|PDS: Establishing Conditioned Reinforcement for Reading and Writing and Incorporating Functional Writing Contingencies in the General Education Setting|
|Sunday, May 27, 2018|
|3:00 PM–3:50 PM |
|Manchester Grand Hyatt, Coronado Ballroom DE|
|Area: DEV/EDC; Domain: Translational|
|CE Instructor: Lara Gentilini, M.A.|
|Chair: Lara Gentilini (Teachers College, Columbia University)|
|COLLEEN CUMISKEY MOORE (Teachers College, Columbia University)|
|JENNIFER WEBER (Teachers College, Columbia University)|
|JENNIFER LEE (Teachers College, Columbia University)|
The acquisition of conditioned reinforcement for academic stimuli and subject areas is a critical educational objective—particularly conditioned reinforcement for reading and writing. When established, conditioned reinforcement for reading serves as an academic function, including increased reading comprehension repertoires. There are also academic benefits to establishing the reinforcement value of writing, as reinforcement for writing and the ability to write to communicate may not develop incidentally. Research has established conditioned reinforcement for writing through an observational procedure—specifically observing a writer communicating with his or her reader. It is also necessary to develop a functional writing repertoire, in which students come under the functional reinforcement of writing to affect the behavior of a reader. Functional writing can extend to other types of writing (i.e., writing math algorithms), where students contact the natural consequences of writing effective math algorithms and acquire functional reinforcement for solving new types of math problems. The purpose of this panel is to provide an overview of the protocols used to establish conditioned reinforcement for reading and writing and procedures for teaching functional writing repertories, as well as to explain the significance of such reinforcement value and repertories in the general education setting.
|Instruction Level: Basic|
|Target Audience: |
The target audience for this panel includes teachers as strategic scientists, as well as those interested in learning more about the application of behavior analysis in the general education setting.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (a) describe the procedures for, and educational significance of, conditioning procedures for reading and writing, and (b) state the procedures for teaching a functional writing repertoire, and describe the ways that functional writing can extend to other types of writing (i.e., writing math algorithms) in a general education setting.|
|Keyword(s): conditioning reading, conditioning writing, functional writing, general education|