This webinar will discuss the components of academic skill acquisition and the similarities between the maintaining environmental variables between academic and non-academic behavioral operants. Comparisons and contrasts will be made across several areas of academic and non-academic behavioral programming, such as target skill selection and matched instructional components, scope and sequence of instruction, motivation, and functional analyses. Ultimately, this webinar urges behavior analysts to consider academic operants as operating under the same contingencies as behavioral operants.
Stop Avoiding It: The Case For Academic Skills As Behavioral Operants | Learning CEU Credits: 2
Dr. Jillian Dawes has been training school psychology students for four years. She is currently an
Assistant Professor of Psychology at The Citadel in Charleston, SC. Dr. Dawes’ teaching, practice,
and research interests include academic and behavioral assessment, intervention, and consultation,
quantitative research methods and statistics, and school psychology graduate training. She is a Board
Certified Behavior Analyst and Nationally Certified School Psychologist.
- Define academic skills as behavioral operants
- Identify the similarities between teaching non-academic and academic operants.
- Discuss the utility of the instructional hierarchy in determining behavioral programming for academic and non-academic operants.
- Develop functional hypotheses related to academic operants.