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The US Dept. of Education, in conjunction with the US Dept. of
Health and Human Services, recently unveiled a $50 million effort
to expand research on early childhood cognitive development. A key
issue identified requiring more information and research was the
education and professional development of educators. Along these
lines, Doug Greer has prepared a book discussing how best to teach,
how to design functional curricula, and how to support teachers in
using state-of-the-art science instruction materials.
The book provides important information both to trainers of future
teachers, current teachers, and to supervisors and policy makers in
education. To trainers there is information on how to motivate,
mentor, and instruct in-service teachers to use the best
scientifically based teaching strategies and tactics. To in-service
teachers, there is information on how to provide individualized
instruction in classrooms with multiple learning and behavior
problems, school interventions to help prevent vandalism and
truancy, and how curricula and instruction can be designed to teach
functional repetoirs rather than inert ideas. To policy makers and
supervisors, the book discusses how to determine the effectiveness
of curricular innitiatives toward meeting mandated standards in
national assessments.
Doug Greer was recently awarded the Fred S. Keller Award for
Distinguished Contributions to Education by APA for the research
and application of the material covered in this book. School
programs incorporating the material used in this book have produced
4-7 times more learning outcomes for students than control and
baseline educational programs (see www.cabas.com)
The book provides research-based and field-tested procedures for:
* Teaching students of all ability levels ranging from preschool to
secondary school
* How to teach special education students in the context of a
regular classroom
* Best practices for all teachers to teach more effectively
* Means of monitoring and motivating teachers' practices
* A comprehensive and system-wide science of teaching post
modern-postmodern
* Tested procedures that result in four to seven times more
learning for all
students
* Tested procedures for supervisors to use with teachers that
result in
significant student learning
* Tested procedures for providing the highest accountability
* A systems approach for schooling problems that provide solutions
rather
than blame
* Parent approved and parent requested educational practices
* Means for psychologists to work with teachers and students to
solve
behavior and learning problems
* A comprehensive systems science of schooling
* An advanced and sophisticated science of pedagogy and curriculum
design
* Students who are not being served with traditional education can
meet or
exceed the performance of their more fortunate peers,
* Supervisors can mentor teachers and therapists to provide state
of the
science instruction
* Parent education can create a professional setting for parents,
educators,
and therapists to work together in the best interests of the
student,
* Teachers and supervisors who measure as they teach produce
significantly
better outcomes for students,
* Systemic solutions to instructional and behavioral problems
involving
teachers, parents, supervisors provide means to pursue problems to
their
solution,
* A science of teaching, as opposed to an art of teaching, can
provide an
educational system that treats the students and the parents as the
clients."
Motivation is key to all instructional effectiveness and is perhaps
more difficult to create with children who have developmental
disabilities. The study discussed in this monograph tested the
effects of an establishing operation procedure on subsequent
academic responding of 6 children with autism. The procedure,
sampling, consisted of delivering verbal and social play prior to
instructional sessions compared to sessions not preceded by
sampling. These were compared using a multiple elemental
experimental design. The findings showed a functional relationship
between the pre-instructional sampling session and correct
responding that occurred during subsequent academic instruction.
The results of the study are meaningful as it presents a method for
increasing motivation for accuracy in the learning of new skills
for children with autism.
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