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Our ResearchYAI- 28th Annual International Conference Title: Verbal Behavior in the classroom- tactics and principles used to elicit communication Gili Rechany M.A., BCBA The effects of peer tutoring on increased socialization in free play settings for both the tutor and the tutee were measured once criteria was met on reinforcement delivery in peer tutoring sessions. 
The Effects of Peer Tutoring training on Increased Socialization in Free play settings with Children presenting with autism Spectrum Disorders Gili Rechany M.A., BCBA
The following is a current investigation that focuses on conditioning peers as reinforcers through peer tutoring training. In this study on the Autism Spectrum Disorder, preschool and school age students take part in giving us an indepth view of training procedures, teachers observations, and futire investigations. Click here to view a Powerpoint presentation on Peer Tutoring training on Increased Socialization ABA 2007 Peer The Effects of Peer Tutoring Training on Increased Socialization in Free Play Settings with Children Diagnosed with Autism Spectrum Disorders. Gili Rechany M.A., BCBA, A current investigation focusing on conditioning peers as reinforcers through peer tutorial training. The following explains several methods and procedures for tutoring children on the autism spectrum and also gives results on a study involving 4 children with autism. Click here to view a PowerPoint presentation on Peer Tutoring
Decreasing Inappropriate Vocalizations through a Verbal Model Gili Rechany M.A., BCBA The following covers functional communication and the study of an acedemic response to decrease inappropriate vocalizations and replace them with appropriate speech. In summary, this study showed to be effective based on the descending trend in the intervention phase. The total number of inappropriate vocalizations decreased following the Functional Communication training. Click here to view a PowerPoint presentation on Decreasing Inappropriate Vocalizations NYSABA Gina M. Feliciano, M.Phil., BCBA The following demonstrates a comprehensive approach to education and training, including graphed results of investigations upon staff at SKHOV. Provided in the presentation is literature that expresses how changing staff behavior is the first step in improving services. Click here to view the PowerPoint NYSABA presentation Staff Training In and Through Behavior Analysis Gili Rechany M.A., BCBA A new staff training analysis including a detailed data collection and overview of teacher performance rates and accuracy. The following provides graphing/summary data explaining why we collect data and what is done with the data. Click here to view the PowerPoint presentation on Staff Training In and Through BehaviorAnalysis Fluency as a means to reach true mastery The following covers research of using fluency procedures as means to help students reach true mastery. Throughout the presentation, you are given examples of fluency drills and how they were effective in helping students increase their performance. You are presented with the stages of learning and how to apply fluency drills in teaching. Click here to view the PowerPoint presentation on Fluency as a means to reach true mastery
Gili Rechany M.A., BCBA Listener emersion, like Verbal immersion, Writer immersion and Reader immersion are tactics that are used in the CABAS model to teach fluent verbal repertoires. You are given example procedures which show a functional relationship between the implementation of listener emersion and the mean number of learn units to criterion pre and post the tactic was implemented. Click here to view the PowerPoint presentation on Listener Emersion
Symposium ABA 06 The following symposium will highlight how a non public school in New York City implements verbal behavior teaching procedures for both students and staff. The application of Skinner's analysis of verbal behavior had been utilized to increase the rule governed and contingency shaped behavior of teachers, to evoke initial verbal operants from young children and as a framework for implementing speech and language services and augmentative and alternative communication devices for students with an autism spectrum disorder. Our goal is to demonstrate how verbal behavior and applied behavior analysis can be integrated into an entire educational system to change student and staff behaviors. Changing the behavior of teachers through video monitoring and supervisor presented instruction Research has shown that providing learn units to teachers in the form of teacher performance rate and accuracy in center based settings is effective for changing the repertoires of teachers (Ingham, & Greer, 1992). However supervision for teachers providing discrete trial training in a community based setting does not always allow for frequent, intensive supervision and training. The purpose of this study was to investigate the efficacy of video monitoring and learn unit delivery to teachers as a model for changing rule governed and contingency shaped behavior of teachers. Three teachers who provided discrete trial training in a community based setting participated in this study. A multiple treatment design was used to teach teachers specific target behaviors to improve teacher repertoires and in turn student performance. The Increase in Verbal operants following the Implementation of Augmentative and Alternative Communication (AAC) Devices with Children on the autism spectrum The current investigation focused on the evaluation and implementation of AAC devices with school age children presenting with an autism spectrum disorder. This study examined the prerequisite skills needed for successful implementation of an AAC device by examining the children's performance on the ABLLS assessment, as well direct observation of functional communication in the classroom. A multiple baseline across participants design was implemented. This study measured the increase in verbal operants following the implementation of augmentative and alternative communication (AAC), and examined the verbal behavior procedures used to implement the AAC. Three verbal behavior topographies were measured, generalized mands, generalized tacts, and generalized intraverbals. The use of a pairing procedure in conditioning vocalizations to evoke parroting and echoic responses to teach mands The current investigation used a stimulus- stimulus pairing procedure to condition vocalizations as reinforcers in order to increase the frequency and number of vocalizations that could be used to teach an echoic response to nonvocal verbal children. Once parroting responses were evoked an echoic to mand function was taught using a multiple baseline design. Following pre-experimental observations target vocalizations were identified for parroting and echoic training and pairing. Upon meeting criterion in pairing an echoic to mand training procedure was used, followed by a return to the pre-pairing condition. The data suggest that a pairing procedure was effective in evoking parroting responses which could then be taught as echoics, for some students. |
