Transcript Professor Bill Heward (Ohio State University) Applied Behavior Analysis: Using Science to Improve Educational Outcomes for all Students 1 CEUs 12 April 2013 12.30-2.00

Professor Bill Heward (Ohio State University)
Applied Behavior Analysis: Using Science to
Improve Educational Outcomes for all
Students
1
1 CEUs
12 April 2013
12.30-2.00
Professor Heward (Ohio State University)
Co-author of ‘The White Book’
Cooper, Heron, and Heward "Applied Behavior
Analysis”
.
Further events and
information
www.qub.ac.uk/cba
2
Using Applied Behavior
Analysis
to Improve Educational
Outcomes for All Students
William L. Heward, Ed.D.,
BCBA-D
The Ohio State University
School of Education
Queens University, Belfast
April 12, 2013
Outline of Talk
What ABA is (and is not)
Why ABA can contribute to better
education for all students
Five examples of ABA-informed
teaching tactics in inclusive
classrooms
Where to learn more about ABA
What Is ABA?
Applied behavior analysis is the science in
which tactics derived from the principles of
behavior are applied systematically to
improve socially significant behavior and
experimentation is used to identify the
variables responsible for behavior change.
- Cooper, Heron, & Heward (2007)
Text
1968
Parents Know ABA Can Help Their
Children with Autism
Increasingly, parents of children
with autism know that something
called applied behavior analysis
(ABA) can do remarkably good
things for their children, in stark
contrast to all the other programs
they have encountered.
- Don Baer (2005)
To learn how ABA helped a family affected by
autism
Let Me Hear Your Voice by Catherine Maurice
(1993)
Common Misconceptions
ABA is discrete trial training
(DTT) and nothing else
Teaching Communication Skills: Discrete
Trials
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by
Teaching Communication Skills: Naturalistic
Session
Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by
“ABA Method” Is a Misnomer
• ABA does not prescribe any particular instructional
method.
• ABA is not any “brand-name” behavioral method (e.g.,
Lovaas method, PECS, Pivotal Response Training,
Verbal Behavior method); it provides the basic principles
and research on which they are based.
• ABA offers educators a collection of teaching strategies
and tactics with empirical evidence of effectiveness.
• ABA includes a philosophy and a set of basic principles
from which skilled practitoners can derive interventions
for specific problems.
• Most important: ABA provides practitioners with a
data-driven method for continuously evaluating the
effectiveness of their efforts.
Common Misconceptions
ABA is discrete trial training
(DTT) only.
ABA is useful for problem
behaviors but for not
academic learning.
ABA is appropriate for students
with special needs but not for
typically developing or bright
students.
Why is ABA is good for the education
of all students? Because ABA is …
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meaningful
effective
focused
broadly relevant
self-correcting
accountable
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public
doable
replicable
empowering
optimistic, and
ABA knows motivation
Heward, W. L. (2005). Reasons applied behavior analysis is good for education and why those reasons have been
insufficient. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge, R. Gardner III,
L. D. Peterson, S. B. Hersh, & J. C. Dardig (Eds.), Focus on behavior analysis in education: Achievements,
challenges, and opportunities (pp. 316-348). Upper Saddle River, NJ: Pearson Education.
ABA Is Effective
Hundreds of peer-reviewed
studies show the effectiveness
of ABA-derived curriculum and
instruction.
ABA provides the “acid test
proof” of functional and
replicable relationships
between the interventions it
recommends and
educationally significant
outcomes (Baer, 2001).
This is the analysis in applied
behavior analysis.
ABA Is Self-Correcting
The foundation of ABA is direct
and frequent measurement of
student performance.
This enables teachers to detect
their successes and, equally
important, their failures.
Teachers who do not collect data
on their students’ performance
are prone to making two
fundamental mistakes.
ABA Is Empowering
Having specific goals and access to
tools for achieving them empowers
practitioners in any field.
Seeing the positive results of one’s
teaching instills a sense of
confidence and increases the
willingness to tackle even more
difficult challenges.
3 Important Things to Know about
Education
3 Important Things to Know about
Education
Motivation,
3 Important Things to Know about
Education
Motivation,
motivation,
3 Important Things to Know about
Education
Motivation,
motivation,
and motivation.
ABA Knows Motivation
Positive reinforcement is the flagship principle of ABA.
ABA gives educators practical, science-based knowledge
for:
• identifying reinforcers
• creating motivating operations that
increase the effectiveness of
reinforcers and make targeted
behaviors more likely to occur
• scheduling reinforcement for
optimal effectiveness
• shifting from contrived to naturally
occurring reinforcers
Examples of ABA-informed teaching tactics
in mainstream classrooms
òEffective group instruction I:
Choral Responding
òEffective group instruction II:
Response Cards
òHelping students become
more self-reliant: SelfMonitoring
òTeaching students to work
collaboratively: Heads
Together
òTeaching students to teach
one other: Classwide Peer
Group instruction challenges
teachers to . .
• maintain students' attention
• provide each student with sufficient
opportunities to respond and
participate
• provide feedback for students’
responses
• prevent and deal with disruptive
behaviors
• monitor students' learning
One way to make sure students
participate!
Effective Group Instruction I:
Choral Responding
Students respond orally in
unison to each question,
problem, or item presented by
the teacher.
Using Choral Responding to Review Concepts
in a Kindergarten Class
Source: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by
Pearson Education.
Using Choral Responding to Teach a New
Concept to Kindergarten Students
rce: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Educa
Using Choral Responding to Teach Money Skills to
Secondary Students with Disabilities in Seoul, S.
Korea
Mr. Yoon’s Students Use Choral
Responding to Teach Money Skills to Each
Other
Preschoolers: Count by 9
QuickTime™ and a
decompressor
are needed to see this picture.
Video courtesy Nuevos Horizontes School - Hermosillo, México
1st Graders: Arithmetic Operations
QuickTime™ and a
decompressor
are needed to see this picture.
Video courtesy Nuevos Horizontes School - Hermosillo, México
2nd Graders: Algebra
QuickTime™ and a
decompressor
are needed to see this picture.
Video courtesy Nuevos Horizontes School - Hermosillo, México
Response Cards
Cards, signs, or other items all students in the
class hold up simultaneously to display their
responses to questions or problems presented
by the teacher.
Two Basic Kinds
Pre-printed Response Cards - Students select
from a set of choices the card with the answer
they wish to display.
Write-on Response Cards - Students mark or
write their answers on blank cards that are
erased between learning trials.
Flags as Response Cards in a
Lesson on Following Directions:
S. Korea
Write-On Response Cards
Response Cards in a Middle School
Classroom: Earth Science
\
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
rce: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Educa
Narayan, J. S., Heward, W. L., Gardner, III, R. Courson, F. H., & Omness, C. (1990). Using
response cards to increase student participation in an elementary classroom. Journal of Applied
Behavior Analysis, 23, 483-490.
RC vs. Hand Raising: 4th-Grade Social Studies
Responses per 20-min lesson (ASR):
HR = <2 responses per student
RC = ~30 responses per student
If RC were used 20 minutes per day, each student would
make more than 5,000 additional responses in a 36week school year.
Mean score on 10-item same-day quizzes:
HR = 6.9 (69% or D+ or C-)
RC = 8.0 (80% or B-)
19 of the 20 students scored higher on quizzes following RC
lessons than they did on quizzes after lessons when they
raised their hands to respond.
Secondary Students on Response
Cards
★ Wow, I’m actually getting smarter!
★ These things are more fun than what we did
the first part of the year, plus my grades are
better.
★ I feel more confident.
★ They are helping me remember more.
★ I’m a believer.
Source: Reynolds, C.M. (2003). Opportunities to respond through the use of
response cards. Master’s thesis, Buffalo State College, Buffalo, NY.
Effects of Response Cards on Disruptive
Behavior
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
Lambert, M. C., Cartledge, G., Lo, Y., & Heward, W. L. (2006). Effects of response cards on disruptive behavior
and participation by fourth-grade students during math lessons in an urban school. Journal of Positive Behavioral
What Students Said About Response
Cards
Wow, I’m actually getting smarter!
These things are more fun than what we did the
first part of the year, plus my grades are
better.
I feel more confident.
Response cards are helping me remember
more.
I’m a believer.
Reynolds, C.M. (2003). Opportunities to respond through the use of response cards.
Master’s thesis, Buffalo State College, Buffalo, NY.
Response Cards: How To
•
Everyone participates in this
class: Using response cards to
increase active student
response
•
How to Get Your Own Set of
Write-On Response Cards
•
Designing a Lesson that Uses
Choral Responding and/or
Response Cards
Teaching Students Become More Self-Reliant
Brandon’s “MotivAider”
Teaching Students Become More Self-Reliant
Brandon’s “MotivAider”
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
rce: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Educa
Teaching Students to Work
Collaboratively
• Having students work collaboratively on learning tasks
can be an effective and valuable activity for all students.
• Too often, however, cooperative learning activities entail :
• unclear expectations for students
• few active student responses (ASR) directly related to
targeted and measurable learning outcomes--a big
problem for students who need additional practice
• no systematic consequences for group members for
participating and/or producing a product
• too much down time and off-task behavior
Teaching Students to Work Collaboratively:
Numbered Heads Together
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
rce: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Educa
Teaching Students to Teach Each
Other:
Classwide Peer Tutoring (CWPT)
Common elements of effective peer tutoring systems:
Clearly defined learning objectives
Individualized content/items
High rates of active student responding (ASR)
Feedback and praise for correct responses
Systematic error correction so that students do not
practice mistakes
Direct and frequent measurement of student
learning
Teaching Students to Teach One Another:
Classwide Peer Tutoring
rce: Exceptional Children: An Introduction to Special Education (9th ed.) by W. L. Heward. © 2009 by Pearson Educa
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
Examples of Peer Tutoring Task Cards
Science Vocabulary
Geography
Examples of Peer Tutoring Task Cards
Mathematics
Mathematics
Association for Behavior Analysis International (ABAI)
www.abainternational.org
To learn more about . . .
ABA
Applied Behavior Analysis, 2nd ed.
Cooper, Heron, & Heward (2007)
ABA in Education
Focus on Behavior Analysis in
Education
Heward, Heron, Neef et al. (2005)
For more information about evidence-based
teaching practices in special education ...
Exceptional Children: An Introduction to Special Education, 10th ed.
(2013)
Upper Saddle River, NJ: Pearson.
Thank you!
Email questions and/or requests for more information to:
[email protected]