A sustained analysis of the behaviors of schooling

Abstract

Educationally significant behaviors of students, teachers, and supervisors were directly assessed daily for a fiscal year in a residential school in which the results of behavior analysis research are applied to all levels of schooling. The variables assessed included those found to be concomitantly related to effective schooling as determined by the educational research literature, and functionally related to effective teaching as determined by the literature of behavior analysis. Weekly summaries of the following variables were analyzed for each of two daily shifts of teachers and supervisors: (a) number of trials presented and correct number of trials, (b) number of instructional sessions conducted, (c) number of learning objectives achieved, (d) percentage correct in each of three curricular areas, (e) weekly teacher observation scores, and (0 the total and rate per hour of supervisors' task accomplishments. There were strong positive correlations between: (a) instructional sessions and learning objectives, (b) teachers use of behavioral techniques in weekly observations by supervisors and students' achievement, (c) number of supervisor tasks completed and number of instructional sessions conducted by teachers, (d) number of teacher observations by supervisors and teachers' performance during observations, and (e) number of student objectives attained and number of tasks completed by supervisors. The assessment is the most comprehensive and sustained analysis of the daily behaviors of schooling. The relationships found between students and teacher behaviors replicate the effects of numerous experiments but do so in a

Diagnosing child sex abuse: A research challenge.

“…Results demonstrated the utility of both written and vocal learn units in producing higher rates of correct academic responding and an increase in the achievement of instructional objectives. These findings were consistent with results obtained by Ingham & Greer (1992), Selinske et al (1991), Greer et al (1989), and Lamm & Greer (1991). Based on these studies, it was found that increasing the number of learn units that were sequenced carefully and that were accurately consequated by teacher and supervisor behaviors led to (1) an increase in correct academic responses, (2) higher numbers of achieved objectives and (3) fewer incorrect responses.…”

“…Recently, "learn units" have been identified within the field of education: "The learn unit consists of the interlocking operants of instruction that incorporate particular student and teacher interactions that predict whether student behavior will be controlled by particular stimuli and setting events" (p. 161) . The learn unit measurement has served to produce better research to help children with various needs (Albers & Greer, 1991;Kelly & Greer, 1996;Martinez, 1996;Hogin, 1996;Lindhart-Kelly & Greer, 1997), improve teacher training procedures (Keohane, 1997;Ingham & Greer, 1992), and determine more accurate measures of school-wide effectiveness (Greer, McCorkle, & Williams, 1989;Selinske & Greer, 1991;Lamm & Greer, 1991).…”

“…Several studies have demonstrated that higher numbers of learn units consistently result in higher numbers of correct student responses and greater numbers of instructional objectives achieved (Dorow, McCorkle, Williams & Greer, 1989;Greer et al, 1989, Ingham & Greer, 1992Selinski et al, 1991). Ingham & Greer (1992) analyzed the role of the teacher supervisor in terms of teacher performance via accurate and fluent learn unit presentations.…”

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

“…That is, in the studies comparing percentage mastery versus fast rate mastery, inevitably the participants who received rate instruction also received more instructional presentations. Recently, investigators have isolated the instructional unit that predicts learning, the learn unit (Albers & Greer, 1991 ;Emurian, Hu, Wang , & Durham , 2000;Emu rian , 2004;Greer & McDonough, 1999;Greer, McCorkle, & Williams, 1989;Ingham & Greer, 1992;Selinske, Greer, & Lodhi , 1991). A learn unit includes the teacher or automated teaching device ensuring the student's attention, the unambiguous delivery of an antecedent that is to be the discriminative stimulus when the student has mastered the discriminated operant, and delivery of either a reinforcer or a correction .…”

Observing Tacting Increases Uninstructed Tacts in Children with Autism

“…Participants were three children, Marcelo (male, 5 years, 0 months old), Marta (female, 4 years, 7 months old), and Ana (female, 5 years, 11 months old), who were diagnosed with autism and received individualized teaching in a behavioral program with CABAS© components (e.g., Greer et al 1989) for 25 h per week at the Centro Al-Mudarïs in Cordoba, Spain. All of the children were Spanish speakers and the procedures were conducted in Spanish.…”