TASN-ATBS Webinar: Developing Fluency with Precision Teaching: Part 1 of 2

Webinar Description:

Fluency refers to behaviors that we perform automatically, accurately, and effortlessly. Behaving fluently is what it feels like to be an Olympic star! Many students who struggle in school do so because of a lack of fluency. Those with fluent skills are well-prepared to learn new things and tackle new challenges. All students deserve fluency, and a teaching system called Precision Teaching has been used to build fluency with a wide variety of learners and skills. This two-part webinar will describe the key features of fluency and show how Precision Teaching can be used to ensure fluency for all.

Learning Objectives:

After attending this two-part webinar learners will:

  • Describe the five features of fluent performance
  • Compare and contrast fluency vs. accuracy
  • Describe frequency aims
  • Describe the five parts of the Precision Teaching system

Certificate of Completion:

To earn a Certificate of Completion/Attendance for an archived webinar:

  1. View the archived webinar on our Moodle site
  2. Submit responses to the Study Questions (on Moodle)
  3. A Certificate of Completion will automatically be populated. Download and/or print.

Click here for instructions on how to create a Moodle Account.

To log into Moodle go to https://moodle.tasnatbs.org.

The webinars are listed by category and in alphabetical order. The category for this webinar is Instructional Strategies​​​​​.

Presenter Information:

Andrew Kieta, MS, is Morningside’s Executive Director.  He’s been with Morningside for 10 years, first as a trainer with Morningside Teachers’ Academy partner schools in Hawaii and then as Associate Director of Morningside Academy since 2017. He received his B.A. in Public Affairs Journalism from The Ohio State University in 2007 but after a summer at Morningside’s Summer School Institute, turned towards Generative Instruction.  He first started teaching middle school but quickly expanded to working with a wide array of K-12 students.  He spent two more summers studying and coaching at Morningside while training dozens of teachers and education professionals in the Implementation of the Morningside Model of Generative Instruction for students with Autism Spectrum Disorder in Ohio. Andrew oversaw the implementation of the Morningside Model of Generative Instruction at Haugland Learning Center in Columbus, Ohio, where he served as director from 2010-2014.  This was the first successful replication of the Morningside Model of Generative Instructions with students diagnosed with Autism Spectrum Disorder. Andrew completed his master’s degree in Behavior Analysis at the University of North Texas under the mentorship of Dr. Jesus Rosales-Ruiz and Dr. Traci Cihon.  He completed an experimental research thesis on operant variability, a behavioral phenomenon critical to creativity and problem-solving.  He also conducted instructional design research on undergraduate education and Dr. Israel Goldiamond’s constructional approach to therapy. In addition to overseeing all aspects of Morningside Academy, Andrew also coordinates Morningside Teachers’ Academy partnerships with schools across North America and Europe. He’s a frequent speaker at behavior analysis, special education, and general education conferences and workshops. He’s an avid reader, indie rock and americana music fan, and enthusiastic outdoorsman, who enjoys swimming, paddleboarding, surfing, kayaking, trail running, and much more. Above everything, he enjoys spending time with his wife Sarah, and two children, Bear and Scout.

Dr. Andrew Bulla, BCBA, earned his bachelor’s degree from Saint Joseph’s University in psychology with a minor in autism studies. Upon graduating, he completed his master’s and doctoral degrees in behavior analysis from Western Michigan University and subsequently became a Board Certified Behavior Analyst in 2014. He is currently an assistant professor of psychology and program coordinator for behavior analysis programs at Georgia Southern University – Armstrong Campus. Drew is also a consultant for Morningside Teachers’ Academy, where he helps coordinate and run the Summer Institute to teach individuals all over the world about the Morningside Model of Generative Instruction. Drew has worked at a variety of organizations over the course of his career including autism centers, community mental health agencies, animal facilities, and several school districts. During his time in these positions, Dr. Bulla applied behavior analysis to a variety of learners and situations. He has worked in autism early intervention, ancillary programs including social and recreational skills, the assessment and treatment of challenging behaviors, academic interventions for students with and without disabilities, instructional design, and animal training including loggerhead sea turtles and grey wolves. Drew has published and conducted research in the areas of self-management, instructional design, precision teaching, physical activity, and animal training and welfare. He has published his research in a variety of journals including Behavior Analysis in Practice, Journal of Behavioral Education, The European Journal of Behavior Analysis, Psychology in the Schools, and Behavior Analysis: Research and Practice. In his spare time, Drew can be spotted on the beach and in the ocean either swimming or paddling, giving guided kayak/paddle board tours, reading, (trying his hardest at) surfing, traveling, or spending time with his pups, Kobe and Aspen.


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