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| Novel Tactics for Students in CABAS Programs With Pre-Listener Through Reader-Writer/Self-Editor Repertoires |
| Saturday, May 29, 2004 |
| 4:00 PM–5:20 PM |
| Gardner |
| Area: EDC; Domain: Applied Research |
| Chair: Dolleen-Day Keohane (Teachers College, Columbia University) |
| Abstract: . |
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| Tactics for Pre-Listeners Through Early Readers in a CABAS School |
| GAIL G. CHAN (Dublin CABAS School), Jennifer O'Connor (Dublin CABAS School), Carolyn Sweeney (Dublin CABAS School) |
| Abstract: The Dublin CABAS® School practices a systems approach to education, implementing over 100 tactics across repertoires, classrooms, programs, students and teachers. This paper examines a range of tactics used to increase and generalize the verbal behavior of students and staff. When teaching verbal behavior to our students we implement the tactics traditionally found in the literature including echoic-to-mand training and verbal immersion. More recently we have attempted to merge the Skinnerian perspective of the speaker affecting the listener with the perspective of arbitrarily applicable relations developed in Relational Frame Theory. In addition to teaching our students effectively we are also faced with the challenge of instructing staff in the verbal behavior of the science. In this paper we will also explore some of the tactics that we have used to begin training our teachers as strategic scientists of pedagogy. |
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| Teaching Reading and Writing as a Problem Solving Repertoire in a CABAS Middle School |
| TRACY REILLY-LAWSON (Teachers College, Columbia University), Katherine Meincke (Teachers College, Columbia University), Susan Lapidus (Teachers College, Columbia University), Grant Gautreaux (Teachers College, Columbia University), Jessica Webb (Teachers College, Columbia University), Dana Visalli-Gold (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University) |
| Abstract: Included is a collection of studies on teaching students reading and writing as problem solving repertoires. The participants were students with various levels of verbal behavior attending schools using the CABAS methodology. Within writing, students were taught both structural and functional uses such that the written text of the writer functioned to affect the behavior of the reader as the writer intended. Within reading, students were taught to follow a set of verbally governed rules to solve problems and were taught speaker as own listener behaviors through reading instruction. The data are discussed in terms of using these tactics to address New York State Learning Standards and teaching structurally and functionally independent reading and writing repertoires. |
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| Tactics Used to Teach Listener Through Reader Writer Repertoires in a CABAS School |
| EMMA L. HAWKINS (Jigsaw School, UK), Jackie Charnock (Jigsaw School, UK), Racheal Eade (Jigsaw School, UK), Beth A. Carlucci (Jigsaw School, UK), Elizabeth Theo (Jigsaw School, UK), Katherine Meincke (Jigsaw School, UK) |
| Abstract: The Jigsaw CABAS® School is an independent day school for 24 children with an Autistic Spectrum Disorder. Classrooms are divided according to each student’s level of verbal behavior. Data will be presented on a tactic from each of the following levels of verbal behavior: the listener repertoire, speaker repertoire, reader/writer repertoire and self-management repertoire. Functional relationships are shown for each tactic presented. |
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| Effective Tactics for Pre-school, Kindergarten and First Grade Students With Early Reader Repertoires in CABAS Classrooms |
| JENNIFER LONGANO (Teachers College, Columbia University), Denise O'Sullivan (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), Lynn Yuan (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University), Robin A. Nuzzolo-Gomez (Teachers College, Columbia University), Regina Spilotras (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University) |
| Abstract: A range of tactics used to increase early reader and early writer behavior will be presented. An overview of effective tactics used to increase these repertoires and found in the scientific literature will be discussed. The practical application of new research based tactics will be presented in terms of current research for students in inclusion classes as well as general education and special education settings. |
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