The Effects of Using TAGteach™ to Promote Earthquake Safety for Children in School

By Luca Canever, Elisa Casarini and Eleonora Galanti

Canever, L, Casarini, F. and Galanti, E. (2014) The Effects of Using TAGteach to Promote Earthquake Safety for Children in School. Presented at the 7th Conference of the European Association for Behaviour Analysis. University of Stockholm. Stockholm, Sweden. Sept 10-13, 2014.
Read Abstract: http://www.europeanaba.org/events/submission/7/62

Obviously, the more you train the more skilled you get, or at least, you should get. We wished to find out if, given the same amount of training time, using an event marker (like the box clicker we use in TAGteach) could make any difference in terms of learning quality. We wished to find out if a marker based teaching could be a more effective way to improve learner’s retention, endurance and application of new skills.

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The TAGteach Approach to Challenging Behavior in the Classroom

By Luca Canever, TAGteach Faculty

At School

A new pupil with ADHD (I’ll call him J.) arrived in my sixth grade class a while ago. As soon as I was able to find the right reinforcement for him, I was also able to strengthen “good” (for the teacher) behaviors, such as sit, write or watch what is written on the blackboard. I was able to tag (make a click sound with tagger) in order to mark (bring to his attention) his “good” behaviors and follow up with a reinforcer (something he liked and wanted to get more of). After the first hour of practice, J. understood the significance of the tag sound and began to exhibit these behaviors more consistently. There is just one problem remaining to be solved, and that is the subject of this article… transitions.

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