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| Teaching Applied Behavior Analysis: Modes of Mentoring, Pedagogy, and Testing |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Beacon B |
| Area: TBA; Domain: Applied Research |
| Chair: Elizabeth Fleming (Simmons College) |
| Abstract: . |
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| The Odyssey of Mentoring: A Journey Through the Development of a Graduate Mentoring Program |
| ELIZABETH FLEMING (Simmons College), Susan Ainsleigh (Simmons College) |
| Abstract: Certification requirements for Board Certified Behavior Analysts and Board Certified Associate Behavior Analysts include a period of supervised or mentored experience, during which the potential candidate for certification is evaluated on the application of behavior analytic principles and procedures to employment situations. A significant body of research exists that supports mentoring or supervised experience in a variety of fields, including teaching, business, and medicine; however, limited research exists detailing best practice in providing mentoring or supervision to behavior analysts in training. This presentation introduces a model mentoring program for graduate students in behavior analysis and presents best practice recommendations for evaluating the performance of a graduate student mentee. |
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| Socratic Questioning as a Mode of Pedagogy |
| MICHAEL F. DORSEY (Simmons College), Katrina A. Fallon (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Socratic questioning is a mode of pedagogy that involves presenting open ended questions to students in an effort to promote dialectical discussion. As used within the college classroom, Socratic-questioning, according to Robertson (2003), works within a structured discussion that raises basic issues, probes beneath the surface of things and pursues problematic areas of thought . The method also helps students discover the structure of their own thoughts, and it helps them to develop clarity, accuracy and relevance in thinking. The purpose of this presentation is to review the process of Socratic questioning and to provide an empirical demonstration of the value of this mode of pedagogy when teaching applied behavior analysis. |
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| Developing a Website for Graduate Courses in Applied Behavior Analysis |
| SUSAN AINSLEIGH (Simmons College), Robert Stewert (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: Technology has become an integral component of higher education programs. Instructors use technology in a variety of ways to support delivery of content, improve and increase learning opportunities, and strengthen communication between students and instructors. Technology is particularly supportive when course schedules prevent frequent face-to-face interactions between students and instructors. This presentation will demonstrate two websites developed for graduate courses in Applied Behavior Analysis, with particular emphasis on the benefits of a website designed to support a graduate course with a non-traditional academic schedule. |
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| Examining the Test: Developing Effective Examination Questions for a Graduate Course in Applied Behavior Analysis |
| SUSAN AINSLEIGH (Simmons College), Michael F. Dorsey (Simmons College), Katherine Miriam Johnson-Patagoc (Simmons College) |
| Abstract: Graduate programs in behavior analysis are required to evaluate the knowledge of students in a variety of content areas. Content areas include, but are not limited to basic principles of applied behavior analysis, behavioral assessment, selection and implementation of behavioral methodologies, ethics, and measurement, data display, and data analysis. Testing is a commonly used method for evaluating the knowledge of graduate students in a particular content area. Testing at the graduate level often consists of a series of questions delivered via paper/ pencil or electronic medium. Formatting of exam questions might use multiple choice, true/false, or a short answer structure for eliciting knowledge. This presentation exams the research supporting the use of various examination formats, with emphasis given to identifying the type of exam question that best evaluates a graduate student’s knowledge of course content in Applied Behavior Analysis. |
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