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| Meaningful Differences: Using the Science of Behavior to Help All Learners Learn |
| Monday, May 27, 2024 |
| 9:00 AM–9:50 AM |
| Marriott Downtown, Level 4, Franklin Hall 1-2 |
| Area: DEV/EDC; Domain: Applied Research |
| Chair: Grant Gautreaux (Nicholls State University) |
| CE Instructor: Jennifer Weber, Ph.D. |
| Abstract: All students have access to a free and appropriate education. The latest National Academic Educational Progress (NAEP) Reading Scores revealed that the fourth grade reading scores in 2022 hit their lowest point since 2005. This supports the urgency to make significant changes within the educational system. One solution is to use a science of behavior in public and charter schools to increase student academic outcomes. We present three papers that focuses on using the science of behavior across all aspects of the school environment and instructional practices. The first paper focuses on training teachers to implement components of the Comprehensive Application of Behavior Analysis to Schooling (CABAS) Accelerated Independent Learner (AIL) model at a charter school across three years. The second paper focuses on how to use the science of behavior and teacher training to develop new classrooms. The third paper focuses on how the science of behavior and verbal development can accelerate student learning. Collectively, these papers offer a way to utilize the science of behavior to teach all children. |
| Instruction Level: Basic |
| Keyword(s): Behavior Science, CABAS, Teacher Training |
| Target Audience: N/A- Basic |
| Learning Objectives: At the conclusion of the presentation, participants will be able to (1) Identify Critical Features of the CABAS® Model, (2) Identify how to set up a Classroom Based on the Science of Behaviors and (3) Explain how to Individualize Instruction Using Verbal Behavior Development Theory |
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| Making Up for Lost Time: The Science of Behavior as the Foundation for a Public Charter School |
| JENNIFER WEBER (Nicholls State University), Grant Gautreaux (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Ellis Smith (Teachers College Applied Behavior Analysis ) |
| Abstract: Early reading proficiency is a strong predictor of future academic success for students. Disenfranchised populations of students living in underserved geographic areas are at significant disadvantage. When these students also have learning challenges, educators have a difficult time teaching, in a way in which students make at least a year worth of gains within one school year. Therefore, we need to use scientifically based practices so all students can learn. We describe findings from a failing charter school that sought to change educational practices to focus on using the science of behavior across all aspects of the school. Many of the students at this specific charter school once failed at more traditional schools. We incorporated foundational components of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) Accelerated Independent Learner (AIL) model. We report academic outcomes from three years of systematically implementing a strategic science of teaching, focusing on both the classroom environment and instructional practices, so all students can progress. |
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| Building the Future of Education: Launching a Charter School Using a Science of Behavior |
| JAYVEN J. ENCARNACION (Thrive Center for Success ), Grant Gautreaux (Nicholls State University), Jennifer Weber (Nicholls State University) |
| Abstract: There are many considerations when opening a new charter school. Some of these challenges include state and local regulations, securing additional funding, hiring teachers, and selecting curriculum. We worked with a new charter school whose goal was to start a school that primarily served students with autism that utilized the principles of Applied Behavior Analysis (ABA). More specifically, this charter school sought to implement components of the Comprehensive Application of Behavior Analysis (CABAS®) model. Key components of the model included creating classrooms with positive reinforcement systems, using the learn unit as the method of instruction, and individualized instruction. We describe how we systematically worked with the charter school to increase the number of components part of the CABAS® model. We will discuss data from the first two years of implementation on specific components, as well as lessons learned when setting up a school using the science of behavior while providing a free and appropriate education to students with behavioral and academic needs. |
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| Using Strategic Curriculum Design to Teach All Students |
| ELLIS SMITH (Teachers College Applied Behavior Analysis ), Daniel Mark Fienup (Teachers College, Columbia University), Jennifer Weber (Nicholls State University), Gianna Liccio (Teachers College, Columbia University) |
| Abstract: Public schools in the United States are failing. There are many possible reasons for our failing schools; lack of resources, underpaying teachers, lack of time, or growing learning gaps. Additionally, most states abide by state standards, which set long term goals but fall short in outlining pre-requisite skills and short-term objectives needed to obtain the standards.
We worked with a charter school that included a population of students with learning delays in an underserved geographic region to implement components of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model. One focus was using a strategic curriculum design. This included: breaking down standards that consist of short-term objectives, so that each student is taught to mastery before moving to the next objective. The sequence is also designed using Verbal Behavior Development Theory and Relational Frame Theory. This paper will discuss how to arrange instruction, based on students verbal development level, and student academic outcomes as a result of science based instructional design practices. |
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