|How Behavior Analysis Can Save America's Failing Education System|
|Monday, May 28, 2018|
|4:00 PM–4:50 PM |
|Manchester Grand Hyatt, Harbor Ballroom G|
|Area: EDC/TBA; Domain: Theory|
|Chair: Joseph H. Cihon (Autism Partnership Foundation; Endicott College)|
The American education system is failing our students. Skinner stated this in 1984 and the state of affairs is no better today. This is not for the lack of evidence-based interventions and methods available, though. Behavior analysis has much to offer education, however, most of these empirical techniques are not currently being implemented. This symposium will discuss various evidence-based interventions (i.e., mastery-based learning, fluency training, and self-paced instruction), how clarifying expectations can improve success in the classroom, and an applied example of fluency-based instruction. This symposium will present a foundation of research that supports these practices, in addition to addressing potential barriers to the acceptance and implementation of these behavior analytic procedures in mainstream education. Finally, the symposium will end with recommendations for future research and what, we as behavior analysts, can do to aid in the acquisition of these methods into the public school system.
|Instruction Level: Basic|
|Keyword(s): education, evidence-based practices, mainstream education, school|
The Effective Use of Mastery Learning, Fluency Training, and Self-Paced Learning
|Allison Rose Bickelman (Autism Behavior Intervention; Endicott College), LORRAINE OTTE (Endicott College)|
Behavior analysis has much to offer the American education system, including mastery-based learning, fluency training, and self-paced instruction. This paper will discuss various behavior analytic teaching procedures, and address potential barriers to the acquisition of these behavior analytic procedures and methods in mainstream education, despite the years of evidence and research backing them up. The paper will conclude with recommendations for what we as behavior analysts can do to aid in the acquisition of these methods into the public school system.
Clear Expectations as the Steps to Success
|JESSLYN N. FARROS (Center for Applied Behavior Analysis (CABA); Endicott College)|
Educational success should always be the first goal of education. Currently, the U.S. is experiencing inconsistent educational success and there seems to be uncertainty as to why. This has resulted in both students and teachers being overworked yet learning outcomes have not necessarily improved. Overtime students have shown minimal gains and even decreases in standardized scores (Martin, Mullis, Foy, & Hooper, 2016; Mullis, Martin, Foy, & Hooper, 2016). The education system should set students up to succeed throughout their education and throughout their lives. This success would require educational gains overtime and maintenance of learning. How can we set our students up for success? One incredibly effective way to do this is by clarifying expectations for students throughout their educational careers, beginning with elementary school.
The Use of a Multi-Component Treatment Package to Increase Reading Fluency in Young Children
|JENNIFER LYNN HILTON (Endicott College), Mary Jane Weiss (Endicott College), Justin B. Leaf (Autism Partnership Foundation), Thomas L. Zane (University of Kansas)|
The use of a Multi-Component Treatment Package to Increase Reading Fluency in Young Children Reading is an important cusp skill for students that affects their ability to participate in a variety of other academic activities. When students demonstrate difficulties in reading, they are often referred for intervention, which may sometimes lead to the implementation of special education services. Some evidence-based, behavior analytic teaching practices, such as the use of Precision Teaching, have demonstrated the ability to quickly remediate academic skills in areas of deficit. This study focused on the use of a multicomponent treatment package that included some elements of Precision Teaching. Specifically, priming and fluency based instruction were used to teach young learners early reading skills in a public school setting.