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| Behavior Analytic Applications in Education |
| Saturday, September 3, 2022 |
| 3:00 PM–3:25 PM |
| Meeting Level 1; Liffey Meeting 2 |
| Area: EDC |
| Chair: Salvador Ruiz (University of West Florida) |
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| Abstract: Student disruption during class time can be challenging for teachers at all levels. Application of behaviour analytic principles in the form of behaviour management games offer a potential solution to this challenge. One such game is the ‘Caught Being Good Game’ (CBGG). This game involves dividing a class group into teams and awarding teams of students points for engaging with class expectations at various intervals. In applied research on the CBGG, these intervals are often fixed, and are not altered even when student behaviour improves. This may mean that teachers continue to apply the intervention at a more intense level than needed. The current study aimed to investigate whether the CBGG with an initially dense schedule of reinforcement could maintain its effectiveness when the schedule of reinforcement was thinned over time. The game was successful in targeting academic engagement and disruptive behaviour across a lower primary school class. These effects were largely maintained when the schedule of reinforcement was thinned progressively from 2 min to 5 min. Implications of these findings for teacher time saving during the game will be discussed. |
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| Using the Standard Celeration Chart to Facilitate Decision Making in Higher Education |
| Domain: Applied Research |
| SALVADOR RUIZ (University of West Florida), Benjamin Scot Riden (James Madison University) |
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| Abstract: Educators of all levels are required to make decisions to maximize the effectiveness of instruction. However, decision-making can become difficult from class session to class session without an effective data collection system to measure progress across weeks. The Standard Celeration Chart (SCC) is a standardized semi-logarithmic graph that measures behavior across time to determine if exponential growth/decay is occurring. Typically, the SCC is used in precision teaching with one learner to measure behavior. The present study examines the use of the SCC as a tool to measure group performance and instructor decision-making. The instructor taught a course in behavior management to post-secondary students during a summer session at a mid-sized southeastern university in the United States. Celeration patterns dictated a change in instruction to achieve a group goal of correct responding. Data were entered at the end of each class session and decisions were made on a weekly basis. The data demonstrate that using the SCC with a group of students can be effective to guide instruction if the behavior is the same across students. |
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