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Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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Ninth International Conference; Paris, France; 2017

Event Details

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Paper Session #73
Behavioral Approaches to Teaching
Wednesday, November 15, 2017
10:30 AM–11:20 AM
Studio AB, Niveau 2
Area: EDC
Instruction Level: Basic
Chair: Janet S. Twyman (Center on Innovations in Learning)
 
Applications of Verbal Behavior and Instructional Technology to Foreign Language Acquisition
Domain: Theory
LISA M SICKMAN (The Tandem Traveler), Daniel B. Sundberg (ABA Technologies)
Abstract: Behavioral approaches to teaching and education have had a tremendous impact on learning and language acquisition. The application of Skinner’s analysis of Verbal behavior has advanced the way we teach new learners to communicate (Sundberg & Michael, 2001), and approaches such as direct instruction and precision teaching have helped to produce tremendous educational gains in both delayed and typically developing learners (Binder & Watkins, 1990). Yet there are very few examples of the application of this science to teaching typically developing adults to learn a foreign language (Dounavi, 2011); a skill that is growing in importance as the world becomes increasingly global. This presentation will review key research in the areas of verbal behavior and instructional technology as well as the few articles published on acquisition of a foreign language. Applications of these strategies in the area of foreign language learning will be addressed as well as limitations and future directions.
 
Common Teaching Mistakes and a Dozen Low-Tech/High-Tech Things to do Instead
Domain: Service Delivery
JANET S. TWYMAN (Center on Innovations in Learning), William L. Heward (The Ohio State University)
Abstract: Notions about teaching and learning inform the practice of classroom teachers. Faulty notions and myths about learning lead to a number of common teaching mistakes that limit educational effectiveness and impede the adoption of research-based instructional practices. Examples of faulty notions include assuming that students are learning when they are "paying attention" or using materials that allow students to be right "for the wrong reasons." The presenters will review a handful of commonly held faulty notions, discuss the flaws in such notions, and present both "low-tech" and "high-tech" alternatives to improve teaching practices and the adoption of research-based strategies.
 
 

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