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ANOVERVIEWOFCOMPREHENSIVEAPPLICATIONOFBEHAVIORANALYSISTOSCHOOLING(CABAS®)

JoanBroto,Ph.D.,BCBA-DCIRCAColloquium

UniversityofBriSshColumbia,Vancouver,BCDecember8,2015

Overview•  AnoverviewoftheCABASsystemanditscomponents•  TheLearnUnit•  TheDecisionProtocol•  CharacterisScpracScesofteachingasappliedbehavioranalysis

WhatisCABAS®?•  AsystemofeducaSonforallchildren•  Itwasoriginatedtodevelopascienceofteaching•  TodevelopschoolsbasedenSrelyontheuseofscienSficproceduresforclassroommanagement,pedagogy,curriculumdesign,stafftraining,andparenteducaSon

•  EducaSontobelearnerdriven• Measurement-based,individualizededucaSonforenSreclassroomsandenSreschoolsdrivenbywhatworkedforeachindividualchild.

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CABAS®AffiliatedSchools •  FredS.KellerSchool(Preschool)• MorristownPublicSchoolDistrict(GeneralEducaSonAcceleratedLearnerIndependentModel)

•  RocklandBOCES(DistrictBasedElementaryClassrooms)•  TheFaisonSchoolforAuSsm(EarlyIntervenSon,Elementary,HighSchool,AdultDayPrograms,andResidenSal)

•  JigsawEngland(ElementaryandHighSchool)

UniversityAffiliaSons•  TeachersCollegeatColumbiaUniversity,GraduateSchoolofArts&Science

•  TheprograminTeachingasAppliedBehaviorAnalysisatTeachersCollegeColumbiaUniversityishousedinthedepartmentofHealthandBehaviorStudies.Theprogramhasa40-yearhistoryoftraininggraduatestudents(MA,EdD,andPhD)intheapplicaSonofbehavioranalysisandthesciencesoflearningandteachingtogeneraleducaSonandspecialeducaSon.

•  hdp://www.tc.columbia.edu/hbs/SpecialEd

BehaviorAnalysisandEducaSon•  Behavioranalysisandthescienceofbehaviorcouldcontributetoschoolandacademicsuccess

•  ThefieldofbehavioranalysishasbeensuccessfulinisolaSngcausesoflearningproblems,focusingonmasterylearning,andwaystobridgeresearchandpracSce(Greer,1983)

•  TherearemanybehavioralpracScesthathavebeenshowntoimprovelearning,whichincludebutnotlimitedto:DirectInstrucSon,PrecisionTeaching,ProgrammedInstrucSon,PersonalizedSystemofInstrucSon

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Pedagogy•  IncludesnotonlythepresentaSonofmaterial,butalsotheteachingoperaSonsprovidedbyateacher,orateachingdevice,thatresultsinnewstudentrepertoires(Greer,1996;Greer,2002)

•  LearningoccursasafuncSonoftheinstrucSonaloperaSons,asdemonstratedbydata

MajorCharacterisScsofCABAS®•  ComprehensiveindividualizedinstrucSon•  NewconcepSonsofcurriculumandpedagogybasedontheepistemologyofbehaviorselecSon•  ApplytacScs,orparSculartechniques,thathavebeensubjectedtoresearchintheappliedorbasicscience,andSedtothebasicprinciplesofbehavior.

•  Asystem-wideperspecSvethatislearnerdriven•  SeteducaSonallyandsociallysignificantobjecSves•  Schoolsthatprimeasenseofcommunity•  Totalredesignofschoolsbasedontheindividualandscience•  AsystemthatworksbecausethereisconSnuousmeasurementoftheimportantbehaviorsofeachmemberofthesystem,andthatmeasurementdrivesthesystem

•  TeacherswhofuncSonasstrategicscienSstsofinstrucSon

CABAS®SystemDescripSon•  Componentsincludepedagogy,curricula,supervision,administraSon,andtherolesofstudents,parents,teachers,supervisors,andtheuniversitytrainingprogram

•  StudentisatthecenterofinstrucSon•  CABASincorporatestheenSrebreadthofbehavioranalyScresearch,inaddiSontoitsownresearch

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Student

Parents Teachers TeacherMentors/Supervisors

UniversityTrainingProgram

CABASBoard

Student•  Categorizedbasedonlevelsofverbalbehavior:

•  Pre-listener•  Pre-speaker•  Listener•  Speaker•  Speaker-as-own-listener•  Reader•  Writer•  Self-Editor

StudentCurricula•  Includetherangeofbehaviorswithinthecontextoftheirtargetselngeventsandtheirtargetantecedentandconsequentcontrollingvariables

•  BasicinstrucSonincludesthelearnunit•  Criterion-referencedobjecSvesspecifywhatdegreeofcorrectrespondingconsStutesmastery

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TheLearnUnit•  BasicteachingoperaSon•  TheLUincludestheteacher’spresentaSonoftheantecedentsSmulitothestudent(A),thestudent’scorrectorincorrectresponse(B),andtheteacher’sresponsetothestudent’sansweroridea(C)(Greer,1996;Greer,2002;Greer,Keohane,Healy,2002;Greer&Ross,2008)

•  Interlockingthree-termconSngenciesfortheteacherandforthestudent

•  Consistsofatleast2three-termconSngenciesfortheteacherand1three-termconSngencyforthestudent

• Goal–toachieveinstrucSonalobjecSvesusingthesmallestnumberoflearnunitspossible

TheLearnUnit–CorrectResponseEvent OperantComponents

1.Adendingstudent Teacherantecedent

2.Teachersays,“Spellcat.” TeacherbehaviorStudentantecedent

3.Studentresponds,“C-A-T” StudentbehaviorTeacherconsequenceTeacherantecedent

4.Teacherresponds,“Goodjob!”andrecorddataasaplus(+)

TeacherbehaviorStudentconsequence

5.CompleSngofthelearnunit Teacherconsequence

TheLearnUnit–IncorrectResponseEvent OperantComponents

1.Adendingstudent Teacherantecedent

2.Teachersays,“Spellcat.” TeacherbehaviorStudentantecedent

3.Studentresponds,“K-A-T” StudentbehaviorTeacherconsequenceTeacherantecedent

4.Teacherresponds,“Spellcat,c-a-t.”StudentechoesthecorrecSon.Teacherdoesnotdeliverreinforcementandrecordaminus(-)

TeacherbehaviorStudentconsequence

5.CompleSngofthelearnunit Teacherconsequence

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Antecedent“Claphands”

Correctresponse–Studentclapsher

hands

Reinforce–“Good!”

Record(+)

Incorrectresponse–Studentstandsup

Re-issueantecedentwithaprompt

“Claphands”+model

Correctresponse–Studentclapsher

hands

Noreinforcement,record(-)

Incorrectresponse–Studentstandsup

Repeatwithahigherlevelofprompt

TheLearnUnit•  LearnunitstellusthemomenttomomentresultsofinstrucSonandthecriterion-referencedobjecSvestellusaboutmorelong-termoutcomes(Greer&McDonough,1999)

•  ThelearnunitisameasureofstudentlearningandafundamentalmeasureofinstrucSon,asitisbrokendownintothesmallestcomponentsandthusitscomponentscanbeanalyzedseparatelyandtogetherforeffecSveinstrucSon(Greer&McDonough,1999)

•  ThelearnunitcanalsobeusedtocalculatecosteffecSvenessofaprogram(Greer,1996)

•  Thenumberandsizeofthelearnunitvariesbyeachindividualstudentdependingontheirlevelofverbalbehavior(Greer,1996)

Learn Unit Research Base •  Theteachermustprovideaconsequencetothestudent’sresponse(Abers&Greer,1991)

•  Increasingthree-termconSngencytrialsresultedinhigherratesofcorrectresponsesandincorrectresponsesremainedlow(Albers&Greer,1991;Greer,McCorkle&Williams,1989)

•  Thestudentmustobservetheantecedent(Hogin,1996;Hogin&Greer,1994)•  Thestudentmustrespondorhavetheopportunitytorespond

(Fisher&Berliner,1986;Greenwood,Hart,Walker&Risley,1994;Greenwood,Carta,Arreaga-Mayer,&Rager,1991;Heward,1994)

•  BederstudentperformanceresultsfromfasterratesofintactlearnunitpresentaSons(Carnine&Fink,1978;Ingram&Greer,1992)

•  Replacingteacher/studentinteracSonsthatarenotlearnunitswithinteracSonsthatarelearnunitsincreasesstudentcorrectresponsesfourtosevenSmes(Albers&Greer,1991;Diamond,1992;Ingham&Greer,1992;Selinskeet.al.,1991)

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LearnUnitAcSvity1Astudentislearningtoread.ThecurrentobjecSveisforthestudenttoreadeverywordinasentencecorrectly.Thesentencethestudenthastoreadis:“Thesundidnotshine.Itwastoowettoplay.Sowesatinthe

house.Allthatcold,cold,wetday.”(Dr.Seuss,1957)

Giveanexampleofalearnunit.

LearnUnitAcSvity2Thestudenthasmetthecriterionforreadingeverywordcorrectly.ThecurrentobjecSveisforthestudenttoreadeverysentencecorrectly.Theparagraph/pagethestudenthastoreadis:“Thesundidnotshine.Itwastoowettoplay.Sowesatinthe

house.Allthatcold,cold,wetday.”(Dr.Seuss,1957)

Giveanexampleofalearnunit.

LearnUnitAcSvity3Thestudenthasmetthecriterionforreadingeverysentencecorrectly.ThecurrentobjecSveisforthestudenttoreadthewholepagecorrectlyandfluently(90correctwordsperminute).Thepagethestudenthastoreadis:“Thesundidnotshine.Itwastoowettoplay.Sowesatinthe

house.Allthatcold,cold,wetday.”(Dr.Seuss,1957)

Giveanexampleofalearnunit.

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Curriculum(Greer,1996;Greer,2002)•  4majorrepertoires:AcademicLiteracy,CommunicaSon,Self-Management,andExpandingCommunityofReinforcers

•  AcademicLiteracynotonlyfocusesonthecomplexoperaSons,butalsoinmasteryandfluencyofbasicskills

•  CommunicaSonincludesmands,tacts,intraverbalresponses,aswellassocialskills

•  Self-ManagementfocusesonstudentsmanagingtheirownbehaviorbyteachingthemtocontrolandanalyzetheconSngenciesofreinforcementandpunishmentintheirownenvironment

•  StudentsalsoneedtoacquirenewreinforcersthroughacSvecondiSoningofnewreinforcers

TheC-PIRK•  C-PIRK:CABASInternaSonalCurriculumandInventoryofRepertoiresforChildrenfromPreschoolthroughKindergarten(Greer,2013)

•  Skills-basedinventory•  IncludesstructuralandfuncSonalgoals•  AcademicLiteracy(172LTOs)

•  AcademicEquivalence(131LTOs)•  CommunicaSon(41LTOs)

•  CommunityofReinforcer(16LTOs)•  Self-Management(57LTOs)

•  SchoolSufficiency(30LTOs):Self-HelpSkills,SchoolRouSnes•  SocialRepertoires(27LTOs)

•  PhysicalDevelopment(56LTOs)•  SmallMuscle(21LTOs):Grapho-motorSkills,ClassroomTools•  LargeMuscle(35LTOs)

IndividualizedCurricula•  Long-TermObjecSves(LTO)

•  BasedontheC-PIRKAssessment•  TheoveralllearninggoalofaparScularskillatapre-determinedcriterion.

•  Short-TermObjecSves(STO)•  Abreakdownofthelong-termobjecSvesintosmallersteps•  MasteringoneSTOwillleadtothenextmorecomplexSTO,andsoon…

• MasteryCriterion:usually18/20correctresponsesfor2consecuSvesessionsor20/20correctresponsesfor1session,plusafluencycriterion

• Deliveredin1:1orsmallgroupselng

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DataCollecSon• Dataarecollectedforeverystudentresponse,basedonthestudent’slearnunit

•  Teachingisdrivenbymoment-to-momentresponsesofeachindividualstudent

•  AlldataaregraphedandaDecisionProtocolisusedtodeterminestudentprogress(Greer&Keohane,2002)

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DecisionProtocol• DecisionopportuniSesaredeterminedbythetrendofdatapaths(thelinedrawnbetween2datapoints)

•  Beginthecountofdatapathsperphaseofagraphfromthepointoforigin(thefirstdatapointinaphase)orthelastdecisionopportunityinaphase

• OncethestudenthasachievedcriterionadecisiontochangetheSTOismade,thismaybethefirstopportunitywithinaphasetomakeadecision

•  Ifcriteriondoesnotoccurwithinthreedatapaths(fromthepointoforigin),thenacountofthreestabledatapathsmaybethenextdecisionopportunity

3DataPathRules3consecuSveascendingdatapaths:conSnue

ASCENDING: CONTINUE

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3DataPathRules3consecuSvedescendingdatapaths:change

DESCENDING: CHANGE

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3DataPathRules3consecuSveno-trenddatapaths:change

NO TREND: CHANGE

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VariabilityWhenthereisachangeindirecSon…

…countto5datapaths

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5DataPathRules5consecuSvevariable,butoverallascending:conSnue

ASCENDING: CONTINUE

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NO TREND: CHANGE

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Decision Protocol Activity Foreachgraph,specifythefollowing:1)Variableorstable2)Ascending,descending,ornotrend3)Decision:conSnue,change,orcriterionmetCriterion:18/20x2consecuSvesessions

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Student

Parents Teachers TeacherMentors/Supervisors

UniversityTrainingProgram

CABASBoard

Teachers•  TeachersarestrategicscienSstsofpedagogyandappliedbehavioranalysts

•  Teachersdemonstratemasteryinthefollowingrepertoires:1)  ConSngency-shapedrepertoiresofinclasspracSce2)  Thevocabularyofthescience,ortheverbalbehavioraboutthe

science(theuseofvocabularyoftheconceptsortermsofthescienceandcorrespondencebetweenthetermsandoperaSonsofteachingandlearning)

3)  Verbally-mediatedrepertoires(experSseinanalyzingandsolvinginstrucSonalproblems)

CharacterisScsofLearningProblemsfromtheScienSficPerspecSve(Greer,2002)Prescientific Teachers: Provides Categorizations of Instructional Problems

Teaching as Applied Behavior Analysis: Provides Solutions to Instructional Problems

The student is unmotivated The reinforcement or establishing operations are inadequate for the student, or the student does not have a wide community of reinforcement

The student has a learning disability Prerequisite repertoires are not mastered or fluent, and must be taught

The child can’t learn The instruction is inadequate in terms of learn unit presentations; the controlling variables for behavior need to be shifted

The problem is in the home Instruction in the school is the responsibility of the teacher, and we are responsible for fixing the problem and assisting parents

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ConSngency-ShapedRepertoires•  TeachingpracScesintheclassroom•  BehaviorsthatarereinforcedorpunisheddirectlybyconSngenciesintheenvironment

•  Fluentbehaviors•  TeacherswhodonothavefluentconSngency-shapedrepertoires:•  PresentflawedinstrucSons•  Neglecttoallowthestudenttheopportunitytorespond•  Neglecttoreinforceorcorrecttargetresponses•  Donotremediatestudentlearningproblemsimmediately•  DonotpresentLearnUnits•  Donotteachtomastery

HowTeachersLearnConSngency-ShapedResponses•  In-situteaching•  Presentintactlearnunitsandwithouterror•  Reinforcefrequently,conSngently,andposiSvely•  Superviseteachingassistantsintheclassroom•  ProvideindividualizedinstrucSon•  Recordanddisplaydata•  TheuseofTeacherPerformanceRateandAccuracy(TPRA)tomeasureteacherprogress

•  IniSally,underthecompletesupervisionandsupportofaqualifiedsupervisor

•  TeacherbehaviorsiniSallywillberulegovernedorverballymediated

• WhenthepracScesthatareiniSallydictatedbyverbalinstrucSonscomeunderthecontroloftheireffectsonstudentbehaviortheywillqualifyasconSngencyshaped

•  TeacherpracScesbecomeaccurateandautomaSc(i.e.fluent)

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TeacherPerformanceRateandAccuracy(TPRA)• Usetomeasuretheteacher’saccuracyandrateatpresenSnglearnunitstostudent

•  ThelearnunitisameasureofboththeaccuracyofteacherpresentaSonsandtheproducSvityofteachers;learnunitdataallowfordeterminingcostperlearnunitandcostspercorrectresponse

•  TheDecisionProtocolisusedtomonitorthedegreetowhichthepracSSonerisacSngasastrategicscienSst,andiftheteacherfitstheappropriatetacSctothemomentaryneedofthestudent

•  Teacherperformanceisalsomeasuredbythetotalandcorrectnumberoflearnunitstaughtbycurricularareas,theobjecSvesachievedbycurriculararea,thenumberofinservicemodulesachieved,andteacherrateandaccuracymeasurescollectedseveralSmesweeklybyteachersupervisors(Greer,1996)

• TheuseofTPRAsincreasedteacherrateandaccuracyperformance,whichinturnincreasedstudents’correctratesofresponding(Ingham&Greer,1992)

VerbalBehaviorAbouttheScience•  AvocabularyofscienSficterminologies,strategies,andtacScs•  AcorrespondencebetweenauseofthetermsandimplemenSngtheoperaSons(tacScs)

•  TheVBaboutthescienceislearnedinorderto:•  EngageinthepracScesofthescience•  Toapplythefindingsofthescience•  ToanalyzeeventsscienSficallytoidenSfyproblem,ifnecessary

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Verbally-MediatedRepertoires• Expertise at analyzing and solving instructional problems • Solve learning problems by:

1)  Identifying the problem within the learn unit context 2)  Identify an appropriate tactic derived from research 3)  Apply the tactic to the problem 4)  Collect data to measure student progress (or lack of progress)

TacScs•  Thereareover200learningtacScsavailableintheliterature,toincreaseanddecreasebehaviors

•  TeacherslearntoidenSfythesetacScsandapplythemtotheproblem

•  ThesetacScsincludebehaviormanagementandlearningtacScs

TeacherRanks•  TheCABAS®BoardcerSficaSondocumentsaspecializaSoninteachingandsupervisionasastrategicsciencefortheprofessionalsinourschools•  TeacherI•  TeacherII•  MasterTeacher•  BehaviorAnalystRanks:Assistant,Associate,andSenior•  ResearchScienSstRanks:Assistant,Associate,andSenior

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TeacherRanks•  Allstaffmembersmustworkontheirranks•  Salaryincreasesarebasedonranks•  TeacherIRankrequiresmasteryofthetermsandconceptsintextsthatarescienSficallyaccurate

•  Thecandidateacquiresin-situinstrucSonalrepertoirestoshowerrorlessandrapidpresentaSonoflearnunits

•  TheRankincludesaccuratedecisionsthatareverbally-governedbyselecSngfromthe200plustacScsintheliterature,andthecompleSonof10experimentsreplicaSngtestedtacScsintheliterature

CharacterisScPracScesofTeachingasAppliedBehaviorAnalysis(Greer,2002,p.14)•  Allinstruc2onisindividualizedwhethertheinstrucSonisprovidedinaone-to-oneselngoringroups

•  Teachercon2nuouslymeasureteachingandstudentresponses• Graphsofthemeasuresofstudent’sperformanceareusedfordecisionsaboutwhichtacScsarebestforstudentsatanygiveninstrucSonaldecisionpoint

•  Logicallyandempiricallytestedcurriculaandcurricularsequencesareused

•  Theprinciplesofthebasicscienceofthebehavioroftheindividualandtac2csfromtheappliedresearchareusedtoteacheduca2onallyandsociallysignificantrepertoires

•  Teachingisdrivenbythemoment-to-momentresponsesofeachindividualstudentandexisSngresearchfindings

•  TheclassroomisaposiSveenvironment–coerciveproceduresareavoided(e.g.reprimandsarenotused)

•  ExperSseinthescienceisusedtomakemomenttomomentdecisionsbasedonthecon2nuouscollec2onofdataanditsvisualsummaryingraphs

•  Teachersarestrategicscien2stsofpedagogyandappliedbehavioranalysts

•  Theprogressofstudentsisalwaysavailableforviewintheformofuptodategraphsthatsummarizeallofthestudents’responsestoinstrucSon

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Insummary…

Thestudentisalwaysright!

Thankyou!

ContactinformaSon:joan.broto@gmail.com

CABASWebsite:

www.cabasschools.org