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The Relation Between Academic Performance and Challenging Behavior |
| Sunday, May 29, 2016 |
| 11:00 AM–11:50 AM |
| Regency Ballroom C, Hyatt Regency, Gold West |
| Area: EDC; Domain: Applied Research |
| Instruction Level: Basic |
| CE Instructor: Florence D. DiGennaro Reed, Ph.D. |
| Chair: Florence D. DiGennaro Reed (University of Kansas) |
| JENNIFER J. MCCOMAS (University of Minnesota) |
 Jennifer McComas is Professor of Special Education at the University of Minnesota. Dr. McComas was a special education teacher for students, grades 7-12, with high-incidence disabilities in rural Iowa before completing her Ph.D. at the University of Iowa. She went on to complete her post-doctoral training at the Children’s Hospital of Philadelphia/University of Pennsylvania and taught in the Psychology Department at Queens College/the City University of New York before joining the faculty at the University of Minnesota in 1999. Professor McComas holds the Rodney S. Wallace Professorship for the Advancement of Teaching and Learning and is head of the teacher licensure program in Emotional Behavior Disorders at the University of Minnesota. In addition, she co-directs the Urban Indian Education Partnership between the University of Minnesota and the Minneapolis Public Schools, a partnership aimed at improving outcomes for American Indian Youth. Dr. McComas teaches undergraduate, masters, and doctorate-level courses in emotional/behavior disorders, principles of behavior, and functional analysis of challenging behavior in academic and community-based settings. Her recently launched telepresence lab is a means by which to reach families of individuals with intellectual and development disorders and severe behavior problems across a wide geographic area and to conduct related research. Dr. McComas conducts translational research pertaining to the influence of principles of behavior on challenging behavior and using those principles to affect meaningful changes in behavior. She has published in several peer-reviewed journals including the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior. She is currently the Editor in Chief of the Journal of Behavioral Education, was an Associate Editor for the Journal of Applied Behavior Analysis, and continues to serve on the editorial board of several journals including the Journal of the Experimental Analysis of Behavior and The Psychological Record. |
| Abstract: Academic and behavior problems are highly co-morbid, yet little more is known about the relation between the two. Does one lead to the other? It is easy to imagine that as behavior problems persist and instructional time is lost to disciplinary procedures such as time-out and suspension, the lost instructional opportunities result in poor academic performance. However, it is also easy to imagine that as a young student's academic difficulties persist, school becomes increasingly aversive and socially reinforced behavior problems emerge. Effective interventions exist for both learning and behavior problems separately, but is it possible to implement intervention for one and achieve concomitant improvement in the other? If so, under what conditions is it possible to implement treatment that results in improvement in both academic performance and behavior? This presentation will begin with the question of the relation between learning and behavior problems and include data from several investigations of the influence of motivating operations, stimulus control, and reinforcement on academic performance and behavior. |
| Target Audience: Licensed Psychologists, certified behavior analysts, graduate students. |
| Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) discuss influence of reinforcement on challenging behavior during academic tasks; (2) discuss the influence of motivating operations on challenging behavior during academic tasks; (3) consider a variety of approaches to the assessment and treatment for students who display poor academic performance and challenging behavior in school. |
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Making a Difference With Applied Behavioral Science: Actively Caring for People |
| Sunday, May 29, 2016 |
| 4:00 PM–4:50 PM |
| Montreux, Swissotel |
| Area: CSE; Domain: Applied Research |
| Instruction Level: Basic |
| CE Instructor: Angela Sanguinetti, Ph.D. |
| Chair: Angela Sanguinetti (University of California, Davis) |
| E. SCOTT GELLER (Virginia Tech) |
 E. Scott Geller, Alumni Distinguished Professor at Virginia Tech, is a senior partner of Safety Performance Solutions, Blacksburg, VA. He has authored or coauthored 33 books, 82 book chapters, 259 magazine articles, and more than 350 research articles addressing the development and evaluation of behavior-change interventions to improve quality of life. He is a Fellow of the American Psychological Association, the Association for Psychological Science, the Association for Behavior Analysis International, and the World Academy of Productivity and Quality Sciences. He has received Lifetime Achievement Awards from the American Psychological Foundation and the International Organizational Behavior Management Network. In 2011, the College of Wooster awarded Scott an honorary degree: Doctor of Humane Letters. |
| Abstract: From dawn to dusk, psychology affects every aspect of our lives. For example, success in educational settings, at the workplace, on the athletic field, and at home is influenced dramatically by interpersonal and intrapersonal communication. Are teachers facilitating motivation and learning among their students? Do supervisors empower workers to go beyond the call of duty to achieve organizational goals? Do coaches bring the best out of their players by enhancing self-motivation and cultivating interdependent teamwork? Do parents discipline their children so undesirable behaviors are not only eliminated but desirable behaviors and attitudes are promoted? This presentation will offer research-based principles and techniques teachers, coaches, supervisors, parents, and healthcare workers can use to instruct and inspire others to perform at optimum levels of effectiveness. Within this context, the vision of an Actively Caring for People Movement will be introduced � large-scale applications of behavioral science and leadership principles to cultivate cultures of compassion worldwide and thereby prevent interpersonal conflict, bullying and violence. |
| Target Audience: Licensed Psychologists, certified behavior analysts, graduate students. |
| Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) explain self-motivation and research-based ways to increase an individual’s self-motivation or self-directed behavior; (2) explain how applied behavioral science can be used to improve quality of life on a large scale, beyond the clinic; (3) explain “humanistic behaviorism” and discuss similarities and differences with applied behavior analysis; (4) explain what it means to feel “empowered” to accomplish a worthwhile and challenging SMARTS goal. |
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