Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

The present study evaluated the use of a self-instructional manual supported by a computer-aided personalized system of instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. Prior to studying the manual, five participants taught three tasks, commonly taught to children with Autism Spectrum Disorders (ASD), to a confederate role-playing a child with an ASD. Using the Discrete-Trials Teaching Evaluation Form (DTTEF), the main researcher assessed the participants’ ability to perform DTT accurately. Subsequently, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Finally, participants once again attempted to teach the three tasks to a confederate role-playing a child with an ASD. Overall mean baseline accuracy on the DTTEF was 54.86%, and improved to 84.73% in post-treatment, a 30% improvement. Participants’ self-recorded study time was an average of 12 hours and 48 minutes. The results suggest that CAPSI is an effective educational tool for the delivery of the self-instructional manual. Future research should investigate (1) how to make CAPSI even more effective, and (2) whether these results can be generalized to other populations such as ABA tutors, parents, and paraprofessionals working with children with ASD.

Learning the knowledge and procedures of the Assessment of Basic Learning Abilities (ABLA) is a major practical priority for direct-care service providers who work with individuals with intellectual disabilities (IDs) and autism spectrum disorders (ASDs). The present study compared the effects of two training conditions involving a self-instructional manual (SIM) alone and its combination with a Web-based computer-aided personalized system of instruction (WebCAPSI) program (SIM plus WebCAPSI) on teaching knowledge and implementation of the ABLA to university students. A multiple-baseline design across training conditions was used. The results indicate that the SIM combined with passing unit tests delivered via WebCAPSI was beneficial for knowledge acquisition while viewing demonstration videos was beneficial for conducting the ABLA. The findings suggest that a combination of a SIM combined with unit tests delivered via WebCAPSI and videos provides an effective approach to teach both knowledge and application of behavioural procedures to potential knowledge users.

Educational changes in Ontario, initiated by the Hall-Dennis Report, resulted in a public perception of declining educational standards in the 1970's. Ministry of Education Guidelines, which were implemented in an attempt to remedy this, created a major disruption in our grade nine and ten science programmes. The grade ten Life Science course had become fragmented and the classes polarized between bright and slow students. Traditional teaching methods were no longer functioning well and, as a result, students were poorly motivated. In this project, the Life Science curriculum is restructured to improve continuity of subject matter and student motivation. The major innovation is an individualized unit on invertebrate diversity. This modular unit is designed for self-paced mastery learning. The six modules of this unit are based on the Personalized System of Instruction (P.S.I.). Optional activities are incorporated into each module to challenge and motivate industrious students. The means of evaluation of the new curriculum unit are outlined and various criteria for the success of the project are specified. / None / Master's of Science in Teaching (MST)

Made available in DSpace on 2016-04-29T13:18:08Z (GMT). No. of bitstreams: 1 Daniela Ferreira de Lacerda.pdf: 480408 bytes, checksum: b0aeba57ec9e6e998dc267a4ba8df249 (MD5) Previous issue date: 2008-05-30 / In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scientific publications about the application of such principles of Behavior Analysis to Brazilian Education, in the period between 1961 and 2007, that derived from Skinner s original propositions concerning programmed instruction, aiming at identifying the characteristics that such application gained here. For the analysis, 93 articles were selected based on a list of keywords, applied to a set of articles withdrawn from previous studies (especially Freitas, 1987 and César, 2002) as well as articles available on the internet, from online journals databases. The article selection was based on the presence in the title, in the keywords of the article or in the abstract ― of words such as: programmed instruction, personalized system of instruction, teaching programming, teaching contingencies, among others. Articles that contained words referring to other theoretical approaches and/or that didn t mention Behavior Analysis, nor referred to publications from that approach, were excluded. The results show that research on programmed instruction had a peak in the 1970 s and has diminished ever since. In the past three decades, there was an average of less than one publication a year in the journals that have been studied. The results also show that characteristics of programmed instruction have been found in many teaching programs present in the articles, with special emphasis on: successive approach to final behavior through small steps; students progression based on high performance; and respect for students individual rhythm. The most frequently found teaching program formats were, in decreasing order: (1) ways of teaching programming that do not reproduce any standard model; (2) Personalized System of Instruction (PSI); and (3) programmed instruction, according to the model proposed by Skinner (1972/1968) / Em sua obra Tecnologia do ensino, Skinner explicita as características que um programa de ensino deveria ter, para levar os aprendizes a atingirem os objetivos propostos com um mínimo de erros. Nessa obra, o autor propõe um modelo de disposição de contingências de ensino que veio a ser conhecida como instrução programada. O presente trabalho teve como objetivo analisar artigos de periódicos científicos nacionais sobre a aplicação dos princípios da Análise do Comportamento à Educação no Brasil, no período de 1961 a 2007, decorrentes da proposta original de Skinner de instrução programada, a fim de identificar características que essa aplicação assumiu entre nós. Para essa análise, foram selecionados 93 artigos, com base em uma lista de palavras-chave, aplicadas a artigos de relações de periódicos utilizados em estudos anteriores (em especial Freitas, 1987 e César, 2002) e também a artigos de periódicos encontrados em algumas bases de dados disponíveis na internet. A seleção dos artigos baseou-se na presença no título, nas palavras-chave ou no resumo ― de termos como: instrução programada, sistema personalizado de ensino, programação de ensino, contingências de ensino, entre outros. Artigos foram excluídos quando estavam presentes termos que remetiam a outras abordagens teóricas e/ou quando não faziam menção a análise do comportamento nem continham citação bibliográfica desta abordagem. Os resultados mostram que os estudos em ensino programado tiveram seu auge na década de 1970 e vêm diminuindo desde então, sendo que nas décadas de 1980, 1990 e 2000 foi publicado, em média, menos de um desses artigos por ano nas revistas pesquisadas. Mostram também que características da instrução programada estão presentes em muitos dos programas de ensino tratados nesses artigos, em especial as características: aproximações sucessivas ao comportamento final através de pequenos passos; progressão dos alunos baseada no alto domínio; e respeito ao ritmo do estudante. Os formatos de programas de ensino mais frequentemente encontrados foram, em ordem decrescente: (1) formas de programação de ensino que não reproduzem um modelo padrão; (2) Personalysed System of Instruction (PSI); e (3) instrução programada, conforme o modelo proposto por Skinner (1972/1968)

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