Summer 2010 - The Center for Advanced Learning, Inc. (CAL) Summer Fluency Camp

The Center for Advanced Learning, Inc. (CAL)

Directors:  Kimberly Berens, Ph.D., BCBA-D, Nicholas Berens, M.A., & Kendra Rickard, M.A.



Summer Fluency Camp

For Gr. 3-12

Program Description

• 1/2 day summer program
• Combination of small group & 1:1 instruction
• Fluency building in basic reading and math skills
• Concept building in language arts and advanced mathematics
• Prototype-construction approach for grammar & expressive writing

Summer Hours:
8:30 am - 5:30 pm

Visit the CAL website for more information and the overview of daily structure of the summer program, as well as the full menu of programs offered by the Center at its locations in Reno and Carson City, Nevada,  and Medford, OR.

Related of interest
Dec 09 Precision Teaching Podcast - Interview of Kimberly Berens, Ph.D., BCBA
Wednesday, December 30, 2009

July 09 Precision Teaching Podcast - Interview of Kerri Kaelin Milyko, M.A.
Friday, July 31, 2009

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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

EVENT: Early heads-up on National Direct Instruction Conference AND a new conference tailored for Direct Instruction for students with ASD

Although Precision Teaching is a measurement technology that can be applied to any curriculum, many Precision Teachers have found considerable value in using the Direct Instruction programs - and such was the subject of an article by Carl Binder, Precision Teacher and Cathy Watkins, Direct Instructor,
Binder, C., & Watkins, C. L. (1990). Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools. Performance. Improvement Quarterly, 3(4), 74-96.

For that reason we'd like to give an early heads-up on two summer conferences of interest to those who use the Direct Instruction (Becker, Englemann) model of instruction or are interested in learning more about it and specific curriculum packages-
the

• 36th National Direct Instruction Conference And Institutes, which will be held in Eugene, Oregon and
• Effective Programs for Learners With Autism Spectrum Disorders—A Direct Instruction Conference, Columbus, Ohio. (As a special note, the Columbus, Ohio conference is being hosted in cooperation with Haugland Learning Center).

36th National Direct Instruction Conference And Institutes July 25–29, 2010
Hilton Eugene Hotel & Conference Center
Eugene, Oregon
Beginning and Advanced Training
College Credit
BACB® Approved Continuing Education Units available


"Join us for the longest running, most comprehensive Direct Instruction Training available.

This year we are pleased to present long time DI Consultant Carolyn Schneider along with Zig Engelmann as our keynote speakers.

We will have sessions for beginning and veteran users, as well as sessions designed for classroom teachers and parapros, coaches, and administrators. Special tracks for general, and special education and many others will be highlighted"

Please see the conference brochure for full information on events, registration and lodging.

Questions about the National Direct Instruction Conference should be directed to the Association for Direct Instruction



AND a new special focus Direct Instruction Conference in Columbus, Ohio

Effective Programs for Learners With Autism Spectrum Disorders—A Direct Instruction Conference, Columbus, Ohio
August 16–18, 2010
Hilton Columbus/Polaris
Columbus, Ohio

BACB® Approved Continuing Education Units available!
College Credit Available!
Training Designed for Teachers, Practitioners and Parents!

"Training on Reading Mastery, Language for Learning, DISTAR Arithmetic, Connecting Math Concepts and Corrective Reading Comprehension will be featured at this training tailored specifically for those that work with students with an ASD diagnosis."
[Blog author note - for information on these curriculum packages, see Signals, The Direct Instruction Community]

Please see the conference brochure for full information on events, registration and lodging.

Questions about the Effective Programs for Learners With Autism Spectrum Disorders conference should be directed to the Association for Direct Instruction

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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

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

 

NEWS: New Federal Practice Guide in Math Recommends Increased Emphasis on Basic Skills and Fluent Performance

Teaching component and basic skills to fluency so that they may be readily applied to higher order skills and composites may not be news to Precision Teachers who utilize fluency based instruction, and many curricular program packages are structured on that basis, but it's positive to see this gaining some recognition at a policy-maker basis, in this case in the area of mathematics. The report from the What Works Clearinghouse of the US Department of Education is at the end of the post.

Response to Intervention' in Math Seen as Challenging
Educators Explore Advice Laid Out in New Federal Practice Guide on Topic
Education Week, via CEC SmartBrief
Published Online: June 16, 2009
Published in Print: June 17, 2009

[Excerpt]
"...Still, the guide recommends, among other steps, that remediation for students in grades K-5 should focus on the properties of whole numbers, like counting, addition, and subtraction. Older students, up to 8th grade, should learn rational numbers in depth, including the meanings of ratios, decimals, and percentages, the panel recommends.

Another recommendation is that all students who need extra math assistance should work on fluent retrieval of basic arithmetic facts [my emphasis], like simple addition and multiplication. Higher-level mathematics often assumes that students can quickly recall facts like “3 times 9” or “11 minus 7,” when such operations may be difficult for those lagging behind their peers, the panel found..."

IES PRACTICE GUIDE
NCEE 2009-4060
U.S. DEPARTMENT OF EDUCATION
WHAT WORKS CLEARINGHOUSE
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
April 2009, 104pp.

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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