Conference on Effective Instruction Presented by the National Institute for Effective Instruction Friday, May 1st, 2015 – Saturday, May 2nd, 2015 CONFERENCE SCHEDULE AND INFORMATION Friday May 1, 2015 8:00 AM – 9:00 AM 9:00 AM9:45 AM 9:45 AM10:00 AM 10:00 AM – 11:15 AM 11:15 AM – 11:30 AM 11:30 AM – 12:45 PM 12:45 PM2:00 PM 2:00 PM – 5:00 PM 7:00 PM – 11:00 PM Registration Mezzanine outside room C 210 Opening Address, Dr. Morten Haugland C 210 - 211 Break C 212 Behavior Analysis, Direct Instruction and Precision Teaching – What 40 years of Using These Powerful Methods Have Taught Us, Michael Maloney Break C 210 - 211 What Does that Mean? How Inaccurate Descriptions in Autism Treatment Often Lead to Poor Outcomes, Dr. Robert Ross Lunch with networking. Roundtable discussions with colleagues. Workshop A Workshop B Workshop C (Friday only) Workshop D Reception to honor Dr. John Cooper and Dr. Paul Andronis C 210 - 211 C 212 C 213 - 215 C 220 C 221 C 222 C 223 C 213 -215 Saturday May 2, 2015 8:30 AM – 9:45 AM 9:45 AM – 10:00 AM 10:00 AM – 11:15 AM 11:15 AM – 11:30 AM 11:30 AM – 12:45 PM 12:45 PM – 2:00 PM 2:00 PM – 5:00 PM Applications for Israel Goldiamond’s Constructivist Approach, Dr. Paul Andronis Break C 210-211 The Critical Importance of Pinpointing Behavior, Dr. Richard Kubina Break C 210 -211 Six Boxes© Performance Management for Educators and Clinicians, Dr. Carl Binder Lunch on your own C 210 - 211 Workshop A Workshop B Workshop D C 220 C 221 C 223 C 212 C 212 Workshops A. Using the Language for Learning/Language for Thinking DI curriculum for students with ASD B. Accelerating classroom learning by teaching students how to effectively collect, analyze and select appropriate interventions based on their own performance data C. Active student responding- using behavior interventions and instructional technologies to increase response opportunities and the quality of responses in a classroom for students with autism D. Being positive; effective and easy-to-use classroom management strategies; introduction to the philosophy and universal classroom management system at HLC Speakers Paul Andronis Dr. Paul Andronis received his PhD in Psychobiology from the University of Chicago under Dr. Israel Goldiamond in 1983. Paul is currently a professor at Northern Michigan University where he also serves as the coordinator for the graduate program in Behavior Analysis. He is an expert in the experimental and applied analysis of behavior and is frequently asked to speak about human and animal behavior. Together with Dr. Goldiamond and Dr. Layng, Paul developed the conceptual framework for the behavioral process referred to as contingency adduction. Paul’s research interests include where novel patterns of behavior come from, animal behavior processes, and applications of behavioral technology to important social, clinical, and personal behavior problems. Carl Binder Dr. Carl Binder is Co-Founder of The Performance Thinking Network which provides training and coaching for performance improvement professionals, leaders, and managers in organizations worldwide. He began his career as a student with B. F. Skinner at Harvard, worked with B.H. Barrett conducting laboratory research and pioneering development and training in Precision Teaching and fluency-based instruction during the 1970’s, and has been working in organizations to apply fluencybased training and coaching, performance measurement, and organizational performance improvement methods derived from the field of Human Performance Technology for over 30 years. Recipient of the American Psychological Association’s Division 25 Award for contributions in education and training, the Thomas F. Gilbert and Lifetime Member Awards from the International Society for Performance Improvement, and the Lifetime Achievement Award of the Organizational Behavior Management Network, Carl has contributed articles and chapters in both academic and business-oriented journals and publication. You can learn more about his work at www.SixBoxes.com and www.Fluency.org, and contact him by email at [email protected]. Richard Kubina Dr. Richard M. Kubina, Jr. is a professor of Special Education at the Pennsylvania State University. Rick received his PhD from The Ohio State University. He serves on a number of editorial boards for behavioral and special education journals. Rick’s current research activities focus on examining behavioral fluency interventions for students with autism, students with learning disabilities and students in RTI settings. Rick’s publications appear in many special education and psychological journals. Rick is also the co-founder of Chartlytics (www.chartlytics.com). Rick’s passion is science and helping to engineer a better society through the science of behavior (Behavior Analysis) and the science of individual measurement (Precision Teaching). Rick has, for years, been instrumental in disseminating Precision Teaching through his work with the Standard Celeration Society, and his Book on Standard Celeration Charting has become the main reference for those using the chart. Michael Maloney Michael Maloney is an educator, researcher, writer and speaker with over 50 years of hands-on experience in both the private and public education sectors. He has used this experience to pursue his dream of sharing his highly effective teaching methods with people around the world. With 50 years of teaching experience, 25 learning centers around the globe, and 34 books to his credit, it’s no wonder he was named Canada’s Literacy Educator of the Year in 2001.For the past 15 years, Michael has offered his expertise in Behavior Management, Direct Instruction and Precision Teaching through his reading spelling and math curricula. His methods for teaching effectively have taught 100,000 students to read well. More than 3,000 home schooling families in North America benefit from Michael’s Teach Your Children to Read Well series each year. Michael’s proven ability to help students become highperforming readers has the attention of parents around the world. His work has been widely used in private learning centers, in public charter schools, as well as in the homes of foster parents, and home schooling families. Most recently, Michael has been helping to establish a school for autistic children in Hong Kong, China. His methods are proving to be highly effective, increasing the student’s ability to learn and focus while they become fluent in reading, language, math and spelling. Robert Ross Dr. Ross is the Senior Vice President of Treatment Efficacy and Graduate Education at Beacon ABA Services of Massachusetts and Connecticut. Beacon provides intensive behavioral educational services to children diagnosed with PDD/Autism and behavioral and learning challenges. In addition to his oversight of all research activity at Beacon he also provides direct and consultation services to families, schools and educational programs throughout the U.S. and Canada. Dr. Ross is a primary instructor in the BCBA certification program at Cambridge College in Cambridge Massachusetts. Dr. Ross is a past president of the Autism Special Interest Group (SIG) of the Association for Behavior Analysis International (ABAI), the largest membership organization within ABA. He also serves on the Practice Board of ABAI where he is Chair of the Empirically Supported Treatments Committee and is a founding member and current president of the Massachusetts Association for Applied Behavior Analysis. Beacon ABA Services is active in pursuing cutting edge research in the treatment of children with Autism Spectrum Disorders and Dr. Ross oversees all research activities at Beacon. Dr. Ross is currently focusing research efforts in such areas as evidence based practices, early literacy, social and play skills, and applications of visually supported instructional methods.
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