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Teaching the Chart and Precision Teaching

Page history last edited by Regina Claypool-Frey 15 years, 5 months ago

 

Teaching the Chart and Precision Teaching

 

Including "PT at ABA 2001" Workshops

 

Return to Home Page | Return to Resources Menu

 

Page Updated April 3, 2001

Several workshops exist that teach the Standard Celeration Chart or that teach some basics of Precision Teaching. Several workshops in particular, some of which I have taken or assisted in teaching, are listed below (I have taken and assisted the Lindsley et al and the Steve Graf workshops, and can personally endorse these.). The materials offered in these workshops may be available from their respective instructors, outside the confines of said workshops. Many workshop instructors produce handouts, booklets, or books that they may make available for sale. So, even if you are unable to attend ABA or any of these workshops, you still may be able to purchase or obtain their materials! Please contact the instructors of the workshops, not me, to find out what they have available. Note: A complete catalog listing of all ABA workshops may be found at at http://www.wmich.edu/aba/ 12/20/08: This link is out-of-date. For current info on ABA-International, please see http://www.abainternational.org . Please check there for further information about hotels and registration.


PT and Chart-related ABA 2001 Workshops.

Catalog Listing:

Directions: Click on the underlined hyperlinks below to read a description of the workshop.

1 5/25/2001 10AM - 5PM Designing Efficient Learning Programs: Part I $180 $195 Bruce

4 5/25/2001 10AM - 5PM Teaching Reasoning and Problem Solving Skills, and Using Curriculum-based Measurement: A Precision Teaching Approach $195 $210 Johnson et al

7 5/25/2001 10AM - 5PM Standard Celeration Chart Reading and Charting. $150 $165 Lindsley et al

14 5/25/2001 6:00 PM - 9:00 PM Designing Efficient Learning Programs: Part II $130 $145 Bruce

21 5/25/2001 6:00 PM - 9:00 PM Building Fluent Foundation Skills for Children with Autism $135 $150 Fabrizio & Moors

24 5/25/2001 6:00 PM - 9:00 PM How to Develop, Produce and Use SAFMEDS $85 $100 Graf

26 5/26/2001 8:00 AM - 11:00 AM Designing Efficient Learning Programs: Part III $130 $145 Bruce

34 5/26/2001 8:00 AM - 11:00 AM Celerating Student Skills: Basic or Advanced $80 $95 McDade & Brown

Note: In the listing above, the first, lower, price is for ABA members. The second, higher, price is for nonmembers.


Introductory Level or Basic PT Workshops

Workshop # 7

5/25/2001

10:00 AM - 5:00 PM

St. Charles A

Standard Celeration Chart Reading and Charting.

OGDEN R. LINDSLEY, Ph.D. (Behavior Research Company), Michael Fabrizio (Morningside Academy), Shahla Ala'I-Rosales (Autism Project, University of North Texas), Christine Kim (Department of Psychology), Giordana Malabello (The Australian Optimal Learning Centre), Alison L. Moors, Jesus Rosales-Ruiz (University of North Texas), and Henry S. Pennypacker (University of Florida).

Description - This workshop teaches reading and charting daily, weekly, monthly and yearly Standard Celeration Charts. The dramatic learning results produced by Morningside Academy, Malcolm X College, and Free Operant Autism treatment attract attention to this powerful learning and behavior analysis tool.

Daily frequency monitoring has proven highly successful in Applied Behavior Analysis, Precision Teaching, and Organizational Performance Management. Standard Celeration Charts were developed to easily track frequency growth, changes in growth, variance, outliers, and to project outcomes. This repeat of the very highly rated workshop at ABA 94 - 00 was requested by participants unable to attend those years.

Objectives - Throughout the entire workshop instructors coach as participants: read frequencies, celerations, celeration differences, turns, jumps, bounces, and outlier probabilities form Standard Celeration Charts at 60 per minute. Chart frequencies on daily, weekly, monthly, and yearly Standard Celeration Charts accurately at 10 per minute.

Activities - Morning: Pointing to frequencies on a chart wall and drawing a chart from scratch overcome fear and give standard chart feeling. Paced choral reading at 60 per minute of frequencies, celerations, turns, jumps, bounces, and outlier probabilities from 16 different Standard Celeration Chart practice sheets. Afternoon: Each participant charts from spread sheets on daily, weekly, monthly, and yearly charts at 10 dots per minute. Coaches assist the instant a participant hesitates.

Singing fun chart songs lightens the load. Participants are shown how to continue daily charting practice on their own to reach fluency above 30 dots correct per minute. Unique features: From 1965 to 1994 Standard Celeration workshops taught dot dropping without chart reading practice. This workshop teaches fluent chart reading before putting dots on charts.

Practice sheets with 100 small (3/8" x 1/2") Standard Celeration Charts help produce rapid, paced, choral chart reading. After reading frequencies, celerations bounces, turns, and jumps fluently at 60 per minute, accurate charting at 10 dots per minute comes rapidly, and easily. The second unique feature provides a coach for every four participants as they practice throughout the workshop. Five of our eight coaches have early autism charting experience. Every particpant has help at their side.

Audience - Students, faculty, researchers, and consultants who have heard about the power of Standard Celeration Charting, but had no opportunity to learn how. Charting discrete trial to free operant autism treatment covered. ABA members from outside the U.S. find a coach at their side clears language difficulty. This proven, top-rated, entirely hands-on, fast paced, fun, workshop works language difficulty. This proven, top-rated, entirely hands-on, fast paced, fun, workshop works!

Members - $150 Non-Members - $165

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Workshop # 24

5/25/2001

6:00 PM - 9:00 PM

Versailles

How to Develop, Produce and Use SAFMEDS

STEPHEN GRAF, Ph.D. (Youngstown State University)

Description - SAFMEDS, an acronym for "Say All Fast Minute Every Day Shuffled," represent a procedure to promote fluency in verbal behavior developed by Ogden Lindsley 20 years ago.

Learners see information on the front of a card and attempt to say a brief response which can be found on the back. Use of the technique provides an easy way to monitor the learning of large numbers of facts and concepts. Use provides enhanced retention of material with better application to new material, as well as focused performance under pressure.

Objectives - Participants should be able to:

Develop sets of SAFMEDS which conform to the rules provided for content areas in which the participants teach or train.

Produce SAFMEDS masters from the Microsoft Word templates provided to them as part of their materials.

Reproduce sets of SAFMEDS for students or trainees.

Implement use of SAFMEDS in various settings, structuring practice timings to interface smoothly within classroom or training sessions.

Activities

Practice with conversion of different types of information to SAFMEDS.

Discussion of using the templates provided to produce SAFMEDS masters to be printed as decks on card stock.

Discussion of alternatives for making the SAFMEDS available to students, clients, or trainees.

Demonstration of how to run timings with small or large groups.

Discussion of how to incorporate SAFMEDS into larger patterns of learning.

Audience - Participants in this workshop should either have competent subject matter repertoires and be interested in promoting fluent verbal behavior in specialty areas for students, clients or employees they teach or train; or want to improve their own repertoires in a content area.

Members - $85 Non-Members - $100

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Workshop # 34

5/26/2001

8:00 AM - 11:00 AM

Delgado

Celerating Student Skills: Basic or Advanced

CLAUDIA E. MCDADE and John M. Brown (Learning Services)

Description - For over twenty-four years Learning Services (formerly the Center for Individualized Instruction) at Jacksonville State University has served as a human operant laboratory in developing effective instructional strategies. Based on Precision Teaching and Direct Instruction, these strategies will be demonstrated. Participants will witness approaches which bring all students in any class to high rates of correct performing. Examples from psychology, statistics, reading, writing, and mathematics will showcase practice sheets, SAFMEDS, Standard Celeration Charts, computer-assisted modules, and other effective strategies. Participants will be encouraged to discuss particularly difficult tasks for their students to master, while facilitators will suggest possible solutions.

Objectives - Upon successful completion of this workshop, each participant will be able to: 1) list the basic elements of Direct Instruction and Precision Teaching; 2) create effective practice sheets and SAFMEDS decks for developing fluency; 3) use the Standard Celeration Chart as an instructional, motivational, and record-keeping tool; 4) design effective computer-assisted modules for developing fluency.

Activities - 1) Overview of Precision Teaching and Direct Instruction; 2) Completion of sample practice sheets, SAFMEDS decks, and computer-assisted modules; 3) Design of practice sheets, SAFMEDS decks, and computer-assisted modules; and 4) Plan for implementation in the classroom.

Audience - Any student, faculty member, or parent disheartened by poor student performance at any level, any age, or any discipline.

Members - $80 Non-Members - $95

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Intermediate to Advanced Level Workshops

Workshop # 4

5/25/2001

10:00 AM - 5:00 PM

St. Charles B

Teaching Reasoning and Problem Solving Skills, and Using Curriculum-based Measurement: A Precision Teaching Approach

KENT JOHNSON, Joanne Robbins, and Susan Malmquist (Morningside Academy)

Description: Two more research-based methods have been incorporated into the Morningside Model of Generative Instruction: Arthur Whimbey's Thinking Aloud Problem Solving (TAPS), and Curriculum-Based Measurement (CBM). Join us and our Morningside faculty coaches as we teach you these methods and coach you while you practice them in a simulated classroom environment.

TAPS. We often tell students to "think," but many are not quite sure what we mean by that. Analytical skill is often an expected ability or talent, and not directly taught. In a radical behavior analysis, much of what we call thinking and reasoning involves a private conversation with oneself.

These conversation skills can be learned. In TAPS, we explicitly teach students how to verbalize their thinking—their observations, thoughts, and decisions--by teaching them specific speaker, listener, and dialoguing repertoires involved in thinking and reasoning. Our data show that students who learn TAPS in addition to basic academic skills make significantly more gains on standardized tests than students who learn only specific skills.

CBM. Curriculum-based Measurement is a set of procedures for evaluating basic skills in reading, writing, and mathematics. CBM tests are administered in brief timings, weekly, bi-monthly, or monthly, and the results are charted. CBM tests are normed in a school or school district to describe typical performance and progress in a school year's time. Teachers analyze student data and make decisions about whether students are progressing according to these standards, or whether specific instructional changes are warranted. Data indicate that students whose progress is systematically monitored by CBM earn achievement test scores between .4 and .7 standard deviations higher than their control group peers. In our Precision Teaching approach, students chart their CBM timings on weekly or monthly Standard Celeration Charts, and participate with teachers in making decisions about whether they need more instruction or more practice to meet our standard of two grade level gains in one school year.

Objectives – l) Learn and practice the speaker, listener and dialoguing repertoires of TAPS while solving complex logic and other problems. 2) Learn and practice coaching others as they learn and practice using TAPS to solve complex logic and other problems. 3) Learn the steps of school, agency or district norming involved in CBM. 4) Learn and practice taking, administrating, scoring, charting and interpreting CBM measures in reading, writing, math and reasoning, using Standard Celeration charts. 5) Design an implementation of CBM and/or TAPS for your home school or agency.

Activities - During TAPS instruction, we will demonstrate the steps we take to in teach students the speaker, listener and dialoguing behaviors involved in reasoning and analytical thinking. We will model and prompt these behaviors, then you will practice them in speaker/listener pairs, while solving logic, verbal analogy, and math exercises of all kinds. During your talking aloud, you will get feedback from us and your peers. Then you will practice the behaviors out loud, "in the same skin," and eventually privately. You will also learn how to coach these repertoires.

During CBM instruction, we will teach you how to conduct program, school, or school district norming; and how to administer, score, chart, and interpret student performance using Standard Celeration Charts. You will take CBM tests and chart your own progress. We will also share normed CBM tests and software to facilitate implementation in your home school or agency. We will also describe how to extend CBM to reasoning and problem solving skill development. You will also design a CBM implementation for your home school or agency.

Audience - All teachers, school psychologists, behavioral specialists, and administrators and directors of programs that teach basic academic and intellectual skills are encouraged to attend. Populations include typical and mild special education children and youth, and workplace literacy youth and adults. Managers and directors of staff development, and college instructors are also encouraged to learn how to implement the first half of the workshop dealing with TAPS with their staff and students.

Members - $195 Non-Members - $210

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Workshop # 21

5/25/2001

6:00 PM - 9:00 PM

St. Charles A

Building Fluent Foundation Skills for Children with Autism

MICHAEL FABRIZIO and Alison Moors (Fabrizio/Moors Consulting), and Andrea Polhamus-Reed (Repertoire Development)

Description - Participants in this workshop will learn how to develop fluent performance in repertoires which form a significant part of the foundation children with disabilities need to build upon for later learning. Specifically, the areas of motor skills, imitation skills, receptive language, and expressive language will be targeted. Throughout, emphasis will be placed on developing generativity within repertoires, rather than on mastery of targeted skills alone.

Objectives - By the end of the workshop, participants will be able to: 1) State a typical skill sequence for learners with autism within the areas of motor, imitation, receptive, and expressive language skills using terminology and naming conventions from Precision Teaching. 2) Given a description of a targeted skill, identify the component skills and their associated frequency aims that are crucial for successful performance of the targeted skill. 3) Given sample performance data and accompanying videotape, list possible interventions to enhance performance after completing an error analysis.

Activities - While some lecture will be presented, emphasis will be placed on participants performing the objectives or component skills of the objectives.

Audience - This workshop is intended for persons with experience working with children with autism using behaviorally-based technologies. In addition, participants should have at least a rudimentary understanding of the concepts and principles of Precision Teaching.

Members - $135 Non-Members - $150

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Workshop # 1

5/25/2001

10:00 AM - 5:00 PM

St. Charles C

Designing Efficient Learning Programs: Part I

GUY BRUCE (Aubrey Daniels International), and Kathleen Bailey, Anthony Defulio, Carrie Hartman, Melanie Porter, Keith Williams, and Laraine Zanatta (University of North Texas).

Description - Participants will learn how to design instruction that achieves measurable performance objectives in the least amount of learning time. There are four steps in the design process: 1) Define measurable objectives; 2) Identify deficits; 3) Create accelerated learning programs; and 4) Evaluate the costs to achieve your business or educational results. This is a three-part workshop. Part I (6 hours) will teach the first half of the design process, 1) Defining objectives and 2) Identifying deficits. These are the planning steps crucial to the successful design and evaluation of an accelarated learning program. Part II (3 hours) will teach you to design accelerated learning programs. Part III (3 hours) will teach you to evaluate learning programs. These three workshops, though sequential, are designed to be independent.

Objectives - Participants will: 1) Write measurable results and performance objectives; 2) Design valid tests to assess performance deficits; 3) Label performance deficits as teaching, management, or work design problems; 4) Design a program that will achieve learning objectives in the least amount of time; and 5) Evaluate the effectiveness and efficiency with which the program achieves its learning objectives.

Activities - Participants will engage in hands-on practice of the component skills necessary to design an accelerated learning program. After some initial practice with the exercises in Instructional Design Made Easy©, a workbook for designing accelerated learning programs, participants will work in teams to design efficient learning programs. A design coach will assist each team. All participants receive a copy of Instructional Design Made Easy©.

Audience - The workshop will benefit anyone who would like to improve the learning efficiency of his or her learning programs. If you want your students or trainees to get more from your courses in less time, this workshop is for you.

Members - $180 Non-Members - $195


Workshop # 14

5/25/2001

6:00 PM - 9:00 PM

St. Charles C

Designing Efficient Learning Programs: Part II

GUY BRUCE (Aubrey Daniels International), and Kathleen Bailey, Anthony Defulio, Carrie Hartman, Melanie Porter, Keith Williams, and Laraine Zanatta (University of North Texas).

Description - Participants will learn how to design instruction that achieves measurable performance objectives in the least amount of learning time. There are four steps in the design process: 1) Define measurable objectives; 2) Identify deficits; 3) Create accelerated learning programs; and 4) Evaluate the costs to achieve your business or educational results. This is a Part II of a three-part workshop. Part II will teach you to design accelerated learning programs. Part III (3 hours) will teach you to evaluate learning programs. These three workshops, though sequential, are designed to be independent.

Objectives - Participants will: 1) Write measurable results and performance objectives; 2) Design valid tests to assess performance deficits; 3) Label performance deficits as teaching, management, or work design problems; 4) Design a program that will achieve learning objectives in the least amount of time; and 5) Evaluate the effectiveness and efficiency with which the program achieves its learning objectives.

Activities - Participants will engage in hands-on practice of the component skills necessary to design and accelerated learning program. After some initial practice with the exercises in Instructional Design Made Easy©, a workbook for designing accelerated learning programs, participants will work in teams to design efficient learning programs. A design coach will assist each team. All participants receive a copy of Instructional Design Made Easy©.

Audience - The workshop will benefit anyone who would like to improve the learning efficiency of his or her learning programs. If you want your students or trainees to get more out of your courses in less time, this workshop is for you.

Members - $130 Non-Members - $145 (subtract $65 if you are also registering for Workshop #1)


Workshop # 26

5/26/2001

8:00 AM - 11:00 AM

St. Charles C

Designing Efficient Learning Programs: Part III

GUY BRUCE (Aubrey Daniels International), Kathleen Bailey, Anthony Defulio, Carrie Hartman, Melanie Porter, Keith Williams, and Laraine Zanatta (University of North Texas).

Description - Participants will learn how to design instruction that achieves measurable performance objectives in the least amount of learning time. There are four steps in the design process: 1) Define Measurable Objectives, 2) Identify deficits, 3) create accelerated learning srograms, and 4) Evaluate the costs to achieve your business or educational Results. This is Part III of a three-part workshop. Part III will teach you to evaluate learning programs. These three workshops, though sequential, are designed to be independent.

Objectives - Participants will 1) Write measurable results and performance objectives; 2) Design valid tests to assess performance deficits; 3) Label performance deficits as teaching, management, or work design problems;4) Design a program that will achieve learning objectives in the least amount of time; and 5) Evaluate the effectiveness and efficiency with which the program achieves its learning objectives.

Activities - Participants will engage in hands-on practice of the component skills necessary to design and accelerated learning program. After some initial practice with the exercises in Instructional Design Made Easy©, a workbook for designing accelerated learning programs, participants will work in teams to design efficient learning programs. A design coach will assist each team. All participants receive a copy of Instructional Design Made Easy©.

Audience - The workshop will benefit anyone who would like to improve the learning efficiency of his or her learning programs. If you want your students or trainees to get more out of your courses in less time, this workshop is for you.

Members - $130 Non-Members - $145 (subtract $65 if you are also registering for Workshops #1 or #2)

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Please refer to the Association for Behavior Analysis' website at http://www.wmich.edu/aba/ 12/20/08: This link is out-of-date. For current info on ABA-International, please see http://www.abainternational.org for further information regarding how to sign up and participate. A complete year 2001 ABA convention program can be found there as well.


The following notes and entries pertain to Lindsley's and Graf's workshops, as offered in the year 2000 at ABA:

Introduction to Standard Celeration Chart Reading

Subj: Re:Resurrection of SC at U of Oregon-Cooper OSU text

Date: 08/02/2000 9:34:56 AM Eastern Daylight Time

From: Olindsley@

Sender: owner-SClistserv@

Reply-to: SClistserv@l

To: SClistserv@

 

One of John Cooper's two required texts for his Precision Teaching course at Ohio State that John listed in the attached file syllabus to his 1 August post Re: Resurrection of SC at the U of Oregon is:

 

Module: Introduction to Standard Celeration Chart Reading (2000 Lindsley).

This module teaches reading of all SCC effects and symbols at 60 charts per minute in the first 3 hours (morning) of our very successful one day ABA workshop that we have conducted every year since 1994. It contains bullet text plus the fifteen thumb nail SCC practice sheets that I detailed in my Re:A question of image-clarification-Reading first post of July 30, 2000.

 

This pre convention workshop has been accepted by the Association for Behavior Analysis for its annual conference in New Orleans on 25 May 2001. This top rated workshop carries continuing education credits. Find ABA conference registration information at http://www.wmich.edu/aba 12/20/08: This link is out-of-date. For current info on ABA-International, please see http://www.abainternational.org . Throughout our workshop's 8 years about 60 coaches have trained over 160 participants.

 

Ohio State purchased this effective 26 page module from Behavior Research Company, Fax 913-362-5900, for $15.00 USD each plus 15% shipping and handling. Other former workshop coaches and participants can also purchase workshop modules for their own local teaching. Because no coaching manual, or video accompanies the sparse bullet text modules, sales are limited to purchasers who have experienced using the SCC reading module as former coaches or participants to facilitate correct use.

 

As ever, Og

 

Og Lindsley

366 North 1600 Road

Lawrence, KS 66049-9199

Tel 785-887-6869

Fax 785-887-6779


Subj: Re:A question of image-clarification-Reading first

Date: 07/30/2000 10:48:17 PM Eastern Daylight Time

From: Olindsley@

Sender: owner-SClistserv@

Reply-to: SClistserv@

To: SClistserv@

In a message dated 07/27/2000 6:59:50 AM Central Daylight Time,

rgmcmanus@ (Richard McManus) writes:

 

<< Long term I want to go from "nothing but dots and lines" to "dots and lines with some Sunday lines" to "dots and lines and Sunday lines and frequency lines" to "the damn chart" in an orderly sequence that fades in all of the hard-to-look-at-stuff so that new chart learners don't run screaming into the night. >>

 

Teach SC Reading Before Charting

Channel change break through in teaching Standard Celeration Charting.

 

From 1965 to 1994 we taught standard celeration charting in its goal channel.

Our goal was to See the chart Write the frequency dot - the SeeWrite channel. So, for 29 years we tried all kinds of gradual introductions of parts of the chart in successive steps in the SeeWrite channel. We used sections of the chart, single cycles, expanded chart portions with only four weeks 28 days across an eleven inch sheet, and many other well meaning steps in attempts to shape up charting. None taught very well. None taught much better than the others.

 

In 1994 ZeroBrothers made up a graphic practice sheet maker for the Macintosh. Using PracticeSheeter, I made up fifteen practice sheets with ten rows of ten thumbnail size standard celeration charts with no grids and tick marks on their tops and bottoms for the 20 periods and ticks on the sides for the six cycles. Each sheet displayed 100 thumb nail Standard Celeration Charts.

 

It takes about 3 hours (a day long workshop morning) to take 25 participants through all 15 chart reading practice sheets up to 60 correct per minute paced choral responding. The learning channel is PointSeeSay. Participants must point to each thumbnail SCC as they move across their practice sheet. Pointing with a pencil produces more rapid learning than pointing with the finger. Each must Say out loud enough for coaches to hear them. Each must Say immediately on pace and not scoot or coast along Saying right after the others speak, responding to their sounds rather than the practice sheet SC thumb nail picture.

 

When participants returned from lunch break all could drop dots (SeeWrite) on daily, weekly, monthly, and yearly charts at 10 dots correct per minute! PointSeeSay fluency at 60 per minute produced 10 correct per minute SeeWrite with no SeeWrite shaping! Teaching chart reading before picking a pencil up for charting produced quicker and more accurate charting than we had ever before accomplished in 29 years!

 

This result has been reproduced every year since 1994 at our ABA pre conference workshop with the same results. We taught charting (SeeWrite) with 3 hours of reading (PointSeeSay)! Yet many of our PT trainers still try to shape up charting entirely in the SeeWrite channel. I am convinced that Say channels are much more friendly and more effective entry channels than Write channels.

 

When children did we learn to write before we could read?

 

As ever, Og


 

Details of the fifteen SCC practice sheets follow. These can obtained as ZeroBrothers PracticeSheeter templates on Macintosh disks from Behavior Research Company. PracticeSheeter can also be obtained from BRCo.

 

The first sheet displayed a series of frequency dots at 1, 10, 100, and 1000 per minute and 1, 10, 100, and 1000 per day. Participants in the workshop read these frequencies out loud in paced choral responding at 60 per minute before going on to the next sheet. The teaching channel was SeePointSay! Our goal channel is still SeeWrite, but we are teaching SeePointSay. Our goal is still SC charting, but we are teaching chart reading first!

 

The second sheet displayed 100 thumb nail SCCs with counting time bars (record floors) at 10 seconds, 1, 10, 100 minutes and 8 hours. Participant saw each SCC and said its counting time at 60 correct per minute. The channel was SeePointSay as participants read counting times at 60 per minute correct.

 

The third sheet displayed 100 accuracy pairs with both an x for incorrect and a dot for corrects with proportions of x1, x10, x100, x100 and /10, /100, and /1000. Participants read the accuracy in their SeePointSay channel at 60 per minute correct.

 

The fourth sheet displayed 100 SC thumb nails with one of fourteen different learning pictures formed by a solid corrects line, a dotted error line, with counting time bars, and aim stars. Participants said "increasing," "decreasing," or "maintaining" to describe the changes in proportion shown in each learning picture.

 

The fifth sheet displayed 100 SC thumb nails with one of eleven reference celerations starting at lower or upper left chart corners. The celerations read were x1, x1.1, x1.4, x2, x4, x16, /1.1, /1.4, /2, /4, /16. Participants read celerations until 60 per minute correct before going on to next practice sheet.

 

The sixth sheet displayed 100 SC thumb nails with the same eleven reference celerations but they did not originate in the chart corners, but occurred at any place in the thumb nail charts.

 

The seventh sheet displayed 100 SC thumb nails with fourteen different learning pictures formed by a solid line for corrects, a dotted line for errors, with counting time bars and aim stars. Participants saw the learning pictures and said their names (cross over, jaws, climb, take off, up hill, aim, mid level, tracks, rock bottom, down hill, dive, landing, surface, snow plow), at 60 correct per minute.

 

The eighth sheet displayed 100 SC thumb nails with nine different jump and turn combinations ( jump no - turn no, jump no - turn up, jump no - turn down, jump up - turn no, jump up - turn up, jump up - turn down, jump down - turn no, jump down - turn up, jump down - turn down). These changes all came from a x1 before change phase. Participants read the jump-turn combinations at 60 correct per minute.

 

The ninth sheet displayed 100 SC thumb nails with twenty seven different jump-turn combinations coming from mixed before change celerations.

 

The tenth sheet displayed 100 SC thumb nails with seven different turn sizes from a x1 before change phase (x1, x2, x4, x16, /2, /4, /16). Participants read the size of the change at 60 correct per minute.

 

The eleventh sheet displayed 100 SC thumb nails with the eight turn sizes from before celerations that were greater than x1 (x2, x4, /2, /4).

 

The twelfth sheet displayed 100 SC thumb nails with dots showing five different bounces on x1 celerations of x1, x3, x5, x10, and x100 bounce.

 

The thirteenth sheet displayed 100 SC thumb nails with eight different outlier dots from a x1 celeration with a x3 bounce. Participants read which outliers were at one out of a thousand, a million, a billion, and a trillion.

 

The fourteenth sheet displayed 100 SC thumb nails with eight different outlier dots from a x1 celeration with a x10 bounce.

 

The fifteenth sheet displayed 100 SC thumb nails with nine different outlier dots with their aim stars from a x1 celeration with a x3 bounce.

Participants said whether the outliers were peaches or lemons. They could learn what to do more of from the peaches, and what to do less of from the lemons.

 

Og Lindsley

366 North 1600 Road

Lawrence, KS 66049-9199

Tel 785-887-6869

Fax 785-887-6779

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Note: The following workshops were presented at ABA in 2000. However, their materials may be available from the authors. Please contact them for further information about their workshops or the availability of their materials. Also, please note that both of the following workshops are being presented again at the ABA 2001 convention in New Orleans, LA.

Association for Behavior Analysis. Workshop # 10. Presented: 5/26/2000 10:00 AM - 5:00 PM Maryland A

Standard Celeration Chart Reading and Charting

OGDEN R. LINDSLEY, Ph.D.(Behavior Research Company), John O. Cooper, Barry D. Morgenstern (Ohio State University), Michael Fabrizio, Alison L. Moors (Morningside Academy), Shala Ali-Rosales (University of North Texas), Richard M. Kubina, Jr. (Clarion University), Giordana Malabello (The Australian Optimal Learning Centre)

Description - This workshop teaches how to read and chart daily, weekly, monthly, and yearly Standard Celeration Charts. The dramatic learning results produced by Morningside Academy, Malcolm X College, and Free Operant Autism Treatment have attracted renewed attention to this powerful learning and performance analysis tool. Daily frequency monitoring has proven highly successful in applied behavior analysis, precision teaching and organizational performance management. Standard Celeration Charts were developed to easily track frequency growth, changes in growth, variance, outliers, and to project outcomes. This repeat of the very highly rated workshop at ABA '94, '95, '96, '97, '98, and '99 was requested by participants unable to attend those years.

Objectives - Throughout the entire workshop instructors coach as participants: Read frequencies, celerations, celeration differences, turns, jumps, bounces, and outlier probabilities from Standard Celeration Charts at 60 per minute. Chart frequencies on daily, weekly, monthly, and yearly Standard Celeration Charts accurately at 10 per minute.

 

Activities - Morning: Moving in a chart room and drawing a chart from scratch overcome fear and develop standard chart feeling. Paced choral reading at 60 per minute of frequencies, celerations, turns, jumps, bounces, and outlier probabilities from 16 different Standard Celeration Chart practice sheets. Afternoon: Each participant charts from spreadsheets on daily, weekly, monthly, and yearly charts at 10 dots per minute. Coaches assist the instant a participant hesitates. Singing fun chart songs lightens the load. Participants are shown how to continue daily charting practice on their own to reach fluency above 30 dots correct per minute. Unique Features: From 1965 to 1994 Standard Celeration workshops taught dot dropping before chart reading. Chart reading was not practiced. This workshop's first unique feature teaches participants to read charts fluently before putting dots on charts. Practice sheets with 100 small (3/8" x 1/2") Standard Celeration Charts help produce rapid, paced, choral chart reading. After having read frequencies, celerations, bounces, turns, and jumps fluently at 60 per minute, accurate charting at 10 dots per minute comes rapidly. The second unique feature provides a coach for every four participants as they practice throughout the workshop. Participants have help at their side.

Audience - Graduate students, faculty, researchers, and consultants who have heard about the power of Standard Celeration Charting, but had no opportunity to learn how. ABA members from outside the U.S. find a coach at their side helps clear language difficulty. Here is your chance! This proven, top-rated, entirely hands-on, workshop is fast paced, is fun, and it works!

Members - $130 Non-Members - $145

Please refer to the Association for Behavior Analysis' website at http://www.wmich.edu/aba/ 12/20/08: This link is out-of-date. For current info on ABA-International, please see http://www.abainternational.org for further information regarding how to sign up and participate. A complete year 2000 ABA convention program can be found there as well.


Association for Behavior Analysis. Workshop # 31. Presented: 5/27/2000 8:00 AM - 11:00 AM. Delaware A

How to Develop, Produce and Use SAFMEDS

STEPHEN GRAF, Ph.D.(Youngstown State University)

Description - SAFMEDS, an acronym for "Say All Fast Minute Every Day Shuffled," represents a procedure to promote fluency in verbal behavior developed by Ogden Lindsley 20 years ago. Learners see information on the front of a card and attempt to say a brief response that can be found on the back. Use of the technique provides an easy way to monitor the learning of large numbers of facts and concepts. Use provides enhanced retention of material with better application to new material, as well as focused performance under pressure.

Objectives - Participants should be able to: develop sets of SAFMEDS that conform to the rules provided for content areas in which the participants teach or train; produce SAFMEDS masters from the MSWord templates provided them as part of their materials; reproduce sets of SAFMEDS for students or trainees; and implement use of SAFMEDS in various settings, structuring practice timings to interface smoothly within classroom or training sessions.

Activities - Participants will practice with conversion of different types of information to SAFMEDS; discuss using the templates provided to produce SAFMEDS masters to be printed as decks on card stock; discuss alternatives form making SAFMEDS available to students, clients or trainees; demonstrate how to run timings with small or large groups; and discuss how to incorporate SAFMEDS into larger patterns of learning.

Audience - Participants should either have competent subject matter repertoires and be interested in promoting fluent verbal behavior in specialty areas for students, clients or employees they teach or train; or want to improve their own repertoires in a content area.

Members - $70 Non-Members - $85

Please refer to the Association for Behavior Analysis' website at http://www.wmich.edu/aba/ 12/20/08: This link is out-of-date. For current info on ABA-International, please see http://www.abainternational.org for further information regarding how to sign up and participate. A complete year 2000 ABA convention program can be found there as well.


Note: Dr. Ogden R. Lindsley invented the Standard Celeration Chart, founded Behavior Research Company, and has been the main proponent and developer of both Precision Teaching and standard celeration charting.

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