Improving Education
in Every Classroom; Starting Right Here, Right Now
Analysis International ~ May 27-31, 2016 ~ Chicago, IL. USA; and the
8th International Conference of the Association for Behavior
Analysis International ~ September 27–29, 2015 ~ Hotel Granvia Kyoto, Japan
Education Today...
- 1 in 5 school children worldwide do not learn basic literacy and numeracy.
- If all students had basic reading skills there would be a 12% reduction in world impoverishment.
- Schools are failing to meet the needs of “gifted and talented” students, allowing them to fall far below their potential.
Sources: Finn & Wright (2015); UNESCO (2013)
Active Student Responding
choral responding,
guided notes,
response cards
Behavioral Momentum
Behavioral Objectives
Chaining
backward,
forward,
total task
Contingent Attention & Approval
Contingency Contract/Behavior Contract
Data-based Decision Making
Differential Reinforcement
Errorless Learning
Exclusion
Feedback (Immediate)
Fluency
Functional Behavior Analysis/Assessment
General Case/Multiple Exemplar Training
Generalization Strategies
Group Contingencies (GBG)
dependent,
independent,
interdependent
Incidental Teaching
Modeling and Imitation
Observational Learning
Planned Ignoring
Premack Principle
Public Posting
Priming, Prompting, and Fading
Reinforcement Schedules
Response Cost
Shaping
Stimulus Control Procedures
Stimulus Discrimination Procedures
Task Analysis
Time Delay
Timeout
Token Economy
Source: Embry (2004); Embry & Biglan (2008); Twyman (2014)
"How To" Resources
Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, III, D. Sainato, J. O. Cooper, T. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurable superior instruction (pp. 283–320). Pacific Grove, CA: Brooks/Cole.
Heward, W. L. (2001). Guided notes: Improving the effectiveness of your lectures. Columbus, OH: The Ohio State University Partnership Grant for Improving the Quality of Education for Students with Disabilities. http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf
Heward, W.L. & Wood,C.L. (2015, April). Improving Educational Outcomes in America: Can a Low‐Tech, Generic Teaching Practice Make a Difference?
http://www.winginstitute.org/uploadedFiles/News_And_Events/Summits/2013WingSummitWH.pdf
Mahon, K. (2014). Mobile Devices in the Classroom. Center on Innovations in Learning. Philadelphia, PA. http://www.centeril.org/publications/MobileAppsInTheClassroom.pdf
Twyman, J. S. (2014, Oct. 9-Nov. 4). The 7 habits of super hero teachers. [Web log series]. Retrieved from http://theglintblog.wordpress.com/2014/10/09/the-7-habits-of-super-hero-teachers-superpower-1/
Technology Tools
Class Dojo
Ping Pong Spot Networking
App Review Sites
Opinion & User Review
padlet.com/ejones9/sxswautismapps/wish/22667568
www.autismspeaks.org/autism-apps
Criterion based
http://www.spectronicsinoz.com
References and Additional Resources
Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 Years beyond Distar. Seattle, WA: Educational Achievement Systems.
Axelrod, S. (1992). Disseminating effective educational technology. Journal of Applied Behavior Analysis, 25, 31-35.
Blackwell, A. J., & McLaughlin, T. F. (2005). Using guided notes, choral responding, and response cards to increase student performance. The International Journal of Special Education, 20(2), 1-5.
Bushell, D., Jr., & Baer, D. M. (1994). Measurably superior instruction means close, continual contact with the relevant outcome data: Revolutionary! In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 3-10). Monterey, CA: Brooks/Cole.
Chance, P. (2008). The teacher’s craft: The 10 essential skills of effective teaching. Long Grove, IL: Waveland Press. [Chapter 6: Provide Practice, Practice, and More Practice]
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406.
Finn, C. & Wright, B. 2015. Failing Our Brightest Kids. Harvard Education Press. Cambridge, MA. http://hepg.org/hep-home/books/failing-our-brightest-kids
Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. Y. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55, 226-231.
Haydon, T., Marsicano, R., & Scott, T. M. (2013). A comparison of choral and individual responding: A review of the literature. Preventing School Failure, 57, 181-188.
Jimenez, B. A., Lo, Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. Journal of Special Education, 47, 231-244.
Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421-444.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass.
Moore, G. A. (2014). Crossing the Chasm: Marketing and Selling Disruptive Products to Mainstream Customers (3rd ed.). New York: HarperBusiness.
Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement quiz achievement, participation, and off-task behavior. Journal of Positive Behavioral Interventions, 9, 113-128.
Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.
UNESCO (2014). Education for All Global Monitoring Report 2013