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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Paper Session #301
Using Technology and ABA to Foster Professional Development of Education
Monday, May 25, 2015
9:00 AM–9:50 AM
210AB (CC)
Area: EDC
Keyword(s): Technology
Chair: Trudi Gaines (University of West Florida)
Utilizing Technology and ABA Practices for Effective Professional Development for Paraprofessionals Supporting Students with Autism
Domain: Service Delivery
ROZ PRESCOTT (Rethink), Patricia I. Wright (Rethink)
Abstract: Paraprofessionals are pivotal to the success of special education students. There are more than 400,000 FTE paraprofessionals engaged in the education of special education students (U.S. Department of Education, 2010). The vast majority of special education paraprofessionals, 97%, report providing one-to-one instruction to students with disabilities (Carter, O’Rourke, Sisco, & Pelsue, 2009). Unfortunately many paraprofessionals do not receive adequate training to meet the high demands of this profession (However, Ghere and York-Barr (2007) This session provides participants a go-to strategy for effective paraprofessional training. Learn how the largest school district in Florida utilizes video-based training and on-site coaching to increase the knowledge, skills, and behavior of paraprofessionals supporting children with autism and other disabilities. Quantitative outcome data and qualitative narratives regarding the impact and success of this model will be shared. Paraprofessionals must receive quality professional development. This session will illustrate the importance of the paraprofessional role for student success, and an effective professional development model to enhance this important role in today’s school system.

Web-Based Professional Development for Novice Teachers in Urban Settings: WIISE (Wireless, Internet, Induction, & Skype for Educators) Strategy for 21st Century Induction and Professional Development

Domain: Service Delivery
TRUDI GAINES (University of West Florida), Wanda Wade (University of South Florida)

As school districts, especially those in urban settings, face the challenge of retaining novice teachers and better preparing all teachers for delivering instruction in fully inclusive classrooms, induction programs have become an integral ingredient in meeting this challenge. Effective induction programs have been shown to include mentoring, observation, and feedback, all of which can now be enhanced by utilizing evolving technologies and thereby making their delivery more available in a greater variety of settings. This study examines the utilization of Bug-In-Ear (BIE) Bluetooth technology for novice teachers in an urban elementary school setting using a single case design across participants, and the results support implementing this technology. The research questions that were developed to examine the effectiveness of supporting novice teachers utilizing BIE Bluetooth technology were: (1) Does immediate teacher prompting by an instructional coach via BIE Bluetooth technology increase the average rate of specific positive feedback given to students by the teacher? and, (2) Given an increase, to what extent does the increased average rate of specific positive feedback sustain during the maintenance phases of BIE?


Training Board Certified Behavior Analysis Supervisers to Teach College Developmental Algebra: A Treatment Package Incorporating a Flipped Classroom, Teacher Training and Applied Behavior Analysis

Domain: Applied Research
SCOTT BECKETT (Jacksonville State University), Courtney S. Peppers-Owen (Jacksonville State University)

Many entering students are unprepared for college math, and developmental math courses delay graduation and deplete financial aid. To address this problem, Board Certified Behavior Analysts in the Department of Learning Skills lowered the typical student:teacher ratio in developmental math classrooms from 35:1 to 4:1 by training psychology graduate students to teach algebra in exchange for supervising their certification hours. The graduate students learn precision teaching, explicit instruction, and behavior analytic techniques for classroom management, and they make data-based decisions on a daily basis. Supervisors collect and analyze longitudinal data to monitor the math students' progress through required math courses. Central to the treatment package is the diagnosis and remediation of cumulative dysfluencies in prerequisite math skills related to fraction operations. Other components for the algebra students include a flipped classroom using teaching videos provided by the National Repository of Online Courses and a workbook that incorporates continual review and progressive difficulty. Training for the graduate students includes weekly data-sharing and training meetings, and continual modeling and supervision by the on-site behavior analyst and certified mathematics teacher.

Keyword(s): Technology



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