Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Symposium #412
CE Offered: BACB
Advancing Academic, Self-Management, and Social Repertoires in a General Education Inclusive Setting - The Accelerated Independent Learner Model
Monday, May 25, 2015
4:00 PM–4:50 PM
211 (CC)
Area: EDC; Domain: Applied Research
Chair: JoAnn Pereira Delgado (Teachers College, Columbia University)
CE Instructor: JoAnn Pereira Delgado, Ph.D.

The Comprehensive Application of Behavior Analysis to Schooling, Accelerated Independent Learner Model applies tactics and protocols rooted in science and principles of behavior to learning for students in general education school settings. Students with diverse backgrounds and needs are served within this model, including students with special needs, students from socio-economically disadvantaged backgrounds, and students without disabilities. Tactics based in principles of behavior analysis are applied to students self-management and social repertoires, in addition to learning math, problem solving, reading and writing. Teachers continuously analyze data on students academic responding in order to maximize students learning and teacher efficacy. Students are also taught critical organization and self-management skills for independent learning, including data collection and graphing. Problems in learning are remediated by implementing behavioral tactics and key verbal developmental protocols based in Verbal Behavior Developmental Theory. This symposium will show data from Accelerated Independent Learner classrooms across subjects and grade levels (K-5). The aim of this model is to scientifically and systematically provide students from any background with critical instructional histories to become independent lovers of learning.

Keyword(s): AIL, General Education
Setting Up for Success: Self-Management and Social Repertoires in Accelerated Independent Learner Classrooms
JENNIFER LEE (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: Students in Accelerated Independent Learner classrooms are taught self-management and organization repertoires to maximize efficiency and learning time in the classroom. Tactics based in behavior principles and reinforcement contingencies are used to teach classroom behavior expectations. Students self-monitor appropriate behavior, collect and graph data on learning, and deliver learn units in peer tutoring. Group reinforcement contingencies teach students appropriate line behavior and routines. Students also set their own goals for social or academic progress and earn reinforcement for their class in a hero contingency. Students in these classrooms have a variety of backgrounds and needs, including appropriate social repertoires and audience control. Social Listener Reinforcement, a protocol based in Verbal Behavior Developmental Theory, gives students an exact instructional history, which serves to condition listening to peers as a reinforcer. Examples and data from class-wide reinforcement contingencies, self-monitoring data, and results of research in Social Listener Reinforcement will be shown in this symposium presentation. These contingencies and protocols seek to teach students the self-management repertoires required to be independent learners regardless of their backgrounds and diagnoses.
The Advancement of Reader and Writer Repertoires in Accelerated Indpendent Learner Classrooms
JENNIFER WEBER (Teachers College, Columbia University), JoAnn Pereira Delgado (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)
Abstract: The Verbal Behavior Development Theory experimentally identified cusps and cusps that are capabilities that lead to an individual becoming truly verbal and gaining repertoires necessary for children to acquire higher order operants. In the Accelerated Independent Learner Classrooms, the acquisition of higher order operants include a range of reader and writer repertoires. Students shift from textually responding (learning to read) to reading to learn for comprehension. In writing, students learn to write to have an effect on the behavior of a reader. Children with more advanced repertoires will be able to acquire new operants as a function of reading. These students are also able to participate in a Personalized System of Instruction (PSI). Students in the AIL classrooms come from a variety of backgrounds. Children that are missing certain reading prerequisites will participate in Direct Instruction curriculum that utilizes AIL tactics in order to bridge the reading gap that has been identified at the upper elementary levels. We present research on protocols that expand functional and technical writing repertoires, such as, writer immersion and peer editing. These interventions teach children the reading and writing repertoires that they may be missing.

Mastering Math: Elementary Mathematics Instruction in Accelerated Independent Learner Classrooms

KELLY MERCORELLA (Teachers College Columbia University), JOANN PEREIRA DELGADO (Teachers College, Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences)

Currently, the United States is performing significantly below the international average in mathematics. This disparity in performance has been attributed to the inability of students in the United States to successfully complete tasks that require higher-level mathematical problem solving. In order to allow student?s to make greater gains in this area, the Accelerated Independent Learner Model of Instruction (AIL?) focuses on teaching students the foundational mathematical skills needed for higher-level problem solving to mastery and fluency, as well as incorporating functional writing into instruction. All responses are rotated between written and vocal responses using tactics such as choral responding, response boards and independent practice. Each student?s responses to instruction are recorded, graphed, and individually analyzed using learning pictures, in order to maximize academic gains through the implementation of tactics to increase learning outcomes. The goal of the AIL? model is to create independent learners driven by the need to know and a love of learning through the use of tactics based on the principles of behavior. This paper aims to explain the tactics implemented to increase learning outcomes , display math data across AIL? grade levels, and highlight the importance of teaching mathematical skills to mastery.




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