ANNOUNCE: 3/19/10 - Morningside Academy 6th Annual Gala Dinner & Auction, Seattle WA

Mark your calendar for the 2010 Morningside Academy, 

6th Annual Gala Dinner and Auction,

6:30 -10:30PM Friday, March 19, 2010 
 Doubletree Arctic Club Hotel
700 3rd Ave. at Cherry St.Seattle, WA.

Early ticket reservation deadline for this gala fundraiser is March 5, 2010.

All RSVPs are requested by March 12, 2010.

WORKSHOPS & TUTORIAL - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

For this post on Precision Teaching offerings at the Association for Behavior Analysis International (ABAI) Annual Convention, I would like to do a round-up of related workshops and a Professional Development Tutorial on Precision Teaching since the deadline for discounted workshop registration is fast approaching.

The LAST day to sign up for workshops at the early-bird discount is this Wednesday, February 24, 2010. After that, the prices take a substantial jump up.  See the ABA International website for full details on the Convention.

Workshop #26  CE: PSY/BACB
Friday, 5/28/2010   10:00 AM - 5:00 PM
Travis A (Grand Hyatt)   TBA/Teaching behavior analysis
CE Instructor: John Eshleman, Ed.D., BCBA

Precision Teaching and Standard Celeration Charting
[Previously posted on February 9, with photos from the 2009 workshop in Phoenix, AZ]
BACB CE Offered. CE Instructor: John Eshleman, Ed.D., BCBA
ABIGAIL B. CALKIN (Calkin Consulting Center), JOHN W. ESHLEMAN (The Chicago School of Professional Psychology), KERRI K. MILYKO (University of Nevada, Reno), HENRY S. PENNYPACKER (University of Florida), JESUS ROSALES-RUIZ (University of North Texas)

Level: Introductory
Audience: Anyone seeking an introduction (or refresher) to precision teaching and standard celeration charting, including persons interested in using SCCs to improve their teaching or clinical practice and individuals planning to take the Behavior Analyst Certification Board (BACB) examination.

Workshop #47           CE: PSY/BACB
Friday 5/28/2010   6:00 PM - 9:00 PM
Bonham C (Grand Hyatt)   AUT/Autism
CE Instructor: Mary Barbera, M.S., BCBA

A Rapid Training Procedure to Teach Staff How to Implement Verbal Behavior Intensive Teaching Sessions
MARY LYNCH BARBERA (Pennsylvania Verbal Behavior Project)

Description: This workshop will give a detailed overview of a three-step procedure created to teach staff to name the verbal operants fluently and to utilize errorless and error correction teaching procedures. These important prerequisite skills are needed before staff can successfully implement applied behavior analysis (ABA) and verbal behavior (VB) intensive teaching sessions with students with autism.
Objectives:
This workshop will achieve the following objectives: 1. Participants will fluently name the verbal operants. 2. Partipants will demonstrate fluent errorless and error correction and generalization run-throughs. 3. Participants will leave the workshop with the skills needed to teach the three-step procedure to others including staff members and parents.
Activities:
The workshop will include a lecture, simulation activities, role playing, and discussion.
Audience:
Behavior analysts, psychologists, teachers and others interested in learning the skills needed to implement ABA and VB intensive teaching sessions with students with autism.
Level: Intermediate

Workshop #73           CE: PSY/BACB
Saturday 5/29/2010   8:00 AM - 11:00 AM
Travis C (Grand Hyatt)  CBM
CE Instructor: Abigail Calkin, Ph.D.

Inner Behavior: Changing Thoughts, Feelings, and Urges
ABIGAIL B. CALKIN (Calkin Consulting Center), EMMA F. DOUGLAS (The Treehouse Trust)

Description: Thoughts, feelings, and urges are inner behaviors that a person can observe, count, and change. Substantial research from about 1,000 charts over the past 40 years shows that behavioral observation and methods can change a person's inner behaviors. Therapists and teachers encounter the need to make or help others use these techniques in therapeutic, educational, and home settings. The workshop reviews the history of of this particular field and includes charted examples from people who have counted and changed their inner behaviors, as well as a brief look at the statistics that support the similarities between inner and outer behaviors. There are some data from soldiers with posttraumatic stress disorder. The workshop also teaches how to use the standard celeration chart to record the frequencies and make the correct decisions to change these inner behaviors.
Objectives:
At the conclusion of the workshop, participants will have learned to do the following: 1. state the theoretical and research background on observing and changing inner behavior; 2. define thoughts, feelings, and urges and name specific examples of each; 3. practice writing positive thoughts, feelings, and urges at 30-35 per min and say them at about 50-75 per min; 4. count and record some specific inner behaviors for the duration of the workshop, which can be continued or revised later; 5. discuss and develop a plan to change inner behaviors of self or client.
Activities:
The primary focus is to identify, list, count, and record inner behaviors, and then to learn how to practice daily and thus change to the desired behavior. Each participant will develop a written plan to use this technique with a person or group.
Audience:
This workshop is for clinicians and graduate students in behavior analysis and psychology, special education teachers who work with students with behavior disorders, and others interested in changing inner behaviors.
Level: Intermediate

# 270 Panel Discussion   BACB CE Offered
Sunday 5/30/2010  3:30 PM - 4:20 PM
Texas Ballroom Salon B (Grand Hyatt)  EDC; Applied Behavior Analysis
BACB CE Offered. CE Instructor: Alison Moors, M.A., BCBA

Professional Development Series: An Introduction to Precision Teaching
Chair: Kendra L. Rickard (University of Nevada, Reno)
JENNIFER TESTA (Morningside Academy)
KERRI K. MILYKO (University of Nevada, Reno)
ALISON L. MOORS (Academy for Precision Learning)

Abstract: Precision teaching (PT) is a subfield of behavior analysis that has at its core a measurement system. The standard celeration chart (SCC) is the hallmark of precision teaching, and through its use, discoveries of relationships between component behaviors and complex repertoires have been made. The most efficient and effective methods for establishing complex repertoires have also been discovered, and a truly functional definition of mastery has emerged. This symposium will include an overview of PT and the SCC, as well as discuss applications of PT in various settings with a variety of different learners and behaviors. The benefit of combining PT with other effective instructional techniques, such as Direct Instruction and Curriculum-Based Measurement, will also be discussed.

-----------------------------------
Related posts
Monday, February 22, 2010
EXPO - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

Monday, February 22, 2010
SYMPOSIA - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

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.

------------------------
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

EXPO - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

The Expo at the Association for Behavior Analysis International Annual Convention is where university and college programs, and ABA International Special Interest Groups and Chapters gather to give convention attendees an opportunity get better acquainted with their programs and activities through face-to-face meeting in a collegial atmosphere.

# 113 ABAI Expo
Saturday, 5/29/2010   8:30 PM - 11:00 PM
Exhibit Hall A (CC)

41. Masters Programme in Applied Behaviour Analysis at the University of Wales, Bangor
[Link to the programme]
J. CARL HUGHES (Bangor University), Sandy Toogood (Wales Centre for Behaviour Analysis, University of Wales), Marguerite L. Hoerger (University of Wales Bangor), Richard P. Hastings (University of Wales Bangor), Stephen Noone (University of Wales Bangor), Corinna F. Grindle (University of Wales)

Abstract: In 2003 we developed the first Masters course in Applied Behaviour Analysis in Europe. The course is designed and taught by Board Certified Behavior Analysts (BCBA) and has been approved by the Behavior Analysis Certification Board (BACB) as providing content eligibility for students to sit the full BCBA exam (3rd Task List). In line with the British University system, the course is offered at three levels: Post-graduate Certificate, Post-graduate Diploma, and Masters. In the design and running of the course we have attempted to use behavioural principles in the instructional materials, learning environments, and in the assessment of students learning. We utilise computer based instructional packages, direct instruction, and, Precision Teaching approaches, such as SAFMEDS and Standard Celeration Charting. The course can be taken in one year or on a part-time basis (either two or three years in duration). Each year we enroll approximately 30 students from a wide range of backgrounds: early autism intervention projects, challenging behaviour units, social services, special education, and new graduates. Our main aim is to make a significant contribution to training competent behaviour analysts in Europe.

46. The Chicago School of Professional Psychology: Chicago Campus 
[Link to the program]
CHARLES T. MERBITZ (Chicago School of Professional Psychology)

Abstract:  The Chicago School of Professional Psychology is a not-for-profit graduate school with its original campus located in Chicago's beautiful downtown and a new campus in Los Angeles. The Department of Applied Behavior Analysis (Chicago) currently enrolls 100 students in our two-year full time Masters in Clinical Psychology with a Specialization in ABA, and 24 students in our inaugural ABA PsyD class. Our aim is to produce graduates with outstanding ABA and clinical skills. The MA and PsyD. have BACB approved course sequences, so that graduates are eligible for the BCBA Exam and credential. Supervised field placements in local and out-of-town settings are available. We use behavioral approaches to education, such as the "Keller Plan" aka the Personalized System of Instruction (PSI), and Precision Teaching. This year we are particularly pleased to report on our expansion to Chicago public schools. Our Chicago faculty members John Eshleman, Ed.D., BCBA; Scott Herbst, Ph.D; Tracy Kettering, Ph.D., BCBA; Susan Malmquist Ph.D., BCBA; Denise Ross, Ph.D.; Diana Walker, Ph.D., BCBA; and the Department Chair, Charles Merbitz, Ph.D., BCBA-D, welcome you to ABAI and invite your questions. We are also very pleased to offer courses and/or supervision by other talented behavior analysts, and academic work at our other campus in Los Angeles (Rachel Findel-Pyles, Ph.D., BCBA, Chair, with Eric Carlson, PhD, and David Pyles, PhD, BCBA.). Further information is available at www.thechicagoschool.edu.

# 116 ABAI Expo [scroll down the page] 

Saturday, 5/29/2010 8:30 PM - 11:00 PM
Exhibit Hall A (CC)


111. The Standard Celeration Society
[Link]
Kelly J. Ferris (Organization for Research and Learning), WILLIAM J. HELSEL (AGILE@PLEA), Regina G. Claypool-Frey (California Association for Behavior Analysis), Charles T. Merbitz (Chicago School of Professional Psychology), Michael Fabrizio (FEAT of Washington), Richard M. Kubina Jr. (Penn State University)

Abstract: Since 1990 the Standard Celeration Society (SCS) has comprised a collegial organization for all persons who use Standard Celeration Charts to monitor and change human behavior frequencies. The society’s heritage lies greatly in Precision Teaching and its founder Ogden R. Lindsley, who in 1972 (p. 9) named Precision Teaching because "what was really new in our procedure was precision, we decided to use that as an adjective in front of whatever it was one was doing: hence in our case, "precision teaching." Lindsley (1971) [Note: this is an enormous 27Mb+ file] hoped that the standard recording and charting system would be used throughout the behavioral fields as Precision School Psychology, Precision Social Work (Green & Morrow, 1972), Precision Speech Therapy (Johnson, 1972), and so on. Dr. Lindsley’s greatest contribution as written in tribute by T. V. Joe Layng was his showing “that bringing frequency to the people revealed not only his heart, but the heart that resides in the science of human behavior as well.” The Society encourages the development and growth of a science of human behavior and learning, and promotes using the Standard Celeration Chart to further that objective. Ultimately, we have a society to create a more loving, less fearful world.

[For full description with citation, please see this page at the Standard Celeration Society. ]
--------------------------------
Past and related posts:

Monday, February 22, 2010
SYMPOSIA - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

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.

[Standard Celeration Society]
Tuesday, February 2, 2010
Preliminary announcement of the 2010 International Precision Teaching Conference - Seattle, WA

Friday, December 18, 2009
Chicago School of Professional Psychology student presentation at ABAI Autism Conference

Thursday, June 4, 2009
SHOUT-OUT for Precision Teaching in Europe

------------------------
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

SYMPOSIA - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

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)

# 379 Symposium
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.)

# 392 Symposium
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)

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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.

------------------------
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

POSTERS - Precision Teaching or related events at ABA International Annual Convention, San Antonio , TX

This post is a continuation of the previous post on Precision Teaching related events at the 2010 Association for Behavior Analysis International Annual Convention in San Antonio Texas, May 28-June 1, 2010.

The topic this time is Poster presentations - those which mention Standard Celeration Charts, Precision Teaching, "charting", or refer to fluency or fluency-training, or fluency-based instruction. Those posters mentioning TAGteach or other auditory bridging stimuli are included because of the interest that some Precision Teachers have in this as a research or practice area and that some Precision Teachers are listed as co-authors of a poster.

Any missing relevant poster presentations are due to being inadvertently missed  in the large number of Convention presentations and not for any selective or editorial reasons.

Don't forget that the last day to register for the ABAI Convention at discounted early bird rates is February 24, 2010.

# 93 Poster Session
Saturday 5/29/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   AAB/Applied Animal Behavior

4. The Effects of Verbal Bridging Stimulus or Mechanical Bridging Stimulus in Positive Reinforcement Training of Sea Otters
INDYA N. WATTS (Chicago School of Professional Psychology), Traci M. Cihon (University of North Texas), Tracy L. Kettering (The Ohio State University), Kenneth T. Ramirez (John G. Shedd Aquarium), John W. Eshleman (The Chicago School of Professional Psychology)

Abstract: The use of mechanical marking stimuli has spread to many areas of training. Mechanical markers, such as clickers, have been used extensively with humans and non-humans to shape desired behavior. However, empirical data evaluating the effectiveness of the clicker in relevant practical application areas such as acquisition time and response maintenance is very limited, and what has been produced is conflicting: one study indicates that mechanical markers decrease acquisition time when compared to other marker modalities, and another indicates that use of mechanical markers does not facilitate acquisition. The purpose of this study is to assess the acquisition and maintenance of responding with two female Alaskan sea otters when the novel responses were shaped and maintained using a verbal bridge, “good,” or the sound of a clicker. A multiple baseline across participants with replication across target behaviors was employed to evaluate the dependent measures of acquisition, response accuracy and the ratio of correct to incorrect responses. Data will be discussed in terms of the implications for trainers, including benefits or drawbacks of use of the two marking stimuli.

# 94 Poster Session
Saturday 5/29/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   AUT/ Autism

56. The Effects of TAG Teach Methods on Sign Language Object-Naming Skills in Nonvocal Children with Autism 
MEGAN N. MORIEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Susan K. Malmquist (Educational Diagnostic & Consulting Services)

Abstract: Many children diagnosed with autism possess a limited verbal repertoire, and sign language has been shown to be an effective method for teaching such verbal skills. Given that sign language entails quick hand movements, delivering immediate reinforcing consequences may prove difficult. Teaching by Acoustical Guidance (TAG) can provide truly immediate consequences following a given movement. The present study used a multielement design to compare the rate of acquisition of object-naming using sign language for four children with autism across three experimental conditions: TAG, and generalized conditioned reinforcers that are contingent and non-contingent. Frequency and celeration data on daily per minute standard celeration charts show the differential effects of the three reinforcement tactics.

Key Words: TAG teach, sign language, verbal behavior, reinforcement tactics, frequency, celeration, children with autism.

# 96 Poster Session
Saturday 5/29/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   DDA/Developmental Disabilities

80. The Effects of High-Probability “Do” and “Don’t” Request Sequences to Increase Compliance
LAURA MAHLMEISTER (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Nick Wilhelm (The Chicago School of Professional Psychology)

Abstract: A high-probability (high-p) request sequence involves delivering a series of requests that are highly likely to produce compliance (high-p request) prior to issuing a request in which compliance is less likely (low-p request). High-p request sequences have been shown to increase compliance to a variety of requests (e.g. Mace et al., 1988; Neef, Shafer, Egel, Cataldo, & Parrish, 1983). However, previous research has found little improvement in compliance to “don’t” requests even when a high-p sequence was in effect (e.g. Ducharme & Worling, 1994). This study examined the effects of a high-p request sequence on compliance to both “do” and “don't” low-p requests in children with developmental disabilities. Motivating operation (MO) manipulations were evaluated when compliance to the “don't” requests were not initially observed. The MO manipulations included altering the high-p sequence to include “don’t” requests (e.g. “don’t give me a high five”) without altering the low-p request. Results are discussed in terms of MOs and compliance to symmetrical requests.

# 98 Poster Session
Saturday 5/29/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   EDC/Education

106. The Effects of Copy, Cover, Compare Training on the Acquisition of Sight Words in Children Diagnosed With Autism
KARI L. COLWELL (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Jennifer Goubeaud (The Chicago School of Professional Psychology)

Abstract: Research has demonstrated that the use of phonics is effective in teaching reading skills in general, however little research in sight word acquisition has been conducted with children diagnosed with Autism. The systematic use of phonemes includes presentation of a logical sequence to build letter-sound recognition (NPR, 2000). Research suggests that with fluency training, students can be expected to have longer endurance and more correct responding for trained tasks (McDowell & Keenan, 2001). Previous research that included the copy, cover, and compare (CCC) method to teach a variety of skills across different subject areas demonstrated an increase in student’s academics. (Cieslar, McLaughlin, & Derby, 2008). Additionally, research suggests the CCC method is more effective than picture matching in improving the reading skills of typically-developing children (Cieslar, McLaughlin, & Derby, 2008). The current study examines the use of phonemic fluency and CCC to determine if teaching letter sounds to fluency in addition to implementation of the CCC method affects the acquisition of sight words in children diagnosed with Autism.

107. The Effects of Training Component Skills to Fluency on Mathematic Word Problems Accuracy and Rate 
JENNA K. NIKULA (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Melissa Twarek (The Hope Institute)

Abstract: Mathematical word problem solving is an area in which children have difficulties efficiently extracting critical information. Specifically, speed of responding has been shown to be a problem with individuals with disabilities, such as Specific Learning Disabilities or Autism. The results of this study will be used to further a research base that has largely focused only on accuracy of responding for children with special needs. In this study, we will examine the effects of teaching 2nd and 3rd grade children diagnosed with Autism or another developmental disability to identify component aspects of addition and subtraction word problems. Children will be taught to identify the component responses (initial value, change value, operation, and resulting value) using a fluency-based approach. A multiple baseline design across behaviors will be used to show treatment effects. This research will help to determine the extent to which teaching component skills to fluency improves both speed and accuracy of an important composite skill, correct word problem solving.

108. The Effects of Mobile and Immobile Record Floors in Fluency Timings on the Rates of Responding and Endurance for Learners in General Education Settings 
ANNA BARBARA BRANSKI (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (The Chicago School of Professional Psychology)

Abstract: In this replication and extension of Cissell (2009), the differences in rates of responding during fluency timings are compared between conditions in which immobile and mobile record floors are used. Participants are five- to nine-years-old students from general education classrooms in a public school. Dependent variables in this study are numbers of words read and math facts answered per minute. Several sets of flash cards are used and participants learn to respond to them to pre-determined fluency levels where the recording time is either variable or fixed. First, participants learn to respond to a set of 15 flashcards in each condition until they reach fluency, and then later, they learn new sets of 40 flashcards to fluency in each condition. In each condition, participants are asked to respond to their flashcards in two-minute trials after they reach their fluency aims to determine endurance (Binder, 1996). The present study will check for any differences between rates of responding in mobile and immobile record floors conditions, and differences between these results for sets of 15 cards and sets of 40 cards. Frequency data of acquisition and outcomes of endurance checks will be presented.

# 99 Poster Session
Saturday 5/29/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   VRB/Verbal Behavior

124. Using Lag Schedules to Increase Vocal Variability in Children With Autism 
MEGHAN G. MCCLURE (Chicago School of Professional Psychology), Tracy L. Kettering (The Ohio State University), Judah Axe (Simmons College), Nick Wilhelm (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology)

Abstract: Variability has been demonstrated to be an operant dimension of behavior (Page & Neuringer, 1985), and as an operant, variability can be systematically increased using reinforcement for variable responding. Lag schedules require that responses meet a minimum level of variability by reinforcing only responses that differ from the previous number of responses designated by the Lag schedule. In previous research, Lag schedules of reinforcement have been used to increase variability in answering social questions (Lee, McComas, & Jawor, 2002), selection of classroom activities (Cammilleri & Hanley, 2005), and vocal verbal behavior (Esch, Esch, & Love, 2009). Variability may be useful for producing responses that can later be shaped into appropriate verbal behavior. This study assessed the effects of using Lag schedules of reinforcement to increase phonemic vocal variability in children with autism by providing reinforcement for sounds that differed from the previous trials. Results are discussed in terms of implications for producing variable responses in children with autism.

# 199 Poster Session
Sunday 5/30/2010   12:00 PM - 1:30 PM   Exhibit Hall A (CC)   AUT/Autism

37. The Effects of Precision Teaching Frequency Building of Language Component Skills on the Performance of Language Composite Skills in Adults With Autism 
MARY SENS AZARA(Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Marlene Cohen (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Donna L. Sloan (Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Joseph Novak (Douglas Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey)

Abstract: Each year, many learners with autism are aging out of school programs and moving into adult programs. More needs to be done to provide quality services in the least restrictive environment possible for these adults. Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed to extend previous clinical demonstrations of the impact of Precision Teaching with frequency building procedures to the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate that the application to new untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill.

# 204 Poster Session
Sunday 5/30/2010   12:00 PM - 1:30 PM   Exhibit Hall A (CC)   EDC/Education

120. The Differential Effects of SAFMEDS and Practice Sheets on Math Facts Acquisition and Physiological Measures Equated to Test Anxiety 
LAUREN HOPKINS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology)

Abstract: Flashcards designated as SAFMEDS (Say All Fast a Minute Every Day Shuffled) are a Precision Teaching procedure used to promote fluency of a verbal repertoire. Although empirical studies have used the Precision Teaching paradigm to consistently produce learning (as defined by positive celeration) in a variety of subjects, the effect of SAFMEDS alone on rate of response or celerations has not been widely investigated. The current study used a multiple-baseline across participants experimental design to explore the isolated effect of SAFMEDS on the acquisition of math facts in students aged 7-15 as compared to math facts learned through daily practice worksheets. Additionally, periodic measures of heart rate were taken during testing situations to determine the effects of each procedure on a common measure of anxiety. Using heart rate as an additional dependent variable represented an attempt to discern whether or not either procedure could decrease anxiety during stress-inducing situations - specially during math tests - a socially significant problem for many students.

Key Words: SAFMEDS, Precision Teaching, heart rate, frequency, celeration, practice, worksheets, anxiety, testing, children.

# 205 Poster Session
Sunday 5/30/2010   12:00 PM - 1:30 PM   Exhibit Hall A (CC)   VRB/Verbal Behavior

125. The Effects of Handwritten and Typed SAFMEDS on Performance and Retention of Sequelic Intraverbal Behavior
SHANNON DUNCAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology)

Abstract: This study will show data collected on the use of handwritten versus typed “See-Say” SAFMEDS. SAFMEDS are a Precision Teaching (PT) learning tool named after their method of “say all fast a minute each day shuffled.” SAFMEDS are flashcards that facilitate learning new material through quick timings that lead to fluency. Each card is a visual stimulus for a paired associate response. Learners “See” a term on one side of a card and then should “Say” the term which is the paired associate. In the study, participants will train to fluency using one set in either handwritten or typed typography, then test out on the other set. The visual typography of the SAFMEDS will be compared to see the effects on performance and retention of sequelic intraverbal behavior. Graduate students at The Chicago School of Professional Psychology will serve as participants. Participants will be between the ages of 22 and 26 years old. Data will be collected.

# 302 Poster Session
Sunday 5/30/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   AUT/Autism

39. Teaching Vocal Imitation to a Child With Autism 
NICOLE CARLSON (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning)

Abstract: This paper will demonstrate how a non-verbal four year old child with autism was taught to imitate vocal sounds. The student was involved in a home based behavior analytic program that utilized applied behavior analysis (ABA), precision teaching, and fluency based instruction. The young child began her ABA therapy in February 2006, and over the next three years obtained 25-30 hours of ABA therapy each week. The purpose of this program was to teach vocal control of singular sounds as a composite skill to verbally communicating. With the help of a Speech Pathologist (who aided us with the scope and sequence of sounds for this child) we used timed practice and charted data to make data-based decisions. Through direct instruction the student successfully learned to purposefully emit and imitate the sounds /m/ /h/ and /a/ over the span of eleven months. All data observed was recorded and will be displayed on a standard celeration chart.

# 307 Poster Session
Sunday 5/30/2010   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   TBA/Teaching Behavior Analysis

114. Training Applied Behavior Analysis Concepts to Therapists With the Use of Say All Fast Minute Each Day Shuffle 
NANETTE RAE LAFOREST (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology)

Abstract: Applied behavior analysis (ABA) is a proven treatment model for children diagnosed with autism. For this methodology to be effective, it is critical the child’s therapist can effectively apply ABA terms to everyday therapy sessions. Lindsley’s precision teaching is an effective teaching method that allows the learner to go at his or her own pace and monitor progress by charting frequency. Say all fast minute each day shuffle (SAFMEDS) was coined in the 1970s by Ogden R. Lindsley. This precision teaching method has proven success in different settings, with a variety of populations, but a lack of research exists within the population of typically developing adults. The purpose of this study is twofold, first to determine the effectiveness of the use of SAFMEDS by, 4-6 adult female ABA therapists on their accuracy and rate of acquisition of applicable ABA terms. Second, it will determine the rate at which fluency of the material will be reached using daily practice versus practice scheduled twice per week, and which practice schedule will lead to better retention of material. Data collected (i.e., pre/post-test scores) will represent the effectiveness SAFMEDS can have on initial staff training, as well as retention of skill over time.

127. Ahhh! It’s GRE Vocabulary! Precision Teaching and Fluency Timings, Help! 
SARAH SMUGALA (Loyola University of Chicago), Joseph H. Cihon (Special School District of St. Louis County), Traci M. Cihon (University of Northern Texas)

Abstract: Fluency timings are a subset of precision teaching that have been empirically demonstrated to assist individuals in improving their rate and accuracy (fluency). In the current implementation, potential GRE vocabulary words were practiced across two learning channels: see word/say definition and hear word/say definition. Interspersed 30s, 1 min, and 2 min timings were conducted for both channels. Words were introduced at five to ten words per day until 250 words were introduced. The aim was set at 50 correct per minute with fewer than two errors in each timing. Correct and incorrect responses were recorded and plotted on Standard Celeration Charts.

# 479 Poster Session
   6:00 PM - 7:30 PM   Exhibit Hall A (CC)   VRB/Verbal Behavior

124. Effects of Fluency Training on Emergent Equivalence Relations 
PATRICK B MARCOTTE (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology)

Abstract: The effects of fluency training on equivalence relations produced by conditional discrimination procedures have not been effectively addressed. In the present study, the effects of adding a fluency-building component in a matching-to-sample object identification task are assessed. College students are taught to select set-B and set-C comparisons in the presence of set-A sample stimuli without a response rate criterion. 25 three-member stimulus classes (A1B1C1, A2B2C2, etc.) are tested for peak response rate on probes for emergent symmetrical relations (B comparisons conditionally upon A samples, C comparisons conditionally upon A samples) and emergent transitive relations (B comparisons conditionally upon C samples and C comparisons conditionally upon B samples). Next, participants are taught to select set-E and set-F comparisons conditionally upon set-D samples at a rate of 50 correct per minute. 25 three-member stimulus classes (D1E1F1, D2E2F2, etc.) are tested for peak rate of response on probes for symmetry (E-D, F-D) and transitivity (E-F, F-E). Frequency data are presented for each condition illustrating the effects of adding a fluency requirement.

Previous post:
Tuesday, February 9, 2010
ANNOUNCE: Precision Teaching events at ABA International Annual Convention, San Antonio , TX - Early registration ends Feb. 24, 2010.

--------------------
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