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.


45th Annual Convention; Chicago, IL; 2019

Event Details

Previous Page


Symposium #117
CE Offered: BACB
Teaching With Applied Behavior Analysis in Inclusive Settings: Application of Evidence-Based Practices
Saturday, May 25, 2019
4:00 PM–4:50 PM
Fairmont, Third Level, Crystal
Area: EDC; Domain: Translational
Chair: Rose A. Mason (PUrdue University)
CE Instructor: Rose A. Mason, Ph.D.

The use of applied behavior analysis (ABA) in public schools has gained traction, primarily touted as a practice for supporting students with disabilities. However, the application of ABA principles is the foundation of high-quality instruction across skill levels. For example, positive behavior support methods applies a system-wide approach to support positive interactions and decrease challenging behaviors through the application of methods such as antecedent interventions and group-based contingencies. Likewise, academic instruction that incorporates systematic, direct instruction and personal systems of learning support acquisition across students with an array of skill levels, including those that have advanced skill levels and those that are behind grade-level. Further, the data-driven nature of the science facilitates ongoing progress monitoring at individual and group levels to guide educational decision-making. This symposium will explore the influence of ABA on teaching including comprehensive models, individualization of instruction, and inclusive practices for students with and without disabilities. The role of continuous measurement of student and teacher behavior to support acquisition of math and reading skills will be explored. In addition, application of component analysis procedures to identify the necessary features of an effective classroom will be discussed. Additionally, the role of research in identifying effective evidenced-based practices to support inclusion of individuals with autism will be examined, including gaps in our knowledge.

Instruction Level: Intermediate
Keyword(s): Autism, Comprehensive Models, inclusion, Instruction
Target Audience:

BCBAs Teachers

Learning Objectives: The learner will: 1.Learn how to collect data on the essential behaviors of teachers, students and supervisors in inclusive classrooms using a behavior analytic systems approach 2. Understand the evidence-base for interventions to support learners with autism in inclusive education environments 2. Be able to describe system-wide application of behavior analysis in schools including development and maintenance.
Using Science to Solve Educational Problems: How to Design Public School Classrooms Using the Principles and Tactics of Behavior Analysis
(Applied Research)
GRANT GAUTREAUX (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Dolleen-Day Keohane (Nicholls State University), Laura Darcy (Nicholls State University), Mary A. Johnson (Touchstone), Danica Reaves Savoie (Touchstone Center)
Abstract: We describe the system for developing and maintaining quality practices in schools by providing a system-wide application of behavior analysis to all of the components of education for teaching all circular standard. Drawing from the CABAS and AIL models of instruction and other relevant published behavior analytic literature we implemented a system for implementing scientifically sound teaching applications for TABA classrooms in public schools. We outline some of those components including: classroom management, designing interventions, use of evidence based curricula, supervision, and research based tools to train and monitor professionals. The implementation of these procedures was done in successive phases to ensure the fidelity of the model was not compromised and also to inductively analyze which components were needed and when. Key components of the model include creating a positive classroom environment with several systems of reinforcement, training the classroom assistant to implement model components and to ensure that all instruction is individualized. The results are reported by the measurement of student progress vis-a-vis mastery of grade level expectations. The induction of verbal developmental capabilities for students including observational learning, naming and functional writing is also discussed. We also show data to display examples from one of our schools in a pilot full inclusion classroom and six special education public classrooms.

Inclusion of Students With Autism: A Systematic Review of the Evidence

(Applied Research)
Rose A. Mason (Purdue University), Catharine Lory (Purdue University), Mandy J. Rispoli (Purdue University), DANNI WANG (Purdue University), Emily Gregori (Purdue University), So Yeon Kim (Purdue University), Marie David (Purdue University), Stephanie Gerow (Baylor University)

Federal policy, including the Individuals with Disabilities Education Act (IDEA), mandate students with disabilities be educated in the least restrictive environment. Additionally, policy and social justice advocates support inclusive models of education. In an effort to support skill acquisition and ameliorate challenging behaviors, a plethora of evidence-based interventions have been identified. However, little is known about which specific interventions are most effective in inclusive environments and for which target skills. The purpose of this study was to systematically review and synthesize high-quality single-case research evaluating the effectiveness of evidence-based practices implemented in inclusive environments. Additionally, meta-analytic methodology was employed to identify study and participant characteristics that differentially impact the effect of evidenced based practices. Findings indicate that a large portion of our evidence-base regarding effective interventions in inclusive setting targets social-communication skills and the evidence for academic interventions is scarce. Additionally, the majority of the evidence is conducted in elementary schools rather than secondary. Additional participant characteristics and intervention components were explored. Implications for practice and areas for future research will be discussed.

Beyond Evidence Based Practice: A Strategic Science of Teaching
(Applied Research)
R. DOUGLAS GREER (Columbia University Teachers College and Graduate School of Arts and Sciences), JoAnn Pereira Delgado (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University)
Abstract: A strategic science of teaching differs from evidence-based practices in that the strategic science of teaching requires usage of science at the level of application. Over the last 38 years, the CABAS® Accelerated Independent Learner (AIL) model of teaching, based on advanced application of Applied Behavior Analysis, has identified how to incorporate existing research-based tactics in ABA to teach reading, writing, math, and complex problem solving. This model includes continuous measurement of student, teacher, and supervisor behavior. In addition, it includes a research-based decision protocol model to connect teaching tactics with learning and verbal behavior cusps. This identifies different ways to teach children based on how they contact the instructional environment.



Back to Top
Modifed by Eddie Soh