Behavior Analysis Applied to Education: learning from CABAS and Morningside schools

Authors

DOI:

https://doi.org/10.14244/198271992802

Keywords:

Applied Behavior Analysis, individualized teaching, CABAS, Morningside.

Abstract

This report presents the fundamentals and main characteristics of two educational models: the Comprehensive Application of Behavior Analysis to Schooling – CABAS and the Morningside Model of Genarative Instruction. Both models have been developed according to behavioral-analytic principals, based on scientific methods. Besides their effectiveness has been proved scientifically. The information presented here has been extracted from materials produced by the proponents of those models and mainly from the experience of one of the authors that spent one month visiting the schools that apply them and observed the classrooms of each model during two weeks. The characteristics that each approach present to enable an individualized instruction are highlighted, such as the division of students in homogeneous groups, the evaluation of the entering repertoire of students and the progress of teaching according to their rhythm. It’s presented here how they plan, carry out the teaching strategies and give consequences to student’s behavior, with positive reinforcement and avoidance of coercive control. Finally, analysis and comparisons between schools are presented, being also shown that they share more similarities than differences (what might be expected given the adoption of the same theoretical affiliation and the compliance with the principles of teaching programming), but also have some peculiarities with implications to learning, considering the focus on the high frequency of responses on CABAS schools and the focus on the development of more complex skills and the application of those on new contexts on Morningside. It’s pointed out the model’s proponents interest on their dissemination in Brazil and some considerations are made about the possibilities of its application in Brazil; among them, the one that, despite the different conditions of the schools, the models can offer elements to the inspiration of new practices that favor a teaching that more effectively meets the individual needs of the students.

Metrics

Metrics Loading ...

Author Biographies

Luisa Schivek Guimarães, Pontifícia Universidade Católica de São Paulo

Psicóloga, mestre e doutoranda pelo Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento da PUC-SP

Sergio Vasconcelos de Luna, Pontifícia Universidade Católica de São Paulo

Doutor em Psicologia Experimental pela Universidade de São Paulo. Professor titular da Pontifícia Universidade Católica de São Paulo, filiado aos programas de pós-graduação em Psicologia Experimental: Análise do Comportamento e Educação: Psicologia da Educação.

References

CABAS SCHOOLS. Morristown public schools. Disponível em: <http://www.cabasschools.org/morristown>. Acesso dia 24 de maio de 2018a.

CABAS SCHOOLS. Who we are. Disponível em: <http://www.cabasschools.org/who-we-are>. Acesso dia 24 de maio de 2018b.

SOUZA, D. G. de et al. Análise comportamental da aprendizagem de leitura e escrita e a construção de um currículo suplementar. In: HUBNER, M. M. C.; MARINOTTI, M. (Orgs.). Análise do comportamento para a educação: contribuições recentes. Santo André, SP: ESETec, 2004, p. 177-203.

GREER, R. D. L’enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, [S.L.], v. 25, n. 1, p. 65-69, primavera 1992.

GREER, R. D. Designing teaching strategies: an applied behavior analysis systems approach. San Diego, CA: Academic Press, 2002, 363 p.

JOHNSON, K.; LAYNG, T. V. J. The Morningside model of generative instruction. In: GARDNER, R.; SAINATO, D. M.; COOPER, J. O.; HERON, T. E.; HEWARD, W. L.; ESHLEMAN, J.; GROSSI, T. A. (Orgs.). Behavior analysis in education: focus on measurably superior instruction. Pacific Grove, CA: Brookes/Cole Publishing Company, 1994, p. 173-197.

JOHNSON, K.; STREET, E. M. The Morningside model of generative instruction: what it means to leave no child behind. Concord, MA: Cambridge Center for Behavioral Studies, 2004, 236 p.

JOHNSON, K.; STREET, E. M. From the laboratory to the field and back again: Morningside Academy’s 32 years of improving students’ academic performance. The Behavior Analyst Today, Canada, v. 13, n. 1, p. 20-40, inverno 2012.

KUBO, O.M.; BOTOMÉ, S.P. Ensino-aprendizagem: uma interação entre dois processos comportamentais. Interação em Psicologia, Paraná, v.5, p. 133-171, 2001.

MORNINGSIDE ACADEMY. Who we serve. Disponível em: <http://www.morningsideacademy.org/about-morningside-academy/our-approach>. Acesso dia 24 de maio de 2018.

SKINNER, B.F. The Technology of Teaching. Nova York: Appleton Century Crofts, 1968, 271 p.

TWYMAN, J. S. The Fred S. Keller school. Journal of Applied Behavior Analysis, [S.L.], v. 31, n. 4, p. 695-701, inverno de 1998.

Published

2020-02-01

How to Cite

GUIMARÃES, Luisa Schivek; LUNA, Sergio Vasconcelos de. Behavior Analysis Applied to Education: learning from CABAS and Morningside schools. Electronic Journal of Education, [S. l.], v. 14, p. e2802055, 2020. DOI: 10.14244/198271992802. Disponível em: https://reveduc.ufscar.br/index.php/reveduc/article/view/2802. Acesso em: 23 dec. 2024.

Issue

Section

Experience reports
##plugins.generic.dates.received## 2018-05-28
##plugins.generic.dates.accepted## 2019-05-01
##plugins.generic.dates.published## 2020-02-01

Similar Articles

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 > >> 

You may also start an advanced similarity search for this article.