Association for Behavior Analysis International

This symposium explores the application of Constructional Coaching, based on the collaborative approach described by Goldiamond (1974) and Liden and Rosales-Ruiz (2024) to promote meaningful and sustainable behavior change across diverse settings. Constructional Coaching builds skills and expands repertoires to access reinforcers, rather than directly eliminating problem behaviors so that individuals autonomously set goals, develop strategies, and implement plans that align with their values and needs. The symposium illustrates how Constructional Coaching principles, applied through directive and non-directive strategies, can be adapted to online educational settings to support student engagement in completing online programs and improve elementary school teachers’ decision-making. Data from various case studies, including learners of public elementary schools, illustrate how Constructional Coaching enhances participants’ ability to manage their lives and achieve goals. Two presentations demonstrate how Constructional Coaching principles, applied to identify and build upon current repertoires, resulting in improvement and greater autonomy. This symposium highlights the effectiveness of Constructional Coaching as a scalable, evidence-based model for those working to foster independence, competence, and long-term satisfaction in their clients. By providing a flexible and collaborative framework, Constructional Coaching supports a diverse range of individuals in creating and maintaining progress using Nonlinear Contingency Analysis (Layng, et al., 2022).

For Intermediate level, participants should have: 1. Basic Understanding of Applied Behavior Analysis (ABA) Principles: Attendees should be familiar with core ABA concepts, including reinforcement, punishment, shaping, stimulus control, and behavior-analytic techniques. 2. Experience with Data Collection and Analysis: Participants should have experience in collecting, recording, and analyzing behavioral data using methods such as direct observation, frequency recording, and preference assessments. 3. Experience in supervised practice or previous coursework related to the delivery of behavior-analytic services, including goal-setting, intervention planning, and monitoring progress.

This study investigates the variables that maintain student engagement in online programs through the lens of constructional coaching, following the collaborative approach outlined by Goldiamond (1974) and Liden and Rosales-Ruiz (2024). Engagement is a critical factor in academic success, particularly in online learning, where maintaining consistent participation can be challenging. The research aims to identify and analyze the reinforcers and contingencies that sustain engagement, using constructional coaching strategies to strengthen and expand these variables. A cohort of undergraduate students in an online program will be studied using qualitative and quantitative methods to gather data on factors influencing engagement, such as task completion, participation, and satisfaction levels. Constructional coaching techniques, including goal-setting, self-monitoring, and tailored reinforcement schedules, will be applied to increase engagement and build autonomous, adaptive repertoires. The presentation demonstrates how these strategies promote sustainable behavior change by expanding existing strengths rather than eliminating deficits. The study contributes to developing a scalable, evidence-based model that enhances student autonomy, competence, and long-term academic success in online education. This aligns with the symposium’s emphasis on applying constructional coaching principles across diverse settings, illustrating how these techniques can effectively foster meaningful, self-sustaining behavior change.

In the field of behavior analysis, we often say the “learner knows best”, in that the learners’ behavior should guide the teacher’s decision making. The same philosophy should be adopted when teachers themselves are the learners. Professional development designed by PEER International (Partnerships for Educational Excellence and Research) utilized a Constructional Approach whereby the training goals are set by the teachers, informed by their repertoires, and their report of learner performance. Implementation strategies were guided by the current relevant repertoire of the teachers. With over a hundred learners per grade, the common Department of Education procedure allows for samples of learners and not a full classroom to be assessed. As the need for data of all learners became apparent, PEER created an assessment for every learner to complete with a Diagnostic Prescriptive grid for each class that followed. A second assessment, a Word Problem reading assessment was designed and administered to inform the teaching of specific objectives related to solving Word Problems. PEER designed instructional material and shared other materials from Morningside Press, Spring Math, and other publishers. Video conferencing and one in-person visit to South Africa provided modeling and practice of Precision Teaching with frequency building and direct instruction.