Janet S. Twyman, Ph.D., BCBA, NYSLBA, is a noted proponent of effective instruction and using technology to produce individual and system change. A career educator, she has been a preschool and elementary school teacher, a principal and administrator, and university professor. A sought after speaker nationally and internationally, Dr. Twyman has presented on leveraging new technologies for diverse learners and settings at the United Nations. She has served on the boards of numerous organizations including the Cambridge Center for Behavioral Studies (chairing the Education Group) and PEER International (assisting township schools in Port Elizabeth, South Africa). In 2007-08 she served as President of the Association for Behavior Analysis International and in 2014 was named an ABAI Fellow. Formerly the Vice President of Instructional Development, Research, & Implementation at Headsprout, Dr. Twyman is the Director of Learning Sciences and Technologies at ABA Technologies and serves as the Director of Innovation & Technology for the U.S. Dept. of Education funded Center on Innovations in Learning. She has published and presented widely on instructional design, evidence-based innovations in education, and the systems that produce meaningful difference in learners’ lives. In 2015 received the Wing Award for her work in Evidence-based Education.
Making the Most of Technology in Educational and Clinical Settings
Tuesday February 28 09:00AM - 04:00PM
CEU: 6.0 units Type II BACB® CE Credit (includes 3.0 Supervision Credits) - no additional cost
9:00am - 10:30am
Part I: How do we know what works? Selecting Evidence-Based Technology Tools (1.5 CEUs)
Modern technologies such as applications, hardware, and adaptive devices can help persons with autism learn new skills and provide opportunities for practice, application, and problem-solving. These tools can help learners schedule their day, participate in socialization opportunities with peers close by or across the globe, and even help them find a voice. We now can know in “real time” what's been learned or still needs to be taught or use sensors and other devices to know when things might need attention. With the world of possibilities provided by such technology assists, how do teachers, parents, or any of us know which are evidence-based and helpful for whom, for what, and under what conditions? Students reap greatest benefit from technology when their teachers apply knowledge of behavioral concepts/principals when selecting and using these tools. Part I will review technologies that show promise or have demonstrated effects for special needs learners and their teachers, and provide useful rubrics for making technology selection and use decisions.
- Participants will identify research-based instructional, reporting, and usability components of educational hardware, software, and apps.
- Participants will use a rubric to identify research-based instructional, reporting and usability components of educational apps.
- Participants will state at least three considerations in selecting and evaluating technology for instruction and school-based autism interventions.
10:45am - 12:15am
Part II: What Technology Tools Can I Use Right Now? Maximizing What You Have (1.5 CEUs)
“I’d like to use more technology in my teaching, but I’m not sure what or how.” “My learner likes playing on the tablet, but how can I make it more educational?” These quandaries are familiar for many educators interested in digital technologies but uncertain as how to maximize their effectiveness in an instructional setting. Several digital and hardware technology tools will be reviewed within the categories of instruction/academics, social skills/behavior management, organizational/productivity, and communication/collaboration. During demonstrations and interactive activities participants will learn about various applications and tools, identify any correspondence with evidence-based behavioral principles, and evaluate if and how each might be useful in their instructional context.
- Participants will identify examples and non-examples of apps that provide differentiated learner feedback following correct responses and errors.
- Participants will learn to use settings and options to make popular hardware and apps more accessible for ASD learners.
- Participants will identify at least three technology tools that they will (1) try and (2) objectively evaluate, within their work with learners with ASD.
1:00pm – 2:30pm
Part III: What About Supervision via Technology? (1.5 BACB Supervision CEU)
The supervision of behavior analysts is critical in the quality of services provided to ASD (and all) learners. Individuals striving to obtain BCBA, BCABA, and RBT certification are required to demonstrate certain hours of supervised practice. To ensure the high caliber of behavior analysts working in the field, supervisors not only need training in the knowledge and skills required for the effective supervision, but also the tools and resources to do that job well. Part III will highlight what we know about effective supervision and technology support, including key points from the research in behavior analysis and other fields.
- Participants will identify at least 5 of the 7 components of effective behavior-analytic supervision.
- Participants will identify at least 3 research-based indicators or best practices for quality supervision practices.
- Participants will identify at least 3 barriers to quality supervision of behavior analytic services, and potential ways technology can help reduce those barriers.
Part IV: What Technologies Support Remote Supervision? (1.5 BACB Supervision CEU)
There are a variety of technology tools that can support supervision, especially supervision for those working in remote areas or where few on-site supervisors are available. Also known as “virtual', or “online", remote supervision is growing in prevalence as behavior analytic service spread to hard to reach areas and places where demand outstrips resources available. Specific tools can be used to help ensure remote supervision is as high quality as good supervision provided in-situ. During demonstrations of these tools, participants will engage in an interactive analysis of their strengths, weakness, and considerations for implementation.
- Participants will use a rubric to identify research-based features of tools that may be used to support remote supervision.
- Participants will state at least three considerations in selecting and evaluating technology for remote supervision.
- Participants will identify at least one technology tool that they will try and objectively evaluate within supervision of work with learners with ASD.