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Conference on Effective Instruction: Science, Humility and the Caring Craft of Teaching.

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Education Conference General Description

Our 3rd annual conference on effective instruction will be held in Columbus, Ohio September 7th-8th, 2017. The title for this year’s conference is: “Conference on Effective Instruction: Science, Humility and the Caring Craft of Teaching”.

This conference offers valuable information as well as hands-on training in effective instructional strategies. The format includes invited guest speakers each morning (Thursday and Friday) and related workshops in the afternoon both days.

A reception honoring “Coach” John Cooper will be held Friday at 7:00 PM at Rodizio Grill. The award for the winner of the Cooper/Andronis scholarship will be presented at this reception.

National Institute for Effective Instruction (“NIEI”) is a BACB Type-II CEU provider and attendees with BACB credentials can earn up to 16 CEUs at no additional charge.

 

Conference Details - Schedule

TO BE ANNOUNCED. CHECK BACK SOON!

Speakers

Invited speakers for this year are:

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Elizabeth Haughton
Haughton Learning Center
Biography
Dr. Bill Heward
The Ohio State University
Biography
Dr. Bob Ross
Beacon ABA Services
Biography
Dr. Carl Binder
The Performance Thinking Network
Biography
Dr. Julie Vargas
Cambridge Center
Biography

Purchase Tickets

CLICK HERE to purchase tickets now!

Education conference registration dates and fees:

$239.00 before 7/21/17; after this date $269.00.

Student rate: $179.00 ($199.00 after 7/21/17).

Those registering prior to July 21, 2017 will also receive a free ticket to the reception Friday night (a value of $35.00).

Venue - The Greater Columbus Conference Center

Greater Columbus Conference Center

CLICK HERE to make a reservation at our special rates for your event!

The conference will be held at the Greater Columbus Conference Center and the conference hotel is the Hilton, Downtown Columbus.

Our conference rate is $165/night. There are a limited number of rooms available at the conference rate, so reserve early.

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Elizabeth Haughton

Elizabeth Haughton, Founder and Director of the Center, has spent her professional life working with children, using research-based methods to improve teaching and learning.

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Bob Ross

Dr. Ross is the Senior Vice President of Curriculum and Research at Behavioral Education Assessment and Consultation Inc. (BEACON Services of Massachusetts and BEACON of Connecticut). BEACON Services provides intensive behavioral educational services to children diagnosed with PDD/Autism and behavioral and learning challenges. Dr. Ross recieved his Doctorate in Educational Leadership from Nova Southeastern University, and his Masters in Applied Behavior Analysis from Northeastern Univeristy. Dr. Ross is the Co-Director of the BCBA certification programs at Cambridge College in Cambridge Massachusetts and the University of Massachusetts at Dartmouth.

In addition to his teachng and research roles at BEACON, Dr. Ross consults to programs and works directly with individuals with autism and Aspergers Syndrome as part of his caseload responsibilities at BEACON. He has presented over 100 applied research poster presentations, workshops, and symposia at ABAI conferencers and authored articles on topics such as instructional practices in autism treatment, activitiy schedules and application of ABA beyond autism treatment.

Dr. Ross also serves as a member of the ABAI Practice Board and the Treasurer for the Massachusetts Association for Behavior Analysis. Dr. Ross currently serves as the Chair of the Empirically Supported Treatments (EST) Committee of the ABAI Practice Board.

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Bill Heward

Dr. William L. Heward, Ed.D., BCBA-D William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University (USA). Bill has been a Senior Fulbright Scholar in Portugal, a Visiting Scholar at the National Institute of Education in Singapore, a Visiting Professor of Psychology at Keio University in Tokyo and at the University of São Paulo, Brazil, and has given lectures and workshops in 16 other countries.

He has published more than 100 journal articles and book chapters and nine books, including Applied Behavior Analysis, 2nd ed. (2007, co-authored with John Cooper and Tim Heron) and Exceptional Children: An Introduction to Special Education, 10th ed. (2013), which have been translated into several foreign languages.

Awards recognizing Dr. Heward's contributions to behavior analysis and education include the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies and the Fred S. Keller Behavioral Education Award from the American Psychological Association.

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Carl Binder

Carl Binder, PhD is CEO of the Performance Thinking Network (www.SixBoxes.com), headquartered on Bainbridge Island, near Seattle. He has been helping organizations worldwide improve performance with research-based methods for over 35 years.

After studying with B.F. Skinner as a doctoral student, he spent several decades conducting instructional research, developing curriculum, and training teachers in Precision Teaching. At the urging of Ogden Lindsley, he transitioned into organizational performance improvement during the 1980’s, and has been building fluent performance in companies across a dozen industries.

He created Six Boxes Performance Thinking®, a performance improvement methodology that he currently teaches to leaders, managers, and performance consultants around the world.

Carl has received ISPI’s Thomas F. Gilbert and Honorary Life Member Awards, the Fred S. Keller Award from Division 25 of the American Psychological Association for contributions to fluency-based instruction, and a Lifetime Achievement Award from the Organizational Behavior Management Network. Contact him at carlbinder@sixboxes.com and download his publications at www.fluency.org and www.sixboxes.com.

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Julie Vargas

Dr. Vargas is the daughter of B. F. Skinner. She taught elementary school before getting her doctoral degree in educational research. She was a faculty member at West Virginia University from 1966 to 2004 where she worked with prospective and practicing teachers and published three books on contingency management in education.

Professor Vargas helped found the B. F. Skinner Foundation in 1989 and is its president. In 2004, she moved with her husband to Cambridge, Massachusetts, where the Foundation now has its offices.

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WORKSHOP A

“Accelerating Classroom Learning by Teaching Students How to Efficiently Collect, and Make Decisions Based On Their Own Performance Data.”

This workshop will teach educators how to bring students in as partners in their own learning process by using a simple data collection method. Participants will be introduced to Precision Teaching, and the main tool used by precision teachers, the Standard Celeration Chart (SCC). The SCC makes it possible to record and analyze events occurring as few as once per day to hundreds of times per minute in the areas of academics, social skills, behavior, and beyond. It also keeps all of the information in a condensed, easy to read, format. While the SCC is a great tool for teachers, its real power comes out when it is put into the hands of students.

This workshop is designed for teachers that are new to Precision Teaching and no prior experience is needed. Paired with its follow up workshop, “Accelerating classroom learning by using advanced data analysis and decision making techniques,” participates will leave with the knowledge needed to start a precision teaching program in their own classroom.

Workshop participants will be able to:

  •    Describe why pinpointing and measuring specific academic tool skills is important.
  •    Quickly measure students' daily performances and make appropriate interventions.
  •    Implement specific measurable tool skill practice programs tailored to meet their students individual needs.

 

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WORKSHOP B

“Active Student Responding- Using Behavior Interventions and Instructional Technologies to Increase Response Opportunities and the Quality of Responses in the Classroom”

In this workshop, we will discuss ways to increase meaningful responses in the classroom. We will demonstrate and practice instructional technologies that support active student responding. Throughout the workshop there will be opportunities to practice skills with feedback and ample opportunity to brainstorm and problem solve barriers to active responding in the classroom.

Workshop participants will be able to:

  •    Specific classroom strategies designed to engage students.
  •    Encourage active responding.
  •    How to create active response activities from a variety of curricula.

 

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WORKSHOP C

“Introduction to Relational Frame Theory: A Practical Approach to Instructional Design”

Relational Frame Theory (RFT) is a behavioral, natural science approach to understanding the psychology of human language. The body of empirical work underlying RFT is as robust as it is dense. The language of ‘arbitrarily applicable derived relational responding’, ‘combinatorial entailment’ and ‘transformation of stimulus function’ can feel dauntingly unfamiliar, or even intractable, to many educators and behavior analysts. Practical application of RFT, however, need not be so unwieldy. In this introductory workshop, we will demonstrate the tremendous benefits attainable when the RFT is brought to bear on the shaping of generalized verbal operant classes. Additionally, we will share how a common-language understanding of this theoretical framework can give precision teachers and educators access to new instructional-design strategies to improve students’ ability to fluently relate to the world around them.

Workshop participants will be able to:

  •    The audience will learn to speak about Relational Frame Theory in a common-sense, common-language way.
  •    The audience will generate new ideas about how to apply Relational Frame Theory in teaching methods and instructional design.
  •    Demonstrate a functional mastery approach to building a strong language foundation to support the complex behavior required for comprehension and problem solving.

 

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WORKSHOP B

“Active Student Responding- Using Behavior Interventions and Instructional Technologies to Increase Response Opportunities and the Quality of Responses in the Classroom”

In this workshop, we will discuss ways to increase meaningful responses in the classroom. We will demonstrate and practice instructional technologies that support active student responding. Throughout the workshop there will be opportunities to practice skills with feedback and ample opportunity to brainstorm and problem solve barriers to active responding in the classroom.

Workshop participants will be able to:

  •    Specific classroom strategies designed to engage students.
  •    Encourage active responding.
  •    How to create active response activities from a variety of curricula.

 

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WORKSHOP D

“Accelerating Classroom Learning By Using Advanced Data Analysis and Decision Making Techniques.”

Tracking, measuring, analyzing, and guiding students' learning with the endless list of skills teachers want them to develop can be overwhelming. This workshop will teach educators trained in basic Precision Teaching techniques how to bring students in as partners in their own learning process by using advanced data analysis and decision making techniques. Participants will learn how to use analysis and decision making methods that can be used by themselves and their students, including the use of learning pictures, celeration shaping, and active performance analysis. Throughout the workshop there will be many opportunities to see examples, discuss the participants’ specific classroom needs unique to their setting, and receive hands on practice using the SCC to analyze data and make decisions.

Workshop participants will be able to:

  •    Quickly identify the appropriate type of interventions their students need by using learning pictures.
  •    Provide targeted feedback and interventions by breaking down and analyzing live student performances.
  •    Use the Standard Celeration Chart to measure and shape long term student learning.