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Humans are constantly in search of the newest, brightest solution for problems in everyday life. We download countless apps for tracking calories, learning languages, working out, budgeting—you name it. In education, we do the same. But the newest, brightest thing in teaching and learning might not be the solution

Ogden Lindsley was one of Skinner’s students and wanted to use behavior analysis from the lab to help people. This is how Precision Teaching (PT) was born: as a combination of rate of response and cumulative response recording. Precision Teaching holds the same values as ABA, with a focus on only observable behavior and using data to guide decision making while also having learners interpret their own performance data as well.

Melbourne, FL: February 27, 2019—ABA Technologies, Inc., in partnership with Florida Institute of Technology, announces the launch of a new, two-part continuing education course for behavior analysts on teaching children pretend and imaginative play skills. The courses prepare participants to assess and develop the imaginative play repertoires of young children. Presenters Nancy Champlin, MS, BCBA, and Melissa Schissler, MS, BCBA, of ACI Learning Centers introduce their research-based program and product line: Pretend Play and Language Assessment and Curriculum (PPLAC) and PlayTubsTM. Both courses offer Type 2 BACB credit.

Listener skills are a primary focus of intervention for individuals with developmental disabilities. In this course, Dr. Laura Grow describes strategies for effectively teaching listener skills with a specific focus on conditional discrimination procedures. Dr. Grow begins this course by defining listener skills and then describes auditory-visual conditional discrimination contingencies as they appear in clinical settings.

 Research is certainly the best way for us to improve our already effective teaching tools . . . If we systematically evaluate our practices, across all the individuals we serve, we may identify what the best practices are for clients as a whole.

Research is absolutely unequivocal in demonstrating the tremendously robust relationship between active engagement making responses relevant to the learning objectives in the lesson. Students who make more responses learn more than students who are passive observers.  William L. Heward, Ed.D. 

This month on Operant Innovations - Thought Leaders, we are speaking with Dr. Denise Ross as she tells us about her history and coming from a school with few African-American students, then being able to bring it full circle by teaching and producing BIPOC students, doctors, and researchers. Dr. Ross reminded me that every stop we take along our journey is purposeful in teaching us more about who we are and what our goals are.

This week, Maddie Duke speaks with Joshua Levins, a BCBA who focuses on teaching the behaviors essential for learning.

This podcast describes the content in Chapter 6 The Benefits of Learning from Experts and Self-Managing. The content covers the importance of teaching trainees and supervisees the skills needed to take an active role in managing their professional development throughout their career.

Along with its identification as one of the core deficits in children diagnosed with autism, often described as lacking in symbolic qualities and flexibility, Nancy and Melissa developed PlayTubs™ to increase appropriate independent and sociodramatic play skills in children with autism and other developmental or language delays.

When practiced most effectively and ethically, special education is also characterized by the use of research-based teaching methods, the application of which is guided by direct and frequent measures of student performance. William Heward, EdD, BCBA-D

How to show you are listening and to show you are committed to change

A ‘free for all type of social group does not benefit children with autism. Most children with autism in these ‘free forall’ social groups appear to be very lost.

1. Generalization is the missing puzzle piece in ABA Treatment

2. Generalization is a behavioral process of teaching and learning 

3. Generalization involves the generality of behavior and the generality of training procedures

4. Generalization is an outcome of behavior change

5. Generalization prevents robotic and memorized learning

6. Generalization should be viewed as an operant

7. Teaching for generalization can be done systematically

8. Generalization gives practitioners a way to provide ABA Treatment wholeheartedly

9. Generalization gives ABA Treatment meaning in all aspects of a child’s life

In today’s episode of BOOST U!, Maddie Duke, M.S., BCBA, and Christi Reed, M.S. cover verbal behavior. Listeners will learn about mands, tacts, codics, duplics, and intraverbals: what each looks like as well as how to teach learners to engage in each type of verbal behavior.