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| Applied Behavior Analysis’s Application to Group Systems Within the General Education Setting |
| Saturday, May 25, 2024 |
| 10:00 AM–11:50 AM |
| Marriott Downtown, Level 5, Grand Ballroom Salon E |
| Area: EDC/TBA; Domain: Service Delivery |
| Chair: Jennifer Quigley (TCS Education) |
| Discussant: William L. Heward (Ohio State University) |
| CE Instructor: William L. Heward, Ph.D. |
| Abstract: This symposium addresses the relevance of Applied Behavior Analysis (ABA) to the general education domain. Oftentimes ABA is thought of as only applicable to those with autism spectrum disorder (ASD) and other developmental disorders, yet the application of ABA is appropriate for any socially significant problems such as those that arise daily in the general education setting. Presented in layman’s term and including both small and large group implementation, attendees will learn about ABA applications in education and be presented with clear examples of how to bridge the gap between understanding and application. With a focus on system implementation, this symposium will discuss topics such as Direct Instruction, Precision Teaching, and Equivalence-based Instruction. The symposium will also include applicable examples of implementation within the education setting so attendees will take away applicable strategies for implementing the ABA strategies discussed. The symposium is one of two presentations regarding incorporating Applied Behavior Analysis into the General Education Classroom. |
| Instruction Level: Intermediate |
| Keyword(s): Classroom Management, General Education, Generative Learning, School ABA |
| Target Audience: An understanding of the general education classroom and the applications of behavior analytic applications outside of autism. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify four behavior analytic strategies that can be applied in the general education classroom; (2) demonstrate an example of each strategy to practice implementing in the classroom; (3) create applicable exercises from shared templates across the four behavior analytic strategies. |
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Group Contingencies Within the General Education Classroom |
| BRITTANY BEAVER (The Chicago School), Tyler Ré (The Chicago School) |
| Abstract: Classrooms are structured environments with carefully created rules; however, students may not always follow these rules, indicating the need for additional strategies to be implemented by the classroom teacher.Group contingencies are a type of intervention that can be particularly useful in a classroom setting as one strategy can be applied to multiple members of a group.Group contingencies are a group of strategies to change the behavior of a group and/or individual using specific sets of rules. This strategy ishighly applicablewithin a classroom of students in that only the group contingency must be learned and implemented rather than a variety of individual behavioral contingencies across students. There are three types of group contingencies, dependent, independent, and interdependent group contingencies, each of which has specific guidelines, benefits, and challenges.Overall, all three involve consistent components including organization, management, target behavior, a reinforcement system, criteria for meeting contingency, delivery of reinforcer, measurement, and a strategy to fade the contingency.The characteristics of each are summarized, how to implement each in a classroom is explained, and examples of each are provided. |
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Teaching Language-Based Relations Within the Classroom Using Equivalence-Based Instruction |
| TIM CALDWELL (TCS Education ), Laura A. Kruse (First Leap LLC) |
| Abstract: Teachers and schools face many challenges as they aim to deliver the most effective instruction to their students. Equivalence-based instruction (EBI; Sidman & Tailby, 1982) provides a way to promote teaching efficiency through instructional sequences that foster the learner’s ability to relate stimuli through language. EBI expands on the concept of stimulus equivalence in which specific language-based relations are taught and then other relations or skills emerge that were not directly trained. Within the classroom, the use of EBI instructional arrangements such as match-to-sample training or teaching through logic puzzles can promote the underlying skill of language-based relating. This discussion will highlight how students may benefit from the increased efficiency gained by utilizing equivalence-based instruction and how teachers can create these instructional experiences. Multiple examples of how EBI can be incorporated within differing subjects and age ranges of students will be provided to demonstrate the value of applying equivalence-based instruction within the classroom. |
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| Finding Direct Instruction's Place in the General Education Classroom |
| KOZUE MATSUDA (Children Center Inc) |
| Abstract: Direct Instruction (DI) is a research-based teaching system developed in the 1970s by Siegfried Engelmann (1931-2019) that employs well-developed planned courses and high student response rates. The notion of DI, which asserts that “all children can be taught”, has been effectively employed in the instruction of both children and adults throughout the world. DI's applicability to a wide variety of subjects makes it immensely useful in the field of general education, however practitioners in ABA are frequently hesitant to use and teach DI due to the lack of explicit instructions. The current symposium's goal is to explain behavior science in plain language so that ABA practitioners and instructors may both learn.
This presentation offers an overview of the five fundamental concepts of Differentiated Instruction (DI) and guidance on its implementation. Additionally, it gives examples of DI applications to support behavior analysts in effectively utilizing DI within educational settings, such as schools and Applied Behavior Analysis (ABA) service settings. |
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| Precision Teaching’s Application to the Educational Setting |
| JARED VAN (Penn State University), Jennifer Quigley (TCS Education) |
| Abstract: Precision teaching is a method of data-based decision making used to evaluate current teaching strategies. Precision teaching involves the learner in graphing their own progress using a standard celeration chart so they can see their learning in real time. Precision teaching aims to bridge the gap between behavior analysis and education by helping the teacher adjust teaching based on the learner’s progress. In precision teaching, the learner knows best; if learning is not occurring, teaching should be evaluated and modified. Precision teaching prevents 5 measurement issues commonly seen in educational and behavior analytic practice and literature. These problems are using sessions as a unit of time, using operational definitions instead of pinpoint+, measuring behavioral data in percent correct, measuring behavioral data using absolute change, and using non-standard equal interval graphs. Each measurement issue will be described, followed by how precision teaching methods provide solutions. Standardization is an important part to any science and precision teaching provides standardization to behavior analysis and education in ways that help learners, practitioners, teachers, as well as the fields themselves. |
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