|The New Education Crisis: Solutions to Post-Pandemic Fallout
|Sunday, May 29, 2022
|11:00 AM–12:50 PM
|Meeting Level 1; Room 102A
|Area: DEV; Domain: Applied Research
|Chair: Jennifer Weber (Teachers College, Columbia University & Nicholls St. University )
|Discussant: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
|CE Instructor: Jennifer Weber, Ph.D.
|Abstract: The COVID-19 pandemic changed the fabric of how individuals accessed a multitude of services. These services include educational and clinical ABA-based services. Over the last 2 years, behavior analysts worldwide used the science to continue to provide scientifically sound ABA services. In schools, virtual services appeared to be initially welcomed as an effective alternative to traditional schooling. As expected, there was a shelf-life to this welcome. Parents, teachers, and school administrators are now faced with having to re-analyze the current educational status of American children because the intensity and fidelity of instructional services may have been less than adequate under the pandemic restrictions. We present four papers that are a solution to the current educational crisis. The first paper focuses on the AIL environment and curricular design within the AIL classroom, resulting in increases in academics across grade levels of students during the pandemic. The second paper identifies the critical learning cusps to accelerate student learning. The third paper describes how to use the science of behavior and teacher training to develop new classrooms that utilize the AIL model. Lastly, the fourth paper describes the effect of utilizing a Supervisor’s Rate Protocol to increase teacher behavior, which in turn demonstrated effects on individual learning outcomes. Collectively, these papers provide a means of using the science of behavior, and teacher training to combat the educational losses due to the COVID-19 pandemic.
|Instruction Level: Intermediate
|Target Audience: Prerequisites: Introduction to a Strategic Science of Teaching, Verbal Behavior, and Verbal Behavior Developmental Theory
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify the components of the AIL program, 2) identify components of the Supervisor Rate Protocol, and 3) identify learning cusps in relation to academic outcomes.
Classroom Environment and Curricular Design within the CABAS® Accelerated Independent Learner Model
|JI YOUNG KIM (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University ), Daniel Mark Fienup (Teachers College, Columbia University)
The CABAS® Accelerated Independent Learner (AIL) classroom is general education model that utilizes a strategic science of teaching across all aspects. This model includes students with and without disabilities, from preschool through fifth grade within a Title 1 public school. While the COVID-19 pandemic altered the way in which instruction could be delivered to students (i.e., such as virtual instruction and an increase in the use of technology), it also required us to reevaluate the critical components of the CABAS® AIL model. The classroom environment, coupled with an emphasis on curricular design, pedagogy, and curriculum-based measurement (learning pictures) has led to academic outcomes within out AIL general education classrooms during the pandemic. This paper aims to describe research studies relative to the classroom environment and instructional design, and class-wide student data during the COVID-19 pandemic that utilized the AIL model across virtual and in-person classroom settings.
Reading and Writing as Learning Cusps within the Accelerated Independent Learner Classroom
|GABRIELA PEDRERO-DAVILA (Teachers College, Columbia University ), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University ), Daniel Mark Fienup (Teachers College, Columbia University)
Research findings within the CABAS® Accelerated Independent Learner (AIL) model has resulted in new behavior analytic advances across academic domains (i.e., reading, writing, and math) over the past twenty years within the public school system at the elementary school level. Many of these research findings are tied to the establishment of learning cusps, defined as major changes in learning that allow children to learn things that they could not learn before, such as learning to read or learning to write. We propose that these learning cusps are crucial for students to acquire and may be the solution to the current educational crisis. The present paper summarizes protocols and tactics tied to standard-based instruction that focus on both verbal developmental cusps and learning cusps that in turn, accelerate students learning within the general education classroom setting.
The Accelerated Independent Learner Classroom: Using the Science of Behavior to Address the New Educational Crisis
|GRANT GAUTREAUX (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Jennifer Weber (Teachers College, Columbia University & Nicholls St. University )
If applying tactics emanating from the science of behavior to help mitigate the spread of Covid-19 was effective, then we should rely on that same science to help students catch up on any lost educational opportunities. Systematically implementing the science of behavior to teacher training, school climate, classroom set-up, instructional delivery, and measurement may position our belabored educational system to have a standing chance for success. We propose the use of a modification of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model to achieve that. We posit that through the implementation of targeted teacher training based on behavior science, ongoing follow-up and support, establishing a decision analysis protocol, ensuring measurement and accountability for both staff and students we can achieve this goal. We report the systematic application of these components for one charter school in a hard-hit Covid-19 geographic region over the course of a school year and the relevant educational outcomes for all stakeholders.
A Strategic Science Application to Quality and Rate of Effective Interactions Among Mentors and Mentees
|DOLLEEN-DAY KEOHANE (Nicholls State University, Touchstone), Jayven J. Encarnacion (Touchstone Center), Jenny Cronier (Tulane Center for Autism and Related Disorders), Tricia Clement (LaBAA)
We applied a Supervisor's Rate Protocol (Babbit, 1986) in clinical settings, to increase quality, rate and completion of mentor's tasks, levels of mastery and performance, positive interactions among mentors and mentees, and client's progress. The protocol was based on a strategic science of teaching and framed within a Personalized System of Instruction (PSI) (Keller, 1968) format. The design of each mentor's protocol included general administrative and clinical behavior analytic tasks, as well as those specific to the clinical role and client needs of each mentor and mentee. Additionally, the mentor's tasks were aligned with the CABAS's Master Teacher Rank, including mastery of the scientific literature, data based contingency shaped interactions and research based applications to solve complex instructional problems. The data showed increased rates of quality mentor-mentee interactions, completion of Teacher Performance Rate Accuracy (TPRA) observations, presentation of intact Learn Units, graphic, tactical and strategic analysis of instruction based on the Decision Protocol, opportunities to provide functional contexts related to scientific tacts, completion of components of CABAS® Teacher Assistant, Teacher 1, Teacher 2, and Master Teacher ranks, and clients' mastery of objectives.