Avsnitt
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Dr. Hank Pennypacker, a pioneer in the Science of Human Behavior, shared profound insights about the standard celeration chart in amongst the many wisdoms he describtes in this podcast. Despite its limited adoption, he emphasized the immeasurable value of the chart to those wanting to make accurate predictions about behavior.
Dr. Pennypacker passionately advocates for the widespread use of precise measurement to fields involving human behavior and why percent correct lacks the arguably greatest contribution of B.F. Skinner's, being Rate of Response, and Hank's contribution of celeration as a measure to predict future performance.
He also talks about his contributions to identification of early breast detection through this program, Mammacare.
Join us as we delve into the Hank's 6 decade career in Behavior Science and his discussions of the Standard Celeration chart in his advice to Try the Chart!
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Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS0:05 Dr. Hank Pennypacker’s journey: From teaching psych to transforming behavior
15:00 The success and challenges of incorporating self-charting and personalized learning
21:45 Collaborating with Ogden: Pioneering precision teaching and behavior change
30:11 Developing technology and training for effective breast self-examination
39:17 Hope for the future of precision teaching and charting
49:11 The challenges of promoting the use of the chart in the field of ABA and its value in making accurate predictions and anticipating behavior
RESOURCESAbout Dr. Hank Pennypacker: https://www.abainternational.org/constituents/bios/henrypennypacker.aspx
Link to Engineering the Upswing (book): https://www.engineeringtheupswing.org
The MammaCare Method: https://mammacare.org/
QUOTES41:05 "The power of the measurement system lies in the recognition of the fact that the frequency is the correct measure of behavior." - Dr. Hank Pennypacker
49:26 “It's not easy. I don't pretend otherwise but that doesn't make it invaluable.” - Hank Pennypacker
49:51 “If you're in any kind of activity in which you have to anticipate what's going to happen, and what's going to happen is behavior, you're better off if you're using a device which allows you to make accurate predictions.” - Dr. Hank Pennypacker
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In this episode, we take a quick side step from ABA to talk about one of the most hotly debated issues in the US right now and one that Precision Teacher Abigail Calkin writes about in her book, The Carolyne Letters; A Story of Birth, Abortion, and Adoption .
In this episode, Abigail poses questions and talks about the complexities of pregnancy and parenthood and the impact those complexities have on family units.
Abigail Calkin, a published author and a precision teacher, will shed some light on the choices each woman faces when she becomes pregnant. In her book, Abigail explores the three choices a young mother,Amelia, faced.
The book is divided into three sections, and in each section, Amelia, the young mother in the narrative, writes letters to the three Carolynes in the story explaining her choices.
Abigail also discusses how she used the celeration chart while she was pregnant to count fetal movements, and a whole lot more!
I hope you enjoy this wonderful author talking about The Carolyne Letters.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:Facebook group link: https://www.facebook.com/groups/397478901376425Check out the podcast on your favorite platform!Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498 Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJnoGoogle Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkLnBvZGJlYW4uY29tL3RoZWFiYWFuZG90cG9kY2FzdC9mZWVkLnhtbA==Stitcher: https://www.stitcher.com/show/the-aba-and-ot-podcastPodbean: https://theabaandotpodcast.podbean.comFollow us on Facebook: https://www.facebook.com/abaandptpodcast
HIGHLIGHTS3:20 The inspiration behind the book, The Carolyne Letters.
8:24 Abigail introduces Amelia and Carolyne, the main characters in the book.
9:59 Should you keep the baby if you knew they would likely die soon or have severe disabilities?
12:37 The court’s ruling on a minor’s request for permission to have an abortion.
16:10 Why a lot of young women become pregnant after losing a loved one.
19:22 Advantages of programs that teach teenagers how to be parents.
25:53 The growing US trend of men getting vasectomy procedures while women get their tubes tied.
33:44 A summary of the book's sections.
44:38 How Abigail's experience becoming a mother affected the way she wrote the book.
49:12 The viewpoint of a woman who has experienced both legal and illegal abortion, as well as the current movement to make abortion illegal.
1:02:27 Counting fetal kicks using the standard celeration chart.
1:31:46 Abigail got a job at the University of Oregon after not getting a contract renewal because of pregnancy
1:38:19 Why do some people love precise instruction and stick with it, while others don't?
1:47:53 How she tallies the data on charts at the start of the day.
RESOURCESThe Carolyne Letters: A Story of Birth, Abortion and Adoption by Abigail Calkin (*Amazon affiliate link)
Abigail’s website - www.abigailbcalkin.com
QUOTES49:17 “It's interesting to me to have lived in the times of illegal abortion, legal abortion, and now we're moving into illegal abortion. And frankly, I don't think that's going to work.”
55:09 “The issue is not pregnancy. The issue is [that] society is changing, and it's changing dramatically.”
58:14 “We're only one race, it is the human race.”
59:15 “Our whole worldwide culture is changing.”
59:56 “Choice is there, and you can choose to have a child—keep the child and give the child up for adoption, or have an abortion.”
1:00:00 “If abortion is illegal, there is no choice. There's only one option. And you have to go with that option. And to me, that's not what a democracy or Republicans are about.”
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Saknas det avsnitt?
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Be prepared for Dr. Kimberly Berens’ extraordinarily important message regarding learning disabilities!
In the US, 20% of kids are considered to have a learning disability of some kind. Dr. Berens explains in Episode 14 of the podcast that only a tiny fraction of children—less than 1%—have a real neurological impairment. This suggests that more kids are being labeled with learning disabilities that are Explanatory Fictions, as opposed to measuring learning across time and assessing for skill deficits that account for why a child struggles with reading or other learning.
This episode explores the reasons behind children's academic difficulties, the truth behind neuropsychological testing, and the damaging effects that the DSM-5 learning disability labeling of children has. Dr. Berens explains that labels that children are given are predominantly a result of ineffective instructional environments as opposed to a made up reason for what is occurring in the brain. Most importantly, Dr. Berens explains what we can do to disrupt this vicious cycle and improve children's learning abilities.
She explains that for the majority of children, “school does not work” and why. She makes it clear that she is not blaming teachers, but rather that teachers need explicit training in behavior science and effective teaching practices.
You’ll hear Dr. Berens' real anger at a professional that after testing a student’s performance on one occasion, then makes a profound leap to explain that the reason for the performance is due to something in the brain that cannot be measured, and that there is no scientific support for the label given to the child.
Dr. Berens then reviews a case study of a student with a Neuropsychological Report versus the type of report that a Precision Teacher would produce, to look at skill deficits a child has to account for their reading challenges, as opposed to a hypothetical construct of why the student performed badly on a test one time.
Dr. Berens is a scientist-educator, a precision teacher, and the founder of Fit Learning. She is also the author of the book, Blind Spots: Why Students Fail... and the Science that Can Save Them. Her stand is to transform education on the planet through the use of behavior science, and how that science can change the world.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
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HIGHLIGHTS3:19 The truth behind neuropsychological testing and learning disabilities.
6:11 The types of assessments that neuropsychologists conduct.
8:04 What distinguishes a scientific method from an Explanatory Fiction?
21:48 Common forms of disabilities, backed by neuroscience.
28:21 Why does Dr Berens think school is ineffective?
51:51 The application of behavior science to video game creation.
54:37 Imitation is the main method by which infants learn; it is not a genetic trait.
1:00:17 What can we do to change this vicious cycle?
1:17:41 Scientific illiteracy: The difference between neuroscience and neuropsychology.
1:24:22 A sneak preview of what Dr Berens will discuss at the Annual Conference of the Standard Celeration Society in Denver in November 2022 as the keynote speaker.
RESOURCESLearn more about Dr. Kimberly Beren’s work: https://www.drkimberlyberens.com
Listen to her podcast episodes: https://www.drkimberlyberens.com/new-pageNow to Next with Nanton featuring Kimberly Berenshttps://podcasts.apple.com/au/podcast/now-to-next-with-nick-nanton-feat-dr-kimberly-berens/id1509498480?i=1000524816542
Transforming Your Child’s Learning Abilities with Kimberly Berenshttps://podcasts.apple.com/au/podcast/428-transforming-your-childs-learning-ability-with-dr/id1038689970?i=1000576980127
Behavioral Habits with Dr Kimberly Berens
https://podcasts.apple.com/au/podcast/dr-kimberly-nix-berens-on-behavioral-habits-how-we/id1093028505?i=1000552098643
QUOTES3:40 “Whenever a child is referred for a neuropsychological evaluation, it's based on, more often than not, a teacher's observation of that child in her classroom.”
13:55 “People make a lot of money off of this kind of testing [neuropsychological] and these kinds of classifications, and schools get funded based on kids having these kinds of classifications, and those people get paid to supposedly treat these kinds for disabilities, but they are not scientifically valid. They've never been validated in a scientific way. They're all hypothetical.”
19:46 “Performance and learning are two profoundly different things. Performance is a measure of a child's behavior at one time. Learning is the measurement of behavior over time. That's the only way learning can be evaluated. It's a process.”
23:02 “Not only do we have data from the United States on the profound ineffectiveness of this, but we have global data from across the globe, schools don't work for the majority of kids.”
25:17 Children learn how to cheat at a young age because, once again, schools do not care about the process. Schools care about the performance on one test, and then they move on.”
32:46 "So we know in behavioral science that learning is best defined as the change in behavior over a period of time.”
1:14:32 “Being a scientist is about telling the truth. Period. It's about finding an objective truth and then telling the truth about what was found.”
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This is Part 2 of Patrick McGreevy's ABA & PT Podcast interview.
In this episode, we'll learn more about how the standard celeration chart works and how a slight difference in its size can cause the frequency multiplier to be distorted. Patrick emphasizes the benefits of using frequency data over percentage correct, among other things. He also recalls the final moments of Ogden's life.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS0:36 Pat goes on to discuss how he came to understand and appreciate Ogden's mission.
6:58 The scientific community's reluctance to use a standard celeration chart is explained.
10:39 Data's power: Frequency versus percent correct
25:26 The rationale behind why tolerating errors is viewed as a teaching opportunity.
28:26 Renaming the Y axis on the chart: Purpose and application.
34:00 Why does the correct size of the chart matter?
40:05 Pat reminisces about Og’s final moments.
47:43 About the upcoming new version of his book, Essential for Living.
52:39 Without hesitation: Pat defines the first opportunity probe.
1:01:19 Pat gives emphasis on frequency.
1:07:38 How long-timers like himself help the younger generation have a sense of connection.
RESOURCESLearn about Journal of applied behavior analysis
Check out Patrick’s book, Essential for Living (*Amazon affiliate link)
QUOTES05:57 "Science doesn't progress without standard measurement. You can't decide to measure things however you want to in whatever unit you want to. That has to be accepted by the scientific community. "
11:18 "You see, if you don't include those elements [occurrence of behaviour and time], then anything that you purport to be measurement is less sensitive to changes than it would be if you had included those elements."
16:21 "That is how a chart shows up, that you can immediately come in contact with the learning of that student because of how much information that our chat conveys. It's phenomenal."
18:22 "It's important to remember that when you go to percent, you lose fluency."
24:29 "There are certain things that you can practice over and over again for a minute or 30 seconds or 20 seconds or whatever, but certain things just aren't feasible."
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If you were Dr Ogden R. Lindsley’s student, you were either all in or you weren’t, because precision teaching necessitates passion, dedication and an adherence to B.F. Skinner’s discovery of Rate of Response as the primary and most sensitive measure of behavior.
From the first time Patrick McGreevy heard Ogden speak he was “all in”!
This is Part 1 of the recording of my interview with Dr Patrick McGreevy, or Brother Pat as Og called him. In part 1 he shares how he fell in love with teaching children with severe disabilities, which led him to change his career path from psychology to special education.
Patrick goes on to share what he learned from Ogden back when he was a doctoral student, his dedication to teaching others and passing on Og’s commitment to the Standard Celeration Chart - precise measurement and closely attending to the learner. He acknowledges all the mentors he’s had along the way - the Long Timers as he calls them - who have been and continue to be all in!
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS3:57 Pat switches careers from psychology to special education.
9:55 How he and Ogden met.
14:43 Ogden’s expectations of his students.
27:46 His collaboration with “Dr. Fluency”, Eric Haughton.
37:40 About the Essential for Living assessment.
41:29 Why "percent correct" is not a measurement, and Ogden’s commitment to Rate of Response as the most sensitive measure of behavior.
47:41 Pat's vision for the precision teaching community and the world of standardized measurement.
RESOURCESPatrick Macgreevy’s book: Teaching and Learning in Plain English: An Introduction to Precision Teaching and Precision Tutoring (*Goodreads)
Ogden’s article in the Journal of Precision Teaching: Say Reward, Relief, Punishment or Penalty
Ogden’s book: Skinner on Measurement
Visit Essential for Living’s website.
QUOTES07:41 “I wasn't particularly interested in teaching children to read. That didn't interest me. I was more interested in teaching daily living skills to kids that couldn't communicate, the kids that couldn't toilet properly, the children that didn't know how to feed themselves, and the children who had orthopaedic impairments. Those were the kids that really interested me.”
32:50 “You have to decide the context in which to teach it because a lot of kids with more severe disabilities don't experience generalization like the rest of us do, so you've got to teach it. You've got to teach the right skills—the skills that matter. You got to teach them into context. You see, and then you have to teach them the fluency. Yeah. And then you have to have the teaching procedures to get you there.”
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Precision teachers, according to Jack Auman, have an impact on students similar to the Butterfly Effect because of the small changes that can have enormous positive outcomes.
In this episode, Jack talks about his journey to Precision Teaching after he met Steve Graf. From scorekeeping at a baseball game together to the adventures that they had together. He goes on to discuss Steve's brilliant ideas and how he used his own programming knowledge to bring them to life.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS2:03 How Jack's father instilled a love of math in him at a young age.
13:34 Three strategies that worked for him as a math teacher.
16:05 A little background on how he became interested in precision teaching.
27:20 Combocoach's goal and design.
32:02 The Typing Coach concept.
43:28 The PracticeSheeter.
49:05 What he discovered while assisting with Og's archives.
52:48 Steve thinking and looking at things differently.
RESOURCESLearn more about Steve Graf and his works at https://www.stevegraf.org/
Auman Subjects SAFMED By Auman 2010 (*Google Spreadsheets Link)
QUOTES08:02 “He [Prof. Frank Ciotola] brought to life a whole new dimension of math, where you could take an idea that you could have, and take the negation, and work with that negation with the laws of logic, and make a whole new geometry that was valid and applicable.”
19:39 “Steve had all these marvelous ideas, and I was lucky enough to learn enough programming to incorporate his ideas into our games. Checking my timeline, here's where we bridge into precision teaching or the standard celebration chart.”
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This episode tells the story of a humble, passionate, and inspiring human being who gave his all for the science of Precision Teaching. Dr. Carl Koenig was instrumental in the creation of the behavior chart, now called the Standard Celeration Chart and the foundations of Precision Teaching. Carl spent over a decade of his life working alongside Dr. Ogden Lindsley through the highs and lows of shaping Precision Teaching in the 60s and 70s.
In this episode, he will take us on a journey beginning with his early work experience at Kansas University, how he met Ogden, the development of precision teaching, and their efforts to spread the work to professionals and parents, amongst other things.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS3:15 Carl’s childhood and his early work experience.
6:57 How he met Ogden Lindsley and how he got to Kansas University.
8:45 The development of Precision Teaching.
22:09 About his master’s degree and dissertations.
29:01 Carl’s findings that behavior multiplies and divides.
32:33 Workshops and other tested publishing alternatives to spread the word about Precision Teaching.
38:00 What the Behavior Bank was and how the state of technology got in the way of what could have been a state of the art hub for knowledge about behavior.
42:36 Two other attempts to apply the science: learning screening and PT 2. (Squared).
53:19 Carl’s life now that he’s retired.
RESOURCESOur Aims, Discoveries, Failures, and Problem by Ogden R. Lindsley (dissertation)
Handbook of the Standard Celeration Chart, Deluxe Edition (book)
My Time with Ogden and Precision Teaching Reminisces by Dr. Carl H. Koenig (pdf) - Check out our Facebook Group for this and many more resources!
QUOTES30:45 “Behavior generally changes not in equal steps.”
50:21 “It’s not too late to make good science.”
57:21 “Accept the fact that technology is improving and improving and improving and it's better than sometimes we could do.”
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Richard McManus is the owner of The Fluency Factory, a PT learning lab in Massachusetts, and has been a Precision Teacher for more than 4 decades. In this episode, Richard recounts his life experience, beginning with his father's early influence, and his progressive use of inclusivity. He also talks about the individuals that have inspired him to advocate for the underprivileged. With his courage and resilience, Richard has influenced so many teachers, parents, and students. He firmly believes that we can make the impossible possible if we put our hearts into what we do and have the highest of expectations for the learners we work with and advocate for.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favourite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-pt-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS2:32 Richard’s major influences.
8:41 Why he left the English department after freshman year.
12:40 Working with people with developmental disabilities at a big state institution.
37:51 Richard talks about his experience doing training for parents of kids with autism.
39:40 The Fluency Factory.
49:41 The challenge of recruiting people.
52:47 Encouraging teachers to have a career trajectory within precision teaching.
RESOURCESBreaking the Code
The Fluency Factory
Make the Impossible Possible: One Man's Crusade to Inspire Others to Dream Bigger and Achieve the Extraordinary by Bill Strickland (*book)
Behavior in Public Places: Notes on the Social Organization of Gatherings by Ervin Goffman (*book)
QUOTES39:12 “You don't really have a behavior problem. What you have is kids who aren't learning, and kids who aren't learning are not happy. So, you've got to create a learning environment, otherwise, you're going to have behavior problems.”
55:15 “Most of the children we see like my little guy from two years ago, who have problems with reading also have problems with their behavior.”
57:07 “We're going to have to figure out how do we embed the chart into things? Because without that, most of these programs that people are clinging to are just mumbo jumbo, they're not going to be very effective.”
59:03 “You really have to have high expectations, that is the key to any kind of progress your students are going to make.”
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Michael Maloney is a researcher and educator with over 50 years of combined experience in both private and public schools. Together with his colleague, Eric Haughton, he integrated behavior analysis, direct instruction, and precision teaching into a highly effective learning approach.
Michael takes us on a journey through his life, from being fired for disrupting the learning system at the school where he worked to meeting remarkable individuals that contributed to his incredible work.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favourite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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HIGHLIGHTS
00:01:24 Michael’s childhood and why he decided to become the first teacher in the family.
00:05:07 His educational background.
00:12:40 Why he got kicked out of school and what he did after.
00:17:39 Combining instruction and precision teaching with Eric Haughton.
00:28:35 Integrating behaviour analysis, direct instruction, and precision teaching.
00:32:34 Why are teachers hesitant to use his method?
00:42:55 Installing the program on computers to help 20,000 kids.
00:53:19 How he influenced the Morningside Center’s program.
1:00:21 Why is the discipline not growing?
1:05:02 How Carmen Marcy reduced the recidivism rate.
1:24:19 How did our field get to the point where we've lost touch with some of our most effective tools?
RESOURCESThe Maloney Method: https://www.maloneymethod.com
Learn more about The Good Behaviour Clock by Edward S. Kubany: https://www.sciencedirect.com/science/article/abs/pii/0005791671900553
The Fluency Factory: https://www.fluencyfactory.com
QUOTES
31:07 “You're not going to get fired if a third of these kids don't learn to read this year. In fact, you're going to get rewarded, you're going to get another contract, you're going to get another year of pension, you're going to get a raise, you're going to get two months off in the summer. There's just no accountability in the system and it doesn't start and end with the teachers. It goes all the way to the top.”
33:16 “You can barely find an educational institution that teaches the chart, or that teaches direct instruction, or for that matter, even does a good job of teaching behaviour analysis. I mean, I see these graduates, so they got master's degrees and their BCBAs and 28% of them ever use either direct instruction or precision teaching.”
1:01:21 “Essentially, until we can do things that people don't have to go sit and listen to somebody and get involved in what I call drive-by consulting, there's no accountability.”
1:02:49 “If you gave the teachers the opportunity to learn these skills, which they've never had, they would do a much better job. If they learn direct instruction only, they do a good job. If they paired that with precision teaching, they do an excellent job.”
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It’s an absolute honor to have one of the pioneers of precision teaching on the show, Dr. Clay Starlin. You’ll hear in this episode how he paved the way for teachers and disenfranchised children as he takes us on a journey through the profession that he has loved for nearly five decades of his life.
You'll learn about his childhood, his own struggles with reading as a child, and what ultimately motivated him to focus on improving student outcomes through the use of precise measurement. He also talks about how he developed verbal behavior around precision teaching and how continus to assist teachers in understanding how to deliver effective instruction and achieve mastery with their students, and so much more.
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
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Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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Follow us on Facebook: https://www.facebook.com/abaandptpodcast HIGHLIGHTS1:28 Clay's early life and the people who have greatly influenced his career.
6:26 How dyslexia affected his own education.
19:05 His development of verbal behavior around precision teaching.
23:42 What s Precision Teaching classroom looks like.
29:59 Why Precision Teachers leave the public sector.
34:24 Dr. Starlin walks us through his journey post his doctorate.
42:22 How Precision Teachers traditionally have shared charts and data and collaborated.
50:51 The results of charting his own behavior.
1:21:00 What keeps him busy these days.
RESOURCESGet the book, The Structure of Scientific Revolutions by Thomas Kuhn: https://www.amazon.com/Structure-Scientific-Revolutions-50th-Anniversary-dp-0226458121/dp/0226458121/ref=mt_other?_encoding=UTF8&me=&qid=1646092023
Watch the Heart to Chart video series on Youtube: https://www.youtube.com/c/HearttheChart
Details of how to purchase a wrist counter at Mohawk Leathers: http://www.mohawkleathers.com/
Clay’s upcoming book, Weaving Love and Science into Educational Practice, will be available at https://greatnessachieved.com/
Articles by Clay Starlin can be found here: https://www.fluency.org/publications
Learn more about Bemidji State College’s Special Education program: https://www.bemidjistate.edu/academics/departments/special-education/emotional-behavioral-disorders-licensure/
Skinner on Measurement 2013 Revision by Ogden R. Lindsley
QUOTES30:43 “I have not given up on the public sector, because I think that is the place where the disenfranchised children of the world need to be supported because they don't have the resources to go to a private tutoring.”
32:02 “There needs to be a system that says, if your students are consistently not learning, there needs to be some correction. And you must accept it, or you must leave the profession.”
1:02:40 “If you invest all your energy on people they go away, but if you invested in policies, policies have a tendency to stay.”
1:06:09 “All educators agree that we want to get kids to mastery, but we don't agree on how to define it.”
1:15:03 “In loving relationships, if you don't have the truth, you're in trouble, and science is all about searching for the truth.”
1:19:02 “I have all these quotes from people saying, simplicity is genius, and on and on, but it really is hard to make it simple.”
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Elizabeth Haughton is a highly recognized educational consultant, the Founder of the Haughton Learning Center, and recipient of both the ‘Lifetime Achievement Award’ and the ‘Our Teacher Award’ from the Standard Celeration Society.
Elizabeth spent roughly 5 decades of her life helping children using her research-based methods to improve teaching and learning strategies.
It’s a privilege to have Elizabeth back on the show to talk more about her insightful discoveries and learning methods. In this episode, we’ll dive into understanding what pinpointing is and how essential it is in precision teaching as she talks about how she used this method to clearly describe students’ behaviors and developed practice plans to help them.
Join our The ABA and OT Podcast Facebook Group to get access to the following resources:
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Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
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Stitcher: https://www.stitcher.com/show/the-aba-and-ot-podcast
Podbean: https://theabaandotpodcast.podbean.com
Follow us on Facebook: https://www.facebook.com/abaandptpodcast
HIGHLIGHTS1:53 Understanding what pinpointing is.
11:26 Important parts or elements to describe what you are observing and recording.
14:00 An example of what a learning statement might be.
26:45 Examples and non-examples of pinpoints
33:57 How Elizabeth establishes a practice plan for a kid.
40:05 How to use countoons to describe a behavior.
56:40 How they discovered the Learning Channels using the Performance Matrix by Eric Haughton.
58:32 Combining channels to practice and find out more effective ways.
1:00 Kid’s struggle with the Think channel and strategies to overcome them.
RESOURCESLearn more about the Haughton Learning Center on Elizabeth’s website: https://haughtonlearningcenter.com/
Learn more about foundation skills and applications at http://www.fluency.org
Fluency and Remembering by Carl Binder: http://haughtonlearningcenter.com/carls_article.html
Check out Eric Haughton’s Performance Matrix / Planning Matrix: http://binde1.verio.com/wb_fluency.org/Unpublished/Haughton1980b.pdf
QUOTES16:28 “Studying channels is a lot for some people, it confuses them but I think if they understand that there's about seven intake channels, and there's hundreds of outputs but those two things are important for the pinpoint.”
23:59 “Do it yourself. Do it with a student if you're working with a complicated student.”
32:34 “No matter how much I pinpointed, the key to Terry Harris's success, besides us knowing the chart and the pinpoints and the things in precision teaching is practice.”
52:04 “Being as clear as we can about that movement cycle or the skills description and then multi-channeling it, rather than get uptight, people need to have fun with it.”
1:04:00 “A scientist is exploring all the time. We all need to be scientists and explore and use our observations to see what's there. I mean, we know so much he but we still have so much to learn.”
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Elizabeth Haughton is a highly recognized educational consultant, the Founder of the Haughton Learning Center, and recipient of both the ‘Lifetime Achievement Award’ and the ‘Our Teacher Award’ from the Standard Celeration Society.
She has been a precision teacher for more than 50 years and joins us today to talk about her combination of heart and science within her teaching model.
She explains how she incorporated precision teaching with her students in a classroom setting and what led her to open her own learning center.
Filled with joy, passion, and excitement it’s a pleasure talking to Elizabeth about all things precision teaching and how she’s transformed childrens' lives through the use of charting.
Join our The ABA and OT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
Check out the podcast on your favorite platform!
Apple Podcasts: https://podcasts.apple.com/us/podcast/the-aba-and-ot-podcast/id1538336498
Spotify: https://open.spotify.com/show/7ieqLjFH8ekw2DA0VTWJno
Google Podcasts: https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkLnBvZGJlYW4uY29tL3RoZWFiYWFuZG90cG9kY2FzdC9mZWVkLnhtbA==
Stitcher: https://www.stitcher.com/show/the-aba-and-ot-podcast
Podbean: https://theabaandotpodcast.podbean.com/
Follow us on Facebook: https://www.facebook.com/abaandptpodcast
HIGHLIGHTS
02:54 Elizabeth’s work as an educator and the different children she works with.
05:18 The impact Elizabeth’s mother had on her and how she found her passion for teaching people with additional needs.
11:05 What it was like growing up on a cattle ranch in California with 5 other siblings.
14:41 How different games can help children with their learning.
16:51 How Elizabeth started her teaching career and why she focused on children who had problems with retention.
20:23 What Elizabeth learned from her first experience of precision teaching.
25:25 The history of ‘The Standard Celeration Chart’ and how Elizabeth knew she wanted to be a precision teacher.
28:49 How the classroom can be arranged to help children chart and what Elizabeth does to make charting easier for the kids.
33:55 What you can learn from the consistent charting of data about how a child’s day-to-day affects their performance.
35:27 ‘The happy learner model’ and the benefit of direct instruction in your teaching plan.
37:54 How Elizabeth enrolled other teachers into the precision teaching method.
40:45 How working with Terry Harris taught Elizabeth about gross motor and fine motor coordination.
44:01 The people who influenced and taught Elizabeth and how she became so knowledgeable in precision teaching.
47:18 Why Elizabeth moved to Canada and what the classes were like for children with additional needs there.
50:10 How Elizabeth decided what to teach the children in her classes and why she doesn’t always stick to a standard curriculum.
56:30 What made Elizabeth start her own private learning center and what it was like running an intensive program.
1:02:15 Elizabeth’s current work in program creation, teaching, and coaching.
1:05:05 Different coaches people can reach out to to learn about precision teaching.
1:09:40 The different writing manuals and materials that Elizabeth has published.
1:12:55 The charting Elizabeth does on her own data and how this has helped her.
1:23:20 The need for parents to be involved in the education of their children and the future of behavioral science and precision teaching.
1:32:11 Why most schools don’t incorporate precision teaching in their curriculum.
1:34:50 Where Elizabeth got the idea for hearts on charts, and why she always starts with the heart.
1:41:43 The importance of gratitude.
RESOURCES
Learn more about the Haughton Learning Center on Elizabeth’s website: https://haughtonlearningcenter.com/
Check out The Story Book (memory game): https://www.ebay.com.au/itm/294601273632?chn=ps&_ul=AU&norover=1&mkevt=1&mkrid=705-139619-5960-0&mkcid=2&itemid=294601273632&targetid=1279751774829&device=c&mktype=pla&googleloc=9112673&poi=&campaignid=9772799667&mkgroupid=123973272138&rlsatarget=pla-1279751774829&abcId=578876&merchantid=7364522&gclid=Cj0KCQiAieWOBhCYARIsANcOw0zDtzJER65LjzYpAHIKLORmWrlwKD9Y3fkUiCTL5AYk6SHebNALfvQaAgQrEALw_wcB
Find out more about Blink - the world’s fastest card game: https://www.amazon.com.au/Reinhards-Staupes-Blink-Worlds-Fastest/dp/B0037W5Y2W/ref=sr_1_1?crid=24KCEZJW88BYJ&keywords=blink+game&qid=1641695101&sprefix=blink+game%2Caps%2C384&sr=8-1
Find the game Spot It: https://www.amazon.com/Asmod%C2%A8%C2%A6e-Spot-It-Classic-Eco-Blister/dp/B08CMRPCKL/ref=sr_1_1?crid=1S9H6FUUC6N3F&keywords=spot+it&qid=1641695144&sprefix=spot+i%2Caps%2C433&sr=8-1
Get Connect 4: https://www.amazon.com/Connect-Strategy-Board-Amazon-Exclusive/dp/B06XY881H4/ref=sr_1_3?crid=1V9IFDVNSHYMG&keywords=connect+4&qid=1641695183&sprefix=connec%2Caps%2C527&sr=8-3
Learn more about the bead counters Eileen Standing Bear makes through Mohawk Leathers: http://www.mohawkleathers.com/
Find more about Morningside Academy
Learn more about The Standard Celeration Chart
QUOTES
04:53 Elizabeth “I’m amazed that we’re really able to make a difference in the lives of so many youngsters.”
12:55 Elizabeth “To me if you’re going to be into precision teaching and the measurement of learning be part of a team. It’s so important to be a learner, to be part of the team.”
44:38 Elizabeth “Build their strengths and their needs, but don’t ever forget what can they do and get it going.”
53:05 Elizabeth “The students, they can all learn. That’s all I know, I haven’t met anyone who can’t learn but I have to go where they are and I have to bring up their strengths. It takes figuring out but sometimes you have to unlearn your own head and watch what they’re doing instead of what you think the curriculum is.”
1:21:14 Elizabeth “Helping other people and being part of something that really does change lives in a positive way, keeps your spirit young, keeps your energy.”
1:33:59 Elizabeth “Those little guys want to read, I saw it when I taught. They want to do it, they want to write their numbers, they want to do their maths facts, they want to learn. So how can we give it to them will always be something I spend my whole life how to make it better.”
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Dr. John Eshleman has dedicated his life to making our science successful for all. Standing in Ogden Lindsley's wish for the use of plain English in Precision Teaching, he has the ability to express complex scientific phenomena in understandable language.
John joins us in this episode to discuss a variety of topics from the richness of SAFMEDS to his explanation of Ogden's “Common Language for Analyzing Behavior”. He shares his views on how our rich underpinnings have been watered down in a rush to train behavior technicians in order to make the demands for frontline staff for the autism field. He also questions the reason behind the initiative to limit the BACB certifications to North America.
HIGHLIGHTS
04:41 Who were John's early influences that led him to pursue a career in Psychology and Precision Teaching?
13:42 John on his career after graduate school, including his projects with Aubrey Daniels & Associates
23:34 On the benefits of using manual flashcards
26:18 What were some of the applications that John has used SAFMEDS for?
31:18 John describes Steve Graf's dissertation topic on word responses
41:01 On the use of plain English in Precision Teaching
58:06 On the current state of ABA
1:17:07 On the current state and future hope for Precision Teaching
1:29:18 Helpful resources for students pursuing Precision Teaching and charting
RESOURCES
Learn more about the Standard Celeration Society on their Facebook Page: https://www.facebook.com/celeration.org/
Learn more about the Standard Celeration Society on their website: https://celeration.org/
Check out Carl Binder’s The Fluency Channel on Facebook: https://www.facebook.com/groups/189260084444139/
Visit the Fluency Project's website: https://fluency.org/
Check out Richard McManus’ Fluency Factory videos on Youtube: https://www.youtube.com/user/richardinhingham/playlists
Learn more about Steve Graf on this website: https://www.stevegraf.org/
Read the book, Precision Teaching--A Practical Science of Education by Norris G. Haring (Author), Margaret (Peggy) S. White (Author), Malcolm D. Neely (Author): https://www.amazon.com/Precision-Teaching-Practical-Sciene-Education/dp/1597380342
Get a copy of the book, Handbook of the Standard Celeration Chart from the Cambridge Center Website: https://behavior.org/product/handbook-of-the-standard-celeration-chart-deluxe-edition-color-2/
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
QUOTES
30:09 John: "Here's one of the things about instructional design— that's part of my philosophy at least— is that why make personal learning on something if they already know it? I'm always an advocate of 'if somebody knows something, can they test it out?' That way they don't have to waste their time or your time going through a learning program about something they already know."
45:48 John: "Lindsley's whole idea with COLAB was to use as much plain English as possible, presented accelerating consequence. There's nothing technical about that, right? It's presented, it's not taken away. It's accelerated, not decelerated because you have presented decelerating consequence too, as opposed to a punisher."
52:04 John: "Precision Teaching itself, as a term, is a euphemism. Euphemism is a better-sounding word that has less baggage or less controversy."
1:13:58 John: "To the extent that Precision Teaching can maintain some independence, it always was somewhat independent of ABA because they both come from different lineages and they only partially overlap. Precision Teaching is about a lot of positive things. I mean, we're teaching. So we call our client 'learners'."
1:19:09 John: "As long as we respect what the background is of Precision Teaching, what its main purpose was, using the actual chart and not being dogmatic about any of this. Being willing to graph things other ways too— that's the least dogmatic it can be."
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In this episode, we’re joined by Dr. Kimberly Nix Berens; a scientist-educator and Founder of Fit Learning. As she shares her story of how she found her way through Behavior Science and Precision Teaching, Dr. Kim also provides tons of anecdotes from her learning experiences with mentors, the development of Precision Teaching, and her personal encounter with Ogden Lindsley. She speaks of her vision for automation of data to allow the collection of data in classrooms, the challenges faced in Behavior Analysis, and her hopes for the upcoming students in the field.
Dr. Kim has recently published her first book, Blind Spots: Why students fail and the science that can save them.
HIGHLIGHTS
02:29 Dr. Kim's early childhood and upbringing
11:03 Her mentorship with Maria Ruiz at Rollins College
20:13 Her mentorship with Elbert "Ed" Blakely at Threshold Inc.
33:20 Ogden Lindsley and his views on today's Behavior Analysis
50:11 Automation of data: Dr. Kim's vision for the future of Precision Teaching
53:33 Dr. Kim shares her encounter with Ogden Lindsley
1:00:13 Pragmatism & Science: An advice to Behavior Analysts
1:03:27 Dr. Kim's take on the traditional education & professionalization in ABA
RESOURCES
You can learn more about Dr. Kim on her website: https://www.drkimberlyberens.com/
Visit Fit Learning’s website: https://fitlearners.com/
Get a copy of Dr. Kim’s book: https://www.drkimberlyberens.com/blindspots
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
QUOTES
13:05 "The second she opened her mouth and introduced us to the behavioral view, I couldn't believe that there was actually a field of science as precise as biology, but with the power to effectively change human behavior in a way that improves the quality of life for all people on the planet."
25:14 "Skinner himself stopped measuring rate when he started moving into looking at academic skills. And the problem is because of the influence on how education does stuff. It's behavior analyst trying to fit our model into an education framework. Somehow, when you think about teaching kids stuff, all of a sudden education becomes the dominant way of thinking about how to do it rather than accelerating behavior is no different than decelerating behavior and it requires the same science."
32:38 "One of the applied areas that aren't stuck is people who do Precision Teaching. The discoveries that we make every single day at Fit Learning are profound and unfortunately, that's not happening in a lot of other areas of Applied Behavior Analysis because no one's using science number one, and no one's using a language of science that allows people to share discoveries in a powerful way so that they can propel the field forward."
1:01:48 "Science gives you the ability to not be dogmatic and self-righteous. Science is inherently humble, skeptical, and never satisfied."
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In this episode, we welcome back Dr. Abigail B. Calkin as she continues to share her extraordinary journey through Behavior Analysis and Precision Teaching, especially on her move to Kansas to earn a Ph.D. under the supervision of Ogden Lindsley.
She also taps into some interesting parts of her life where she developed the one-minute timing method in order to change her behavior and relationships, how she learned Russian using SAFMEDS, and how charting has helped her find out and minimize her epileptic episodes. She then talks about AimStar Lite, a project that aims to make charting much easier and faster for users of the standard celeration chart.
HIGHLIGHTS03:16 Abigail's very close friendship with Diana Dean led her to get a Ph.D. in Kansas under Ogden Lindsley's guidance
21:36 Abigail describes some of their family projects which include counting their behavior, and talks about exposing her 5-year-old son to Precision Teaching
26:15 Her views on Errorless Learning and how she learned Russian using SAFMEDS
34:27 Precision Teaching and the classes she took at Kansas University
41:03 How Abigail practiced the 'one-minute timing' technique to change her behavior and relationships
57:57 How her supervision and mentorship with Ogden looked like and her thoughts on how the Behavior Bank was contributed to Behavior Analysis
1:13:54 Abigail's life and career after completing her Ph.D. and on learning about her epilepsy
1:19:08 What charting has shown her to minimize the effects of epilepsy
1:42:00 Abigail remains hopeful on the use of Standard Celeration Chart not just within Behavior Analysis but also in other fields of work
1:47:40 Introducing the AimStar Lite— a project in which Abigail is involved in
RESOURCES
You can learn more about Abigail on her website: http://www.abigailbcalkin.com/
Learn more about the Standard Celeration Society: https://celeration.org/
Join our The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
QUOTES
31:18 "Did I worry about whether I made an error? No. When I do a reading of something I've written (...) you know, it's nice to be able to read absolutely fluently and never make a mistake but that's not me. And so I gloss over and I cover it up, I go back, something like that. I figure in learning, you make mistakes. A mistake is an opportunity to learn how to do something better."
38:15 "You have to have standardization on measurement. Blood pressure is standardized. Carbon dating is standardized. All of these things that my father would bring home as ideas and talk about, they're standardized. And so why not standardize the measurement of learning?"
44:02 "I started doing a one-minute timing and in 2 weeks, I had flipped it around. I was counting all day; positive feelings, negative feelings, positive thoughts, negative thoughts, missed opportunities for both... and that made the difference. It took the negative, unpleasant thoughts and feelings down, and it boosted the positive ones."
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This episode is part one of a two-part series featuring Dr. Abigail B. Calkin; a teacher, writer, and poet who has combined Precision Teaching and inner behavior in her work with adults and children.
Abigail takes us back to her extraordinary journey through psychology and teaching, then to Behavior Analysis and Precision Teaching. From her early life to her schooling experiences, she cites the significant events that lead her on a bold, courageous, and extraordinary life. In part 1, she recounts her journey to get to Kansas to study under Dr. Ogden Lindsley.
HIGHLIGHTS06:08 Abigail’s family has a major influence on her ability to embrace challenges
12:45 Her early schooling experience that shaped her decision to go into Psychology and Philosophy
23:23 Abigail as a school counselor for children with learning disabilities and behavioral disorders
31:26 In pursuit of a Master's Degree in Philosophy
45:56 Her introduction to Precision Teaching
1:09:30 How she had taken Precision Teaching into her teaching career
1:19:07 When did she first read on B.F Skinner’s Verbal Behavior?
RESOURCES
Visit Abigail’s website at http://www.abigailbcalkin.com/
Join The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
QUOTES
34:38 "But I realized, when I have about 3-4 months left, Philosophy is not an end in itself. It is a means to an end. And what am I doing in Philosophy? I don't want to teach Philosophy. So I left the University of Edinburgh and I moved to Oregon on a whim."
1:11:36 "I had literally put together an entire bibliography of all professional articles and materials that were for multi-handicapped students— preschoolers which included infants and anybody up to about age 3, maybe 4, and all kinds of disabilities."
1:18:22 "The way ideas develop, they don't develop rapidly. You can't do a one-minute timing and teach your kid the way you can do it and teach a kid to read 2 years in one year using a one-minute timing a day. It doesn't work for thinking. It doesn't work for thought development."
1:35:33 "One of the things is having lived with epilepsy for 72 or 73 years… Now that I have a diagnosis, I am absolutely determined to be public about it because it's like autism— a learning disability. When we first found out about learning disabilities and emotional problems, we kind of put it off to the side. So we do these things (...) and I'm determined not to be private of that."
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In this bridging episode of The ABA & PT podcast (formerly known as The ABA & OT podcast), Mandy explains the podcast relaunch with the new direction— which is now centered around the journeys and discoveries of the giants in the field of Precision Teaching & ABA.
RESOURCES
Join The ABA and PT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
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Time constraints are making it difficult for behavioral therapists to analyze the data they’ve collected. Bethan's goal is to bring charting to people in order to help them produce an efficient and measurable output.
Bethan Mair Williams has worked as a Speech and Language Therapist in the British public health sector for over 20 years. She has an amazing organization called the British Royal College Clinical Excellence Network for Speech Therapists. In today's episode, Bethan shares a very unique perspective on the ABA and Speech world, especially using Precision Teaching.
HIGHLIGHTS
00:35 Intro to Bethan Mair Williams
06:15 Teaching the methods of charting to classroom assistants: An efficient way in giving kids targeted measurable intervention
10:04 Benefits of charting for Speech & Language Therapists
18:07 How Bethan motivates teachers and Speech & Language Pathologists to do charting
25:14 The profound effects of charting to students
37:34 On the dark side of data collection
44:02 Is there still room for qualitative data?
GLOSSARY
SAFMEDS (Say All Fast Minute Every Day Shuffled) - An assessment procedure that is useful for vocabulary acquisition
RESOURCES
Join our The ABA and OT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
EXTERNAL RESOURCES
N/A
QUOTES
09:17 There's this huge push in our profession to take data but nobody teaches us how to do it effectively and efficiently given our time constraints.
14:20 "One of the really useful ways to use a chart is to measure the use of augmentative or alternative communication."
18:53 "You can't just give someone a book or a manual. The most important advice I have ever given when I trained as a speech and language therapist was, do not give the average person anything longer than a piece of paper one side because they will not read it."
27:50 "It is the biggest thrill ever to see that look in a kid's eyes when they're not relying on the adult to tell them all the time what it is to do, they are truly thinking for themselves."
32:45 "Our goal to show people how to measure, how to do it efficiently, and how to make sure that they get their work done as fast as possible so that kids, in particular, can be kids, get outside, play, do lots of fun stuff, and not sit trapped at tables for hours on end."
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This episode is a continuation of the previous episode featuring Liz Lefebre and Amy Evans, both highly acclaimed practitioners of Precision Teaching. They highlight a thinking process of how to get precise when writing your goals. Combining measurable data in the SMART approach, practitioners can set even more attainable goals for the learners.
HIGHLIGHTS
02:14 Being Specific on what you’re teaching and what the students are supposed to do06:59 Setting measurable frequencies09:43 Making the goal Attainable within a given time. 11:44 Relevance of the goal11:58 Timebound: How quickly can your score be achieved?
GLOSSARYSMART-Acronym on how to pinpoint a goal. ( Specific, Measurable, Attainable, Relevance, Timebound).Pinpoint - A specific way of describing what a single countable behavior is.
RESOURCESOctave Training Website
Join our The ABA and OT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
EXTERNAL RESOURCES
Organization for Research and Learning
Dr. Aditi the OT Website
The Databased OT Facebook Group
QUOTES02:54 When you’re looking at that goal, then you want to think about it and make sure that the language that you use is actually real, like behavior.
09:13 When you’re using ‘percent correct,’ it could be anything and that leaves it up to the person that is in charge, whereas if you write a goal that says 8/10 across four days in a row, then it’s very clear what you’re looking for.
10:16 For these small things you might be able to get that learner to practice it much more often without you necessarily being there. So, once you’ve established a behavior then it’s just a matter of practice.
13:21 The mode of precision Teaching is that the learner is always right. If the learner is exhibiting a skill deficit or a certain behavior, it’s because of the conditions that are the contingencies that are in place, the environment, and the motivation. So, they’re right and it’s our job to change to fit their needs.
15:38 Part of the learner always being right is taking the right kind of data so that we can see if we’re making progress on a daily basis.
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This episode is part one of a two-part series featuring Liz Lefebre and Amy Evans, both highly acclaimed practitioners of Precision Teaching, as they discuss how to write more accurately measurable goals and their benefits.
SMART goals are more overarching while precision teaching uses a more fine-tuned approach. By observing a learner's component skills and using charts, teachers can come up with more accurate goals and develop tailor-fit interventions. This includes determining pinpoints and a student's fluency in behaviors.
HIGHLIGHTS
03:13 Introduction to Liz Lefebre and Amy Evans
08:20 Writing goals begin with observable behavior and the component and tool skills
13:48 Determining the sufficiency of component skills in task analysis
22:53 Comparing observations: Precision teaching vs percent correct
29:12 How to come up with pinpoints
36:28 How to figure out the aim of fluency
GLOSSARY
RESA - Retention, Endurance, Stability, and Application
REAPS - The five performance results produced by fluency (longer Retention, greater Endurance, greater generalization to Application, Performance aims for teaching, and Standards for aims and evaluation.
Discrete Trial Training (DTT) - Discrete Trial Training (DTT) is a teaching technique used in some therapies for autistic children. It involves breaking skills down to their most basic parts and teaching those skills to children, step by step.
Pinpoint - A specific way of describing what a single countable behavior is.
RESOURCES
Join our The ABA and OT Podcast Facebook Group to get access to the following resources:
Facebook group link: https://www.facebook.com/groups/397478901376425
EXTERNAL RESOURCES
Organization for Research and Learning Website
Dr. Aditi the OT Website
The Databased OT Facebook Group
QUOTES
11:01 "Depending on where the learner is coming to you in terms of their current skill set, then that would definitely make me change how I word my goal based on the situation."
13:35 "It's almost like we would this overarching goal and then we would have all these little benchmarks that I might be working on simultaneously that will all move towards meeting that same larger goal."
24:13 "There's no way to get that information (correct responses) in terms of frequency or count per minute unless you're also measuring the time that it takes to do that."
35:34 "I'm still getting my data on whether I'm making progress on the larger goals but, by taking data on those smaller things, I get to celebrate at the end of the day even though I maybe didn't go from zero to a hundred."
39:13 "If I have a learner who I know has seizures or has something physical going on with their hands or something, then I'm going to look at their fine motor aims very differently than I would with somebody who doesn't."
- Visa fler
