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California ABA 2000 Conference Notes

Class 1: STARS School Model
Presenters: James Partington, Mary Katherine Endicott, Siri Ming, Carmen Martin, Nikki Judd (public school teacher), Blaine Cowick (Administrator New Haven Unified School District)

STARS School: the development of affiliated STARS model classrooms

Goal: acquire enough skills to learn on own, where STARS is no longer needed. STARS doesn't want to keep kids any longer than they need to. Get skills to exit and get higher level skills elsewhere

A model for other people, to teach others ABA (Skinner's Verbal Behavior) methods through Behavior Analysis technology and education

Essential characteristics of Language-Based Classroom

Mission - to provide high quality, effective interventions for children with developmental disabilities and to provide training to teachers who provide services

Behavior Analysis of Language -

  • Therapists are fun and motivating
  • High level of success
  • Required to respond throughout day
  • Intensive instruction in language and skills - interact with others
  • Use ABLLS to isolate skills and find absent skills (6 mo updates using data)
  • Staffing:
    • Therapists have 2 x/wk inservice/training
    • SLP 3x/wk
    • OT pull out as needed
  • Team oriented
    • Parent involvement
    • Most therapists have BS degrees
    • Mandatory training/positive environment
    • Children interact with peers & others (peer & group instruction)
    • Share school results through workshops and publishings
    • Teacher is management model
  • Active Learning Environment
  • Teach in Language based environment
  • Instructional assistants are well trained but may have little to no experience in DTT, psychology, NET
    • Team atmosphere, geared to learning in positive environment
    • Training for instructional assistants includes:
    • Week long training to establish yourself as a reinforcer, identify a student's reinforcers, identify student's current skills, assess language skills, session management, instructional control in positive way, DTT, prompting and prompt fading, errorless learning, correction procedures, and shaping
    • Day 2 &3
      • Analyze motivational factors of teaching environment
    • Day 3&4
      • All target skills
    • Shape teaching skills with 5-6 people
    • Lecture with programming
    • Analyze video examples
    • Video feedback on role playing
    • Role play using existing programs
    • Feedback
      • Achieved goals?
      • Presents Sd with student attending?
      • Clear Sd?
      • Reinforced?
    • Lots of support at beginning of program
    • Within first few months - understanding gained
    • Objective Preparation Sheet
      • Description (summary of purpose of session objective)
      • Identify current level of child (review IEP, datasheets)
      • Identify acquistion, interpersonal and generalization targets
      • Assemble materials (target skills, generalization, and reinforcers)
      • How data sheet is to be used during sessiona dnd how acquisition will be documented
      • Reinforcers, reinforcer schedule
    • Session Feedback
      • Appropriate pairing?
      • Managed session environment (positioning, materials, etc)?
      • Presented Sd appropriately?
      • Reinforced appropriately?
      • Implemented correction procedures?
      • Follow motivation of child from moment to moment, watch (capture) motivation, observe behavior
    • Hand shape trainer's skills, shape trainer's behavior
    • Mixed format so reinforcing child running to trainer not from trainer
    • Selection of students and Online Analysis of Educational Programs
      • 3-7 yr olds selected from intake process using Teacher, Sr Behavior Analyst, Sr Consultant
      • Use ABLLS to rate:
        • Cooperation with adults
        • Mands
        • Motor imitation
        • Vocal Play
        • Vocal imitation
        • Match to sample
        • Receptive
        • Labeling
        • RFFC
        • Intraverbals
        • Letters & numbers
        • Social interactions
        • etc
      • Pick kids that aren't all 5s, early learner skills (score 1-2), can learn from environment
    • Teachers as management
      • ABLLS, curriculum, skills tracking system
      • Set up binders, objectives
      • On going training of staff
      • Teach how to use skills in new environment
      • Rate of reinforcers will drop in new environment so to thin reinforcement schedule
    • Stars in public school system
      • Dicuss kids before class year starts, meet kids & parents
      • Aides trained, SLP, School psychologist
      • 1-2 ratio
      • Extra servies (OT, SLP, etc)
      • ABLLS
      • Have administrative support for program
      • Have parent support
      • Success based, all kids can learn
      • Using each kid's reinforcer, move to "I did it" reinforcer
      • Database driven
      • Around typical peers, play pals, 1st 20 minutes per day
      • Integrate during recess and luch
      • Morning recess not integrated, pre teach play skills
      • Teach disability awareness
      • Lots of opportunities for mainstreaming, must prepare for it
    • Administrators
      • The "Buy In"
      • East Bay, county office of education, run our own program
      • District of 14,000 & growing
      • Positive advocates - superintendent supportive of special education
      • STARS is a success, tight program, great consultants
      • Be aware of public school issues, can't pace introduction of new students, can't phase in programs, must serve students immediately
      • School District must listen to private industry - staffing ratio on "board"
      • Everyone has access to "board" - teachers, superintendent, defend it to prgrams (1 teacher, 4 aides, 8 students)
      • Consultants, guides, not experts, there to teach others how to do it, they build confidence in teachers
      • Consultants need to know professional boundaries, don't undercut & make the school districts the bad guys
    • Trust & communication
      • Consistent, reliable people
      • Site administrator
      • Communication
      • Everyone on same page, work with principal & staff
    • Front load program
    • Start with adequate resources
    • Save money down the line
    • Must get resources (teacher contracts)
    • Recruiting/ evaluation of progrm

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