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| Beyond Special Education: Using Behavioral Tactics to Teach Academic Contents in General Education Settings |
| Sunday, May 28, 2023 |
| 11:00 AM–11:50 AM |
| Hyatt Regency, Capitol Ballroom 4 |
| Area: DEV; Domain: Applied Research |
| Chair: Yifei Sun (Teachers College Columbia Univeersity) |
| CE Instructor: Yifei Sun, Ph.D. |
| Abstract: Traditionally, the application of behavior analysis in educational settings has a focus on special education. The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model focuses on teaching the reinforcement value of academic contents and arranging instructions that allow students in general education settings to become lifelong independent learners. In this symposium, we will present three papers that describe procedures implemented in our elementary CABAS® AIL classrooms that allowed us to achieve this goal. We will discuss how we arranged instruction to maximize student learning for various grade-level topics in Mathematics and English Language Arts. In the first paper, we will discuss how we implemented a collaborative shared reading (CSR) procedure to condition reading as a reinforcer, which resulted in and increase in students' reading levels. In the second paper, we will outline the procedure used for a matrix training that promoted reading comprehension outcomes. In the third paper, we will describe how we used principles of stimulus equivalence to arrange instruction to establish stimulus control for math across listener, speaker, reader, and writer responses. Results of these papers indicate the importance of applying behavioral tactics to effectively arrange instruction delivery to optimize student learning. |
| Instruction Level: Basic |
| Keyword(s): conditioned reinforcement, general education, math, reading |
| Target Audience: Educators
Teachers |
| Learning Objectives: At the conclusion of the presentation, participants will be able to:
(1) use collaborative shared reading (CSR) procedure to condition reading content as a reinforcer
(2) use matrix training to improve reading comprehension skill in non-fiction texts for elementary school students
(3) use equivalent based instruction to teach the concept of the equal sign joining various response topographies |
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| Effects of Collaborative Shared Reading on Reading Interest and Academic Performance |
| ELLIS SMITH (Teachers College Applied Behavior Analysis ), Rachel Marin (Teachers College Columbia University) |
| Abstract: Researchers implemented a pre- and post-intervention probe design with multiple baseline logic to examine the effects of a collaborative shared reading procedure (CSR) on participants' reading interest and academic performance. We selected four, fourth-grade participants because reading content did not function as a conditioned reinforcement and they performed at two or more grade-levels below fourth grade on standardized academic assessments (DRA®, and i-Ready Diagnostic®). We implemented CSR, in which we systematically replicated the intervention used by Gentilini & Greer (2020) by utilizing peer dyads, as opposed to teacher-participant dyads. CSR procedure consisted of four steps; overt reciprocal reading, vocabulary instruction, independent covert reading, and conditioned seeing. Researchers assessed participants conditioned reinforcement for reading content (CR+ Reading) during pre-intervention, every three books completed during intervention, and post-intervention. Participants demonstrated increases in the number of correct responses on CR+ Reading probes after one round of intervention with one of the four participants demonstrating criterion for CR+ Reading. Additionally, all participants demonstrated increases in DRA® levels following one round of intervention. Findings support the findings of previous research conducted by Gentilini & Greer (2020) and Cumiskey-Moore (2017). |
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| The Use of Matrix Training to Promote Reading Comprehension |
| XIAOYUAN LIU (Teachers College, Columbia University), Ji Young Kim (Pennsylvania State University - Harrisburg), Daniel Mark Fienup (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University ) |
| Abstract: Matrix training involves designing instruction by arranging components of target skills across
2 axes. In this study, the researchers used a concurrent multiple probe design to test the effectiveness of matrix training in improving reading comprehension in non-fiction text for six participants. The study took place in a second-grade classroom in a public school district that utilizes the Accelerate Independent Learner (AIL) model. The researcher assessed the participants on answering “Wh” reading comprehension questions in non-fiction texts. The intervention in this experiment involved training participants on answering the same “Wh” reading comprehension questions in fiction text. There were two forms of interventions in this study: selection response intervention and production response intervention. The researchers investigated whether the order of the intervention affects the effectiveness of the matrix training intervention. The researchers randomly placed participants into two groups. In one group, the participants received selection response intervention first and production response intervention next. In the other group, the participants received production response intervention first and selection response intervention next. The study is ongoing and more data is needed to determine the effect of matrix training in improving reading comprehension in non-fiction text. |
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| The Effects of Derived Relation Training on Mathematical Verbal Behavior |
| LAUREN SHAPIRO (Teachers College Columbia University), Daniel Mark Fienup (Teachers College, Columbia University) |
| Abstract: The stimulus control for effective math behavior is more complex than the stimulus control that can be acquired when relying on most elementary math curricula. In order to become proficient in math, it may be critical to acquire math as a verbal repertoire. Students must learn to visualize and verbalize mathematical equations when learning algebra. In terms of verbal behavior development, this likely entails conditioned seeing and speaker-as-own-listener behavior. Additionally, students must learn the balancing function of the equal sign in order to effectively use fact families to relate addition to subtraction. Math instruction should be designed to align with these repertoires. Accordingly, the authors used principles from Stimulus Equivalence and Relational Frame Theory to establish stimulus control across mathematical listener, speaker, reader, and writer responses. Using a nonconcurrent multiple baseline design, researchers taught 17 first grade students to identify pictures and number bonds that matched a number sentence. Researchers examined the participants’ acquisition of untaught, mutually and combinatorially entailed relations, as well as the effect of the intervention on participants’ accuracy of solving equations. Results of this study may provide some insight into how to establish effective mathematical problem solving with stimulus control that facilitates math as verbal behavior. |
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