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.