A Comparative Analysis of the CABAS Model of Education at the Fred S. Keller School: A Twenty-Year Review

Autor/inn/en	Singer-Dudek, Jessica; Speckman, JeanneMarie; Nuzzolo, Robin
Titel	A Comparative Analysis of the CABAS Model of Education at the Fred S. Keller School: A Twenty-Year Review
Quelle	In: Behavior Analyst Today, 11 (2010) 4, S.253-265 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-4352
Schlagwörter	Expertise; Learning Modules; Comparative Analysis; Teaching Methods; Academic Achievement; Models; Teacher Education; Mentors; Criterion Referenced Tests; Scientists; Instruction; Outcomes of Education; Educational Strategies; Preschool Children + Suchen Sie Ihr Suchwort? Expert appraisal; Learning module; Lernmodul; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Analogiemodell; Lehrerausbildung; Lehrerbildung; Scientist; Wissenschaftler; Teaching process; Unterrichtsprozess; Lernleistung; Schulerfolg; Lehrstrategie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The Comprehensive Application of Behavior Analysis to Schooling or CABAS[R] model is characterized by an organizational system of teacher training and mentoring by those with more expertise in the science of behavior analytic teaching. At the center of the system are the students, whose data drive the system. Decades of research support the CABAS[R] model as a whole as well as its components, which include a fundamental unit of measure and analysis, a criterion-referenced assessment that is also a curriculum, and the incorporation of teacher training modules created to develop teachers who are strategic scientists of pedagogy. When the CABAS[R] system was first analyzed in 1989, data across one school year reflected the increased effectiveness of instruction as measured by student outcomes. Twenty years later, we provide a comparative analysis of data from a similar school where the CABAS[R] model has been faithfully implemented for over two decades. Our data reflect an evolution of the CABAS[R] model, as a function of increased teacher expertise, more accurate and valid measurement and analyses of relevant data, and more effective assessment and teaching strategies, all of which have lead to improved student outcomes. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10