Association for Behavior Analysis International

In the Accelerated Independent Learner (A.I.L.) Model teachers apply the principles of behavior analysis to all aspects of teaching, with the goal to increase learner independence among a range of learners. Research derived from this model is based on the Comprehensive Application of Behavior Analysis (CABAS') model, where the learn unit is utilized and students are taught to a mastery criterion across subject areas. Systematic objectives are created from the school district, state and national standards across elementary grade levels in academic and self-management areas. Students are not only taught structure but also functional repertoires, which is often lacking in general education curricula. This includes incorporating the motivational conditions for learning, as well as the behavior and outcomes of behavior. Another essential component of the A.I.L. Model involves the establishment of verbal behavior developmental cusps. Coupled with the research rooted in the Verbal Behavior Development (VBD) Theory, we have identified to date key cusps or capabilities that are essential for success in the general education classrooms. Teachers establish these cusps when they are missing utilizing research-based protocols. Also, teachers can effectively and efficiently arrange instruction and the curriculum based on students' progress on the VBD trajectory and truly accelerate learning.

Professionals in the field of ABA, Teachers, Adminstrators

The push toward more inclusive educational opportunities for students with disabilities have been precipitated by state and federal mandates. This transition from self-contained (special education) classrooms to mainstream settings is dependent on a number of factors, many of which rely on the built-in supports provided by the classroom teacher and within the school community. However, students who are able to learn from direct instruction in a self-contained classroom may not always be able to acquire novel operants when placed in an inclusion setting. Transition criterion should include not only appropriate academic and behavioral standards but also the necessary verbal behavioral cusps and capabilities in order for students to be successful learners in an inclusive classroom. The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model has identified several pre-requisite verbal behavior cusps and capabilities that can facilitate a successful transition for students with disabilities. Some of these include the presence of Naming, observational learning, and say-do correspondence. When students have these cusps and capabilities in repertoire, they can learn incidentally and from observation, increasing the magnitude of learning opportunities not only from the teacher but also from their peers in an inclusive classroom.

Teaching independent reading skills is critical for the acquisition of a fluent reading repertoire and success in grade school. Independence is central to building a students' reading repertoire regardless of the students' standing as an early or advanced reader. A scientific basis of teaching reading involves teaching the foundational skills efficiently and effectively by application of the fundamental principles of applied behavior analysis. Scripting instruction explicitly and systematically with progressively sequenced and clearly defined objectives is important for a scientific basis of teaching reading. Independence is also cultivated in advanced readers by organizing and prioritizing instruction to include components of a Personalized System of Instruction (PSI). Learning to teach as a scientist is vital to students' learning. Teachers in an Accelerated Independent Learner (AIL) utilize research-based protocols for reading instruction to move the student progressively towards independence. Early readers may be missing prerequisite reading repertoires and may require research-based protocols. Each of these components to teaching facilitates independence and builds strong reader repertoires.

The function of behavior is integral to the Comprehensive Application of Behavior Analysis to Schooling (CABAS) model. Behavior Analysts consider the function of behavior in all aspects of their daily work because it is fundamental to the defining characteristics of applied behavior analysis. In the same manner, teachers in Accelerated Independent Learner (A.I.L.) general education classrooms emphasize function across content areas including Math, Reading, Writing, and Social Studies. Several verbal developmental reader-writer cusps expand students' community of reinforcers through protocols that focus on the functional aspects of reading and writing. CABAS teachers utilize evidence based protocols to induce verbal behaviors such as reading governs responding, technical writing affects readers' behaviors, aesthetic writing affects emotions, and writers as self-editors. These cusps advance student repertoires and increase student independence. Teachers also script measureable, criterion-based objectives that not only meet the district and national and state standards, but also incorporate evidence-based tactics. Teachers in A.I.L. classrooms teach to mastery criterion and graphically display student responses using Learning Pictures to analyze individual, group, and class wide data. Functional, data based instruction is vital to progressive teaching strategies and student success.