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| The Science of Behavior to The Rescue: Saving Our Schools By Raising the Bar |
| Monday, May 29, 2023 |
| 9:00 AM–9:50 AM |
| Hyatt Regency, Capitol Ballroom 4 |
| Area: DEV; Domain: Applied Research |
| Chair: Jennifer Weber (Teachers College, Columbia University & Nicholls State University ) |
| CE Instructor: Jennifer Weber, Ph.D. |
| Abstract: In the United States, every student has the right to a free and appropriate education in the least restrictive environment possible for the individual student. The general education environment allows for students to learn the academic and social repertoires necessary for educational success. For students with disabilities, there are many obstacles that prevent them from fully accessing the general education curriculum. The Comprehensive Application of Behavior Analysis to Schooling (CABAS) and the Accelerated Independent Learner (AIL) model utilizes a strategic science of teaching to all components of instruction. The CABAS® model has identified specific verbal developmental cusps necessary for students to be included in general education. In this symposium, we present 3 papers that address the prerequisites to learning in general education, recent instructional tactics utilized in the AIL model, and how to set up CABAS®/ AIL classrooms within public schools and charter schools. Collectively, these papers provide a means of using the science of behavior, and teacher training to increase student outcomes. |
| Instruction Level: Intermediate |
| Target Audience: Verbal Behavior Development, CABAS®, Teacher Training |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify prerequisites for AIL classrooms; (2) critical verbal developmental cusps in general education; (3) describe steps for implementing beginning stages of the CABAS® model. |
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Advances Within the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) Model |
| REBECCA MILLER (Teachers College, Columbia University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University ), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University) |
| Abstract: The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) classrooms arrange instruction and teach (pedagogy) based on students’ verbal development. The students' verbal development also plays a crucial role in ensuring students have the prerequisite repertoires to learn in inclusion and general education settings. This is especially important to education at this point in history as we recover from the fallout of the Covid-19 Pandemic. The CABAS® AIL model has produced scientifically based protocols used to establish missing verbal developmental cusps and conditioned reinforcers when data demonstrate that these cusps are missing from a students' repertoire. Some of these cusps include Bi-directional Naming and Observational Learning. This paper aims to explain recent advances within verbal development that have come out of the research conducted in our AIL classrooms. These findings have aided in identifying important prerequisites for students to be successful into general education or inclusion settings and the role of conditioned reinforcement for student academic learning. |
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| Instructional Tactics, Pedagogy, and Instructional Design to Accelerate Learning |
| AMANDA ARROYO (Columbia University, Teachers College), Jennifer Weber (Teachers College, Columbia University & Nicholls State University ), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences), Daniel Mark Fienup (Teachers College, Columbia University) |
| Abstract: The Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model of instruction utilizes a strategic science of teaching on all aspects within the classroom environment and instruction. This is inclusive of the arrangement of instruction to focus on teaching the function, identifying prerequisite repertoires, pedagogy, and instructional design within reading, writing, and math instruction. This, in turn, allows students to acquire functional academic repertoires, that are also tied to state and national standards. In this paper, we provide updates on research-based instructional tactics and pedagogy within the AIL model, as well as the arrangement of the classroom environment. We report data demonstrating that students within the AIL model have increased in reading and math scores, and national percentiles, thus closing the educational gap. We also report class-wide and AIL system-wide outcomes due to the implementation of all components of the AIL model of instruction. |
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| Unchartered Waters: Using Behavior Analysis for Charter School Success |
| GRANT GAUTREAUX (Nicholls State University), Jennifer Weber (Teachers College, Columbia University & Nicholls State University ), Derek Jacob Shanman (Nicholls State University), Jayven J. Encarnacion (Touchstone, Thrive Center for Success) |
| Abstract: We report the steps to implementation and data from two public charter schools that have incorporated the foundational aspects of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) and Accelerated Independent Learner (AIL) models. We outline some of these 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 to inductively analyze which components were needed and when. Key components of the model include creating positive classrooms with reinforcement systems, the learn unit as the method of instruction, individualized instruction, and consistent and ongoing teacher training to increase the model components and ensure that instruction is individualized. We report data on the implementation of CABAS® components in phases as well as reading and math data across two charter schools. |
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