videos go here

Here is a lik to a PDF copy of the preliminary IPTC2011 program.

We look forward to seeing you in Reno!

IPTC Workshop Schedule, Thursday December 8^th

IPTC Workshop Abstracts

Instructional Design for Learners with Autism: Identifying Critical/Variable Attributes for Effective Programming. Michael Fabrizio, Ph.C, BCBA, Organization for Research and Learning

Once teachers have identified critical skills to be taught, they must devise a sequence for how to teach those skill. Most commercially available curricula do not meet the individual needs of learners with autism. Teachers often must design student instructional programs on their own. Designing effective instruction requires teachers to (1) identify the critical and variable attributes of each skill, (2) plan a sequence for carefully manipulating the critical features across time, and (3) use the data to adjust the plan when and where needed. This workshop will help teachers identify critical and variable features of a wide range of skills to help them design appropriate instructional sequences and plan systematically for ongoing cumulative review necessary to facilitate student learning and skill fluency. Charted student performance data and examples of instructional design will include: Early Intensive Behavioral Intervention programs, as well as samples from transitions and social programming for teens. Activities will include: Group and individual practice discriminating critical from variable attributes, individual practice outlining critical attributes of a skill, practice writing instructional sequences, writing instructional sequences with cumulative programming, and drawing fast cycle tracks on instructional sequences based on data based decisions.

Essential Word Knowledge Skills. Jean C. Tucker, M. Ed., CCC-SLP, Jean C. Tucker and Associates

This workshop shows participants the progression of skills in Essential Word-Knowledge Skills which combines phonetic analysis, a technique by which the explicit correspondence between the spelling of a word and the sounds of the word if spoken (its phonetic representation) is obtained, with word-knowledge learning and fluency training. The progression encompasses three aspects of basic written language instruction: fluency in sound/spelling correspondences and words; mapping of printed words onto spoken words; and the relationship of the sound-structure of word parts to the advanced vocabulary necessary for success in academic endeavors. Participants will practice the technique used to build advanced vocabulary. A copy of the manual is provided to each registrant.

Precision Teaching and Standard Celeration Charting. Molly Halligan, M.A., BCBA and Abigail Calkin, Ph.D.

This workshop will teach participants the steps of Precision Teaching with particular emphasis on reading and charting human performance on the Standard Celeration Chart (SCC). Participants will learn to write precise performance statements (pinpoint behaviors), the three important dimensions of behavior to monitor (frequency, celeration, and bounce), the features of the SCC, standard charting conventions, and how to analyze data on the chart to assist in decision making. Participants will receive all materials used in the workshop and a CD containing selected articles and an electronic version of the SCC.

Learning Objectives:
1. Write precise performance statements (pinpointing);
2. Read performance data charted on the SCC;
3. Chart performance data charted on the SCC;
4. Describe data on the SCC in terms of its frequency, celeration, and bounce;
6. Describe basic data-based change decisions.

Workshop Activities:
Applying principles and practices derived from behavior analysis and precision teaching, participants will engage in choral responding and paced practice, timed practice on key concepts and skills, and both small and large group discussions.

Target Audience:
Anyone seeking an introduction to Precision Teaching & Standard Celeration Charting, including persons interested in using the SCC to improve their teaching.
Description:
This workshop will teach participants the steps of Precision Teaching with particular emphasis on reading and charting human performance on the Standard Celeration Chart (SCC). Participants will learn to write precise performance statements (pinpoint behaviors), the three important dimensions of behavior to monitor (frequency, celeration, and bounce), the features of the SCC, standard charting conventions, and how to analyze data on the chart to assist in decision making. Participants will receive all materials used in the workshop and a CD containing selected articles and an electronic version of the SCC.

Precision Teaching at Morningside Academy. Kent Johnson, Ph.D., and Deborah Brown, M.S., Morningside Academy

Learn about how Precision Teaching works in the Morningside Model of Generative Instruction. Director, Dr. Kent Johnson, and Instructional Coach, Deb Brown, will offer a half-day workshop for Precision Teachers who would like to contextualize their PT work in a broader instructional framework, and focus upon celeration. We will begin by describing 3 phases of learning outlined in our Generative Instruction model: Instruction, practice and application. We will also describe how we carefully design instructional sequences so that these 3 phases also produce novel learning and performance, the generative aspect of the model. Next we will describe how we coordinate both timings charts and daily charts during student practice. Next we will focus upon Precision Teaching’s core--celeration--both conceptually and procedurally, describing how a focus upon rate of learning produces agile learners, and how to quickly quantify the celeration that a performance pattern reveals by matching angles with key reference celerations. Finally we will share our 4 tables of pinpoints in reading, writing, math, and underlying tool skill pinpoints for children with more severe disabilities. We will schedule lots of hands-on practice throughout the workshop. A good time and lots of learning is guaranteed for all!

Six Boxes™Performance Management for Educators. Carl Binder, Ph.D., The Performance Thinking Network

This 3-hour workshop provides an overview of the Six Boxes Approach, which includes a model for describing performance called the Performance Chain, and a framework for planning how to support or improve desired performance, called the Six Boxes® Model. Participants will learn to:

- analyze performance into its key elements: behavior, work outputs, and organizational results
- create plans to develop or improve performance based on a systemic model of behavior influence
- select measures for monitoring performance improvement, and
- make decisions to maximize the cost-effectiveness of performance improvement efforts.

Program materials will include a program booklet, laminated job aid, and tools for analysis and planning of performance improvement interventions.

Inner Behavior: Changing Thoughts, Feelings and Urges. Abigail Calkin, Ph.D.

Based on Skinner’s writings and Lindsley’s seminal work and research in identifying, counting, and analyzing inner behavior, this workshop looks at thoughts, feelings, and urges as behaviors that a person can observe, count, and change. It takes the participants on a journey to some of their own inner behaviors. It includes some charts of people who have counted inner behaviors in the past 40 years. The workshop also teaches how to use the Standard Celeration Chart to record the frequencies and changes of any inner behavior.

Learning Objectives:

At the conclusion of the workshop, the participants will be able to:
. State the research background and their familiarity with research on observing and changing inner behavior.
. Define thoughts, feelings, and urges and name specific examples of each.
. Practice writing positive thoughts, feelings, and/or urges at 30-35 per minute or saying them at 50-75 per minute.
. Count and record some specific inner behaviors for the duration of the workshop.
. Develop a plan to change inner behaviors of self or clients.

Workshop Activities:
The primary focus is to identify, list, count, record, and change inner behavior and to practice these skills. There is some information on the literature and successes of this technique.

Target Audience:
Psychologists, clinical behavior analysts, parents and teachers of regular or special education children, including those with behavior disorders.

Data-Based Decision Making In and Out of the Classroom. Alison Moors, M.A., BCBA, Academy for Precision Learning

Throughout our history, Precision Teachers within and across a wide variety of service delivery models have easily adapted the Standard Celeration Chart into their daily data collection protocol. For Precision Teachers; once data are graphed, the real power of the methodology begins. This workshop will emphasize the analysis of data trends, data based decision making within and across data collection sessions and provide examples of staff training designs which train highly effective analysis skills for new practitioners. This workshop is useful for anyone using the Standard Celeration Graph for data collection whether for an individual or group.