|
| Sponsor-Developer Posters |
| Friday, November 8, 2013 |
| 7:00 PM–7:35 PM |
| Regency Ballroom A & B |
|
| 1. Facilitating Learning Through Online Technology: Fluency FlashCards Application |
| Area: EDC; Domain: Applied |
| VICCI TUCCI (Tucci Learning Solutions, Inc.), Kent Johnson (Morningside Academy), Kevin Suggitt (Chaos Creative) |
| Abstract: The authors have created an easy-to-use, browser-based application that facilitates learning content. It takes online flash card applications to the next level by incorporating the SAFMEDS methodology that has been proven effective by years of classroom usage. The online Fluency FlashCards Application provides timed practices on learning information to fluency. Building upon an innovative, evidence-based learning method (SAFMEDS), perfected through decades of real-world use in diverse educational settings, Fluency FlashCards is a web 2.0 application. It allows users to practice learning information to fluency, beyond accuracy-guaranteeing retention, endurance and application of their performance. Learners can build flash card decks of up to 84 cards, and practice in deck subsets that are cumulatively reviewed until the learner reaches a fluency aim. Fluency is based upon the learner's rate of performance in one-minute timings. After each timed performance, data are plotted on a Timings Celeration Chart that automatically appears. The best of the day's timings are plotted on a Daily Celeration Chart that also automatically appears after the day's timed practice sessions. Shuffled cards pass through a series of decks on the way to meeting the fluency aim. A unique feature tracks latency data for each card. Cards whose performance latencies are below the average latency required for a deck continue to appear in timings, giving a learner an opportunity to practice beyond accuracy to fluency. |
| |
|
| 2. Discovering Behavioral Intervention, a Web-Based Interactive Guide for Parents of Children With Autism |
| Area: EDC; Domain: Applied |
| RICHARD K. FLEMING (University of Massachusetts Boston), Elaine Gabovitch (UMass Medical School), Melissa C. T. Maslin (UMass Medical School), Maura Buckley (UHealthSolutions), Elise A. Stokes (University of Massachucetts Medical School) |
| Abstract: Behavioral intervention (BI) is an evidence-based approach for teaching critical developmental skills and preventing/treating challenging behaviors in children with autism spectrum disorders (ASD). Parents of children with ASD are often unprepared to communicate knowledgably with professionals as BI services are arranged. Online courses may help parents understand the fundamentals of BI such that they may better participate in treatment decisions, evaluate outcomes, and conduct interventions. Such courses are apt to be most effective if they are developed and delivered in concert with parents, based on good behavioral instructional technology, and made clear and engaging with interactive media, and made available "any time, anywhere." The course has a unique feature of "parent guides" who offer honest advice and share experiences with ABA and their child/family. These personal connections are valuable for connection to content and learning. This poster will describe the development and evaluation of the 10-module course, Discovering Behavioral Intervention: A Parent's Interactive Guide to ABA, designed to provide an effective online education in BI for parents of children with ASD. |
| |
|
| 3. Mobile Data Collection and Discrete Trial Instruction: Evaluating ACE Data Entry |
| Area: EDC; Domain: Applied |
| UTAH W. NICKEL (New England Center for Children), Cara Grieco (New England Center for Children), Chata A. Dickson (New England Center for Children), Theresa Cerrone (New England Center for Children), Theresa Passmore (New England Center for Children), Kelly L. McConnell (New England Center for Children), Renee C. Mansfield (New England Center for Children) |
| Abstract: With the proliferation of wireless mobile devices, computer technology is reaching deeper than ever into the classroom. As we consider digital tools for streamlining and enhancing our work with students we should pause to evaluate the effects of these tools. At a behavior analytic school for children with ASDs we are evaluating the ACE Data Entry mobile application (Mobile condition) against a more traditional paper-and-pencil approach (Paper condition). Mobile data entry provides the benefits of (1) allowing teachers to avoid manually entering session data into a web-based curriculum system, and (2) synchronizing data into this system as they are collected. Intertrial interval (ITI), latency to consequence delivery, and latency to data recording were collected from videos of four teachers conducting discrete-trial instruction sessions, in a controlled setting. There were no significant differences across conditions in any of the three measures. A second observer scored 38 percent of recorded sessions and interobserver agreement was greater than 99 percent. |
| |
|
| 4. If They Can Say What You Do, They Will Do What You Say |
| Area: EDC; Domain: Applied |
| DAVID A. ECKERMAN ((AI)2, Inc.; University of North Carolina, Chapel), Roger D. Ray ((AI)2, Inc.; Rollins College) |
| Abstract: Train to Code (www.ai2inc.com) is a software "shell" that displays a user's video linked to an expert's description of the events occurring in the video. The expert specifies start/end times for up to 10 types of repeating events that the expert sees in the video (continuous coding). A trainee then learns to correctly code each event as it occurs (entering one code for each occurrence). The trainee is initially prompted with the name of the correct code, but these prompts are faded in order to achieve independent (unprompted) coding. Thus the trainee achieves a high level of inter-observer agreement with the expert. But, if the trainee learns to code the behavior of an ABA provider, we consistently find that they are also able to successfully DO these protocols themselves when given the opportunity. Several studies document this transfer from learning to accurately describe to accurately carrying out these procedures. Implications are drawn for the potential of this training in the certification of behavioral skills and as a method for preserving treatment integrity through effective staff training. Train to Code thus provides important tools for ABA skill training. |
| |
|
| 5. Using Apps to Promote Reinforcement Strategies and Functional Communication |
| Area: EDC; Domain: Applied |
| JOSEPH P. MCCLEERY (Children's Hospital, Boston), Andy Bondy (Pyramid Educational Consultants), Lori Frost (Pyramid Educational Consultants) |
| Abstract: Two crucial areas associated with the education of students with special needs involve the provision of adequate reinforcement to promote learning and focusing on critical communication skills. This presentation will demonstrate apps that help teachers maintain high rates of reinforcement and provide visual strategies for students associated with setting educational "deals" with teachers. We also will demonstrate apps that promote key communication skills including requesting and learning to wait. Furthermore, since icon selection is central to the use of various apps, we will describe an app that helps promote picture discrimination and has initial research support on its effectiveness. Finally, there is a great deal of interest in the use of various apps to fully replace PECS. Issues related to teaching initiation as well as transitioning from PECS to devices will be reviewed. |
| |
|
| 6. An Online Teaching Machine Based on Skinner's Work in the Area of the Technology of Teaching |
| Area: EDC; Domain: Applied |
| VICCI TUCCI (Tucci Learning Solutions, Inc.) |
| Abstract: In 1958, B. F. Skinner proposed the notion of utilizing Sidney L. Pressey's "Teaching Machine" to arrange optimal conditions for self-instruction. Skinner wanted the student to take an active role in the instructional process. His version of a teaching machine was based on his work in the area of the technology of teaching. He and several of his colleagues isolated many of the instructional practices that facilitate learning and instruction. The author has designed an "Online Teaching Machine" based on Skinner's research in the area of the technology of teaching. The Teaching Machine is a time-proven behavioral science and information technology combined in an online teaching system as intuitive as it is powerful. The online teaching machine is an interactive e-learning platform that can be customized for anything from college coursework to workplace training. Educators can make the most of their content by delivering their courses online. Using the latest web 2.0 technology, their courses are accessible to their students from anywhere in the world, and they can log in and manage the system from anywhere. The Teaching Machine is an intuitive, easy-to-use interface for managing student profiles and access, grading and approving completed work and adding/editing content. All information is kept secure and confidential using. Some critical features of the Teaching Machine: 1) Active Student Responding (ASR), 2) Immediate Feedback, 3) Provisions for Fluent Student Performance, and 4) Behind the Scenes Data Collection on Each Student's Performance. |
| |
|
| 7. Learning ABA! |
| Area: EDC; Domain: Applied |
| RICHARD W. SERNA (University of Massachusetts, Lowell), Richard K. Fleming (University of Massachusetts Boston), Harold E. Lobo (Praxis, Inc.), Cindy K. Fleming (Praxis, Inc.), Charles Hamad (University of Massachucetts Medical School) |
| Abstract: Given the empirically validated success of behavioral interventions based on applied behavior analysis (ABA) for individuals with autism and other developmental disabilities, the demand for knowledgeable and skilled paraprofessional teaching staff is at an all-time high. Unfortunately, there currently exists a widely recognized shortage of such practitioners. What is needed is an efficient training curriculum that is specifically geared toward those at the paraprofessional level, one that does not require university enrollment. Such a training program must be easy to access, presented at a level that reaches anyone who may have little or no prior experience with ABA and be available anytime one chooses to access it. This presentation will describe an innovative program of research and development aimed at training paraprofessionals through the use of online distance training. The focus of the program has been on teaching fundamental knowledge and skills in behavioral intervention methods by simulating typical live mentor/mentee training. To help build skills, the program makes use of unique simulation exercises, in which the user directly interacts with an onscreen child from a first-person perspective. Program evaluation data from multiple studies will be summarized that demonstrate both knowledge acquisition and transfer of computer-based skills to live performances. |
| |
| |