological Issues and Applied Researches in Large Railway Companies and in a Helicopter Company in Italy
FABIO TOSOLIN (AARBA), Adriano Bacchetta (AARBA), Elena Algarotti (AARBA), Maria Gatti (AARBA)
Abstract: The lecture is focused on the importance of scientific methodology in the e-learning design. Precision Teaching is presented from both a methodological and applied point of view. A particular light will be put on the use of PT as the most adequate measurement tool and the state of the art procedure for instruction and training via e-learning. Precision Teaching exclusive adequacy in achieving both accuracy (rate of response) and speed (frequency of response) will be discussed. The authors trace the evolution of procedures and findings associated with fluency, discuss on the folly of traditional e-learning without frequent, immediate and contingent feedback and analyze the need of an experimental analysis in developing and delivering effective e-learning in specific areas of complex behavior. An experimental research in two large railway companies in Italy was made to compare the effect of precision teaching vs traditional learning methods. The adoption of PT training in e-learning dramatically reduces learning time, increases fluency (accuracy plus speed) and develops stronger resistance to extinction.
- From Teaching Machines to the Exploitation of Virtual and Augmented Reality: Role of Behavior Analysis to Support Manual Workers in Aerospace Industry Within European Project
ManuVAR GUIDO TOSOLIN (AARBA), Alessandro Valdina (AARBA)
Monday 5/31/2010 10:30 AM - 11:50 AM
202AB (CC) AUT/Autism; Service Delivery
BACB CE Offered. CE Instructor: Kevin Cauley, M.Ed., BCBA
Recent Findings Using TAGteach in Diverse Populations and Applications Such as Autism and Commercial Fishermen
Chair: Theresa Mckeon (TAGteach International)
Discussant: Julie S. Vargas (B. F. Skinner Foundation)
- The Combined Effects of TAGteach and Precision Teaching on Learning for Children With Autism
KEVIN S. CAULEY (Step by Step Learning Group), Elizabeth Benedetto-Nasho (Step by Step Learning Group Inc.)
Abstract: The cognitive profile of children with autism suggests that they require immediate and clear performance feedback with regards to whether or not their responses matched the desired teaching target. The behavior analytic literature has found that performance feedback is greatly enhanced when reinforcement is delivered contingently and immediately (Miller, 2006). TAGteach capitalizes on the principles of reinforcer effectiveness through the use of audible makers that communicate a simple and clear statement that gives students instant feedback. Precision Teaching emphasizes the idea of evaluate then revise. Using this powerful technology, teachers are urged to pinpoint behaviors, count and time them, and then immediately adjust when initial teaching tactics do not produce desired results. A key aspect of viewing student performance through a Precision Teaching paradigm is the concept of child knows best. That is, if a student is progressing, then the instructional arrangement is good. However, if performance falters, then the instructional arrangement should be adjusted (Lindsley, 1972). Combining TAGteach and Precision Teaching provides a template for potentially enhancing the rate of learning for children with autism. This data-based presentation will discuss the use of these combined technologies for teaching early learning curriculum to young children with autism.
- Creating and Following Directions in Hazardous Situations—TAGteach on the Bering Sea
THERESA MCKEON (TAGteach International)
- The Use of TAGteach to Improve the Acquisition of Instruction Following in Children With Autism
MARIDITH R. GUTIERREZ (Applied Behavior Consultants, Inc.)
Monday 5/31/2010 10:30 AM - 11:50 AM
Texas Ballroom Salon A (Grand Hyatt) EDC/Education; Applied Behavior Analysis
BACB CE Offered. CE Instructor: Kerri Milyko, M.A., BCBA
The Marriage of Percentile and Precision: Shaping Academic Behaviors Using Percentile Schedules
Chair: Jeffrey Gesick (University of North Texas)
Discussant: Henry S. Pennypacker (University of Florida)
- A Case for Incorporating Percentile Schedules Into Precision Teaching Practices: A Systematic Approach to Shaping Response Frequencies
JEFFREY GESICK (University of North Texas), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: Educating children is one of the most important practices in society; however, mainstream education has failed at this process in many respects. Precision Teaching (PT), a branch of behavior analysis, has provided both clinically and empirically supported technologies that are relevant for improving educational outcomes. Of main concern for precision teachers is the establishment of “fluency” or “true mastery” of academic repertoires. More often than not, fluency is synonymous with high response frequencies. As such, a main practice in PT is the use of shaping procedures to build frequencies on academic skills to levels that indicate mastery. However, as in other areas of behavior analysis, shaping tends to be implemented based on “feel” rather than on a set of systematic procedures. In our basic science, percentile schedules of reinforcement have been demonstrated to be a more systematic means of shaping behavioral repertoires and training others in the shaping process. This presentation will provide a conceptual account of the relevance of percentile schedules for PT practices. A detailed methodology for using percentile schedules in the shaping of response frequencies will be offered. Finally, “plain English” strategies for training precision teachers in the usage of percentile schedules of reinforcement will be provided.
- Bringing Basic Science Into an Applied Setting: Using the Percentile Schedule to Take the Art Out of Shaping
MOLLY HALLIGAN (University Nevada, Reno), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: Precision Teaching methods have produced fluent academic behaviors. Traditionally, shaping fluent behaviors has occurred through the reinforcement of behavior streams, or timings, resulting in the highest frequency. However, delivering reinforcement contingent upon “personal best” performance often produces responding similar to that of ratio strain. Regularly, precision teachers identify this ratio strain; often providing reinforcement for behaviors that do not necessarily meet any sort of criterion (e.g., sympathy reinforcement). However, there are exceptional precision teachers that have their own shaping process developed through an extensive history of interactions with a multitude of learners. Unfortunately, these methods are difficult to teach and remain rather artistic in nature. Being a natural science, it is surprising that an artistic technique remains the predominant shaping method in behavior analysis. Diversely, percentile schedules of reinforcement allow for a more systematic shaping procedure, removing the artistic “feeling” of shaping. Therefore, the current presentation will show clinical data from a learning center that uses Galbicka’s percentile schedule in various ways with different types of learners. Data will be discussed with respect to frequency, celeration, and variability.
- Dissecting the Percentile Schedule Equation: Evaluating the Effects of Various Densities of Reinforcement
KERRI K. MILYKO (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: Percentile schedules of reinforcement have been effective in shaping rate of lever pressing in rats, increasing variability in key pressing with teenagers with autism, decreasing carbon-oxide levels of smokers, increasing eye contact with children with Fragile X syndrome, and increasing on-task behaviors with children with learning disabilities. Within these studies, researchers have evaluated various manipulations of Galbicka’s percentile schedule equation, such as the density of reinforcement and the number of recent observations used to calculate the reinforcement criterion. However, further investigation is warranted, particularly that which evaluates the effects of the schedule alone without an added rule, which may potentially compete with the programmed contingency. Therefore, the present study examined the effects of different densities of reinforcement with college students performing a simple computer task using an A/B/A/C/A/D reversal design with a constant-series control. Data will be examined with respect to frequency, celeration, and variability. Additionally, a discussion will be provided regarding implications of the current study and further directions of investigation.# 418 Symposium
Monday, 5/31/2010 1:30 PM - 2:50 PM
206AB (CC) AUT/Autism; Applied Behavior Analysis
The Application of Behavior Analytic Methodologies at a Center for Children and Adolescents Diagnosed With Autism
Chair: Patrick E. McGreevy (Patrick McGreevy, Ph.D., P.A.)
- Using Precision Teaching Across the Verbal Operants
LAURA GRANT (Applied Behavior Center for Autism)
Abstract: Precision teaching is a powerful behavioral technology that is useful across all learners and levels of skill. This presentation will provide an overview of Precision Teaching, an explanation of “channel sets” (Haughton, 1980), now commonly referred to as learning channels and their relation to the verbal operants and the application of the Precision Teaching methodologies to language, social and academic skills at the Applied Behavior Center for Autism. Descriptions of how Precision Teaching is currently in use at our center, video footage of fluency based instruction and data charted on the Standard Celeration Chart representing the variety of skills targeted using the methodologies will also be presented. Targeted skills for which data will be provided include requesting preferred items using sign language, articulation of speech sounds for children transitioning from a signer to a vocal speaker and academic skills of children in a classroom designed to prepare them to transition to a general education environment.
- Teaching Covert Verbal Behavior to Mediate Social Skills
JANINE SHAPIRO (Applied Behavior Center for Autism)
- Creating a Transitional Classroom for Children on the Autism Spectrum
KYLE M. MITCHELL QUINN(Applied Behavior Center for Autism)
- Facilitating Peer Manding Sessions With Children With Different Response Forms
ALISON ANDERSON (Applied Behavior Center for Autism)
# 511 Symposium
Tuesday 6/01/2010 9:30 AM - 10:50 AM
Texas Ballroom Salon B (Grand Hyatt) EDC/Education; Experimental Analysis
The First Learning Centre in Italy: Applied Behavior Analysis in the Country of Teaching as an Art
Chair: Silvia Perini (Università di Parma)
- Syllables or Words? A Comparison Between Common Words and Common Syllables Fluency-Based Trainings to Improve Early Reading Skills
FRANCESCA CAVALLINI (University of Parma), Federica Berardo (Tice Learning Center), Sara Andolfi (Tice Learning Center)
Abstract: This study describes and compares the effectiveness of two brief intervention trainings (word recognition and syllable recognition) aimed at increasing the readings rates of four pupils referred to our facility (The Tice Learning Centre) for learning problems. The two programs used frequency-building procedures aimed at increasing reading rates for either common words (2 children) or common syllables (2 children). Both programs used precision teaching (PT) to monitor intervention effectiveness. The four children in the syllable/word treatments also received speed reading support during the same period. Results showed that the two word-recognition training participants made significant gains in overall reading skills and the two children receiving syllable recognition treatment did not improve on any of the measures. This study suggests the importance of teaching common words recognition during the early reading teaching process and provides additional evidence for the effectiveness of PT and frequency-building procedures.
- Centro Tice: The First Learning Centre in Italy
SILVIA PERINI (Università di Parma), Francesca Cavallini (University of Parma), Fabiola Casarini (University of Parma)
- Comprehensive Application of Behavior Analysis to Schooling in Italy: The Pilot Project
FABIOLA CASARINI (University of Parma), Roberto Cattivelli (Tice Learning Center), Francesca Cavallini (University of Parma)
- The Effects of an Intensive Tact Intervention on the Emission of Spontaneous Speech in Two Students With Multiple Disabilities: A Replication of CABAS Procedures in Italy
FABIOLA CASARINI (University of Parma), Francesca Cavallini (University of Parma), Federica Berardo (Tice Learning Center)
Past related posts:
Monday, February 22, 2010
POSTERS - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX
Tuesday, February 9, 2010
ANNOUNCE: Precision Teaching events at ABA International Annual Convention, San Antonio , TX - Early registration ends Feb. 24, 2010.
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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
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
