Utilizing Behavior Systems Technology as a part of Teacher Education Programming: Principles, Practice, and Hands-On Ap.


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Customs in Teacher Education: Lots of Perspectives. Quantitative Methods - Descriptive (Anderson
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Utilizing Behavior Systems Technology in Teacher Education Programming: Principles, Practice, and Hands-On Applications TOM SHARPE, M.S., Ed.D., BCBA, ESE Spalding University John Koperwas Educational Consulting, Inc.

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Traditions in Teacher Education: Lots of Perspectives Quantitative Methods - Descriptive (Anderson & Barrette, 1978) - Correlational (Sweeting & Rink, 1999) - Experimental (Goldberger & Gerney, 1986, 1990) Qualitative Methods - Interpretive (Behets, 2001; Chen, 2001; Cothran & Ennis, 1999) - Critical Theory (Hickey, 2001) Applied Behavior Analysis - Teaching Practices (Ingham & Greer, 1992; Witt, et. al., 1997) - Curriculum Models (Sharpe, et. al., 1995; 1996) - Teacher-Training (Sharpe, Balderson, & So, 2004)

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The Non-Application Challenge: Research Data Non-Use in Professional Practice The conventional S RC Skinnerian focal point might be excessively limited for important application in intelligent settings. There is just an excessive amount of information from an excessive number of methodological sources to ingest. There is an abundance of "awful" information; with the "great" information disregarded or questioned accordingly. Positivism and objectivity (e.g., ABA techniques) have, up to this point, been pushed aside by a relativist and constructivist epistemology. Landrum, 1997; Sharpe & Koperwas, 2003

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A Longstanding Pedagogical or "Instructor Training" Conundrum: Do We: Talk About How to Teach Effectively? 2. Participate in Deliberate Practice Learn-How-To-Teach Activities?

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Two Appealing Answers We Have for Increasing Data Use and Recommending Question #2 - 1- - Interagency Collaboration - University and showing experts cooperating - Shared influential positions in educator preparing and classroom instructing - Collective innovative work items - Mutual critical thinking and common responsibility Co-Answering the Questions of: - What do we need instructive settings to resemble? - How would we persuade them to be that way? Collaborating Toward: - A co-created learning base for expert planning - A co-usage of information bolstered classroom rehearse

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The Second Answer … As If You Didn\'t Know  - 2 - Applied Behavior Analysis (ABA) - Repeated measures over timeframes, encouraging pattern investigation - Treatment introduction to all members utilizing elective outline methodologies to control for inner legitimacy concerns - Rigorous information dependability and treatment loyalty methodology - Multiple strategy similarity (e.g., ABA Qualitative Methods) - User inviting information examination strategies yielding quick application Some Important Features - Based on positivism and well known fact hypothesis of science - Emphasis on solid direct perception - Emphasis on testability and quantitative estimation - Encourages cautious and precise replication - Private occasions are verbally detailed through social approval Sharpe & Koperwas, 2003; Sharpe, Balderson, & So, 2004

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ABA Compatible Trends with Mainstream Education/Social Science (They Don\'t Say What They Mean, But?) Emphasis on procedural constancy (i.e., treatment execution exactness) issues are accepting expanding consideration. Complex human collaboration is in effect more altogether depicted. Natural depiction (i.e., setting occasions) is turning into a focal concern. Accentuation is being put on the logical comprehension of time-based value-based connections among parental figure and customers. Intrigue is in creating behavioral cooperations for viable helpful practice and for creating prescient information from which to pick in particular circumstances. In training, execution and competency-based measures (i.e., conduct) are being organized from a day by day instructor and understudy hone point of view.

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What are our Ongoing Applications? Build up select Professional Development Site associations with open, private, and non-customary instructive and restorative offices. Consistently succession scholastic program coursework to incorporate information driven guided practice and firmly directed perception, proficient helping, and expert practice exercises associated with each center instructional class. Create and actualize a cooperatively connected research plan to incorporate topic substance and expert usage parts, and to be delicate to parental figure, demographic, and substance qualities. Gather quantitative behavioral information to decide quick and long-go impacts of expert practice inside and over an assortment of expert settings. Set up an information driven innovation of successful expert practice by setting up an expert arrangement  proficient practice  look into & advancement criticism circle, with every movement illuminating and enhancing the others.

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Toward A Residency-Based, Deliberate Practice, Behavioral Research-Bonded Approach to Teacher Education A Model from Closet Behavioral Technologists Trying to Survive Within the Mainstream Professional Education Culture 

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Implications That Direct our Behavior Systems Approach Increasing Innovation in Data Collection and Analysis Techniques Toward More Complete Functional Analysis of Complex Interactive Education Settings Facilitating Laboratory Simulation Activities for Professional Training Demonstrating that Data Matter a Great Deal in Professional Practice Decision-Making through Feedback and Goal-Setting Experiences in Applied Professional Settings Basing Professional Practice on the Need to Know What Works in Schools Rather than the Need to Believe Documenting and Disseminating More Meaningful and More Relevant Professional Practices for Therapeutic Benefit

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Some Notes That Go To Our Core Philosophy 1. It is the day by day rehearses and related cooperations of parental figure and demographic, for this situation instructor and understudy, that matter most to a viable restorative condition. 2. Most day by day hones (i.e., conduct and setting occasions) might be emphatically connected with long haul measures of ability procurement and learning. 3. We need to know RIGHT NOW how successful a specific instructive condition might be, and if not ideal, FIX IT behaviorally , in the close and long haul.

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A Recommended Teacher Education Progression 1. Take in a typical behavioral dialect intended to talk about operationally every day instructive practice in biological and situational setting. 2. Give an abundance of lab reproductions of powerful and not really compelling situationally particular day by day instructive practice. 3. Give an assortment of residency-based, consider work on showing openings under the community oriented direction of prepared University and honing experts. 4. Disperse flow innovative work data to experts in preparing.

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Once we Develop Collaborative Professional Relationships, How Do We Do All This??? - Incorporating a Consistent Set of: Instructional, Feedback and Goal Setting, and Assessment Tool/Research and Development Procedures into a Teacher Education Program. - Providing a Set of University Class Activities as Preparation for the Above Teacher Training Experiences.

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Lineal Mechanics Rule Governed Demonstration Limited Variables Context Free Causal Connects Focus on Behavior Characteristics Field Theory Contingency Managed Discovery Multiple Variables Context-Bound and Ecologically Valid Conditional Probabilities Focus on Transactional Characteristics How to Implement our Core Philosophy From a Scientific Perspective - Unpacking ABA Through Behavior Systems Analysis

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The Old: S RC How does conduct "An" impact conduct \'B\'… how might we make related causal presumptions over these detached discrete factors… how might we stipulate a hypothetically setting free relationship? Exhibition 1-n 1-n 1-n The New: S RC How do members empower or react to specific remedial circumstances after some time ... also, were the specific activities viable as far as the likelihood of adjusting certain practices toward sought results – inside and outside of the essential preparing setting? Revelation The Questions as Related to Methodological Capability

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Computer Technology Really Helps Kahng & Iwata, JABA , 1998, 31(2); Sharpe, 2004, Encyclopedia of Behavior Modification and Cognitive Behavior Therapy BEST System (7.0 & 7.1) - Sharpe & Koperwas Behavior Observer System - Martin DATACAP - Emerson & Adrian Data Collection Assistant - Saunders Direct Observation Data System - Johnson Ecobehavioral Assessment - Greenwood Event-PC - Ha

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Computer Technology Really Helps - Continued - The Observer - Noldus Information Tech. Multi-Option Observation System - Tapp Observational Data Acquisition - Hetrick Observational Data Collection - Oliver Portable Computer Systems - Williams Professional Behavior Evaluation - Ricketts Virtual Behavior Analyst - Winston

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Lineal Mechanics Number Rate Duration Percent Discrete Recording Interval Recording Time Sampling Systems Theory First, Last, Longest, Shortest, Span Inter-Response Time Conditional Probability Multiple, Overlapping Event Recording in Real Time Combining Measurement and Description Capabilities

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Exploring Additional Measurement Lenses Complexity: The quantity of various practices and occasions important to finish depiction of conduct exchanges. Cadence: Regularity of conduct exchanges with the likelihood of worldly event the primary investigation. Cognizance: Actual versus conceivable number of various behavioral exchanges, deciding the consistency of the aggregate conduct occasion framework. Speed: Rate of conduct change. Familiarity: Correlation among

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