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Applied Behavior Analysis as a Teaching Technology for Inclusion |
| Sunday, May 26, 2019 |
| 3:00 PM–3:50 PM |
| Fairmont, Second Level, Gold |
| Area: TBA; Domain: Applied Research |
| Instruction Level: Intermediate |
| CE Instructor: Jeremy H. Greenberg, Ph.D. |
| Chair: Lin Du (Teachers College, Columbia University) |
| JEREMY GREENBERG (The Children's Institute of Hong Kong) |
 Dr. Jeremy H. Greenberg has joined The Children’s Institute of Hong Kong as Director in 2009. He also works with The Harbour School as a consultant and on its Senior Management Team. In his previous position, he served as Educational Coordinator at the Manhattan Children’s Center in New York, New York, USA where he has retained his role on the faculty advisory committee. Throughout his work in the field, Jeremy has worked as a special educator, supervisor, administrator, and behavior analyst where he has effectively and efficiently provided teacher training and consultation to both public and private schools in New York and New Jersey. Dr. Greenberg’s professional certifications include Board Certified Behavior Analyst, New York State Education Department Permanent Special Education, School District Administrator, and Supervisor and Administrator of Schools. Dr. Greenberg earned three Masters’ degrees in special education and his doctorate in Special Education Applied Behavior Analysis from Teachers College Columbia University after earning a Bachelor’s of Arts in Psychology. In 2010, Dr. Greenberg founded the Hong Kong Association for Behavior Analysis where he has served as President and other Board positions. In 2012 Dr. Greenberg established the first Verified Course Sequence from the Behavior Analysis Certification Board Inc. in Hong Kong. He presents annually at the International Association for Behavior Analysis Convention where he has been a member since 1993. Dr. Greenberg has multiple publications in professional and international journals in fields of applied behavior analysis and education. Dr. Greenberg has been an invited as a lecturer in Hong Kong Polytechnic University. His research areas of interest include verbal behavior, teacher training, cost benefit analysis, and systems management of behavior analysis applied to schools. |
| Abstract: We have come a long way since the adoption of the Handicapped Children’s Act of 1975. Inclusion of students with special education needs (SEN) is gaining traction, albeit slowly, in and out of the US. This presentation will review various successful behavioral strategies and tactics and include outcome data from a systems perspective. Greenberg & Greenberg (2014) have described a successful model of inclusion in a complex international school setting in Hong Kong. Applied behavior analysis components were and continue to be used extensively there. A detailed description of those components will be provided in this presentation. It is the aim of this presentation to share the program description and its parts using verbal behavior about the science and terms associated with the research literature in applied behavior analysis. Participants familiar with an intermediate to advanced level of understanding in the field may consider the implementation of some or all of those components in their own schools around the world. |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) use an assessment and screening tool to determine a given student’s appropriateness for inclusion into a mainstream educational environment; (2) discuss the various roles and responsibilities for general education teachers and special education teachers in an inclusive setting across four behavioral areas (i.e. safety, behavior management, academics, and social skills); (3) discuss a number of strategies and tactics from applied behavior analysis literature that have been found successful for various students in inclusive settings. |
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