Autochthonous change: Self-renewal through open software design.

Abstract

In all likelihood, currently employed therapists and teachers grew up with computer technology. Part of their computer culture included programming computers for entertainment using popular consumer software like Microsoft Basic. Within this social-educational milieu, the [FACTS.sup.+] curriculum represents one long-term project covering the past twenty years to combine computer programming and public school instruction. This article describes the scope, sequence, and content of the effort and most importantly, offers educators access to the source code. With access to the actual software source code, perhaps more youthful and creative programming-competent therapists and teachers can improve and tailor the [FACTS.sup.+] curriculum to better meet pressing legal mandates and local instructional demands. Keywords: computer technology, computer-based instruction, curriculum design, [FACTS.sup.+] software, computer programming, behavioral cusps, generalization, Visual Basic, home schooling, reading comprehension, match to sample, autism, mental retardation, language, developmental disorder, communication, transfer of stimulus control, multiple handicaps ********** We behavior therapists and teachers know our consequences. We know that one consequence of nearly fifty years of behavioral research is the central importance of generalization training to long-term therapy outcomes. We teachers and behavior therapists understand that generalization skills are needed for effective community integration. Whether in therapy, during compliance training, employment preparation, or community living adjustment, we have learned that generalization is the sine qua non of effective instruction. We practitioners have also learned that generalization must be trained--with intense and systematic rigor (Baer & Baer, 1999; Baer & Stokes, 1977; Haring, 1989; Kazdin, 1982; Miltenberger, 2001; Sundel & Sundel, 2004). We know that the pressing challenge these days is to ensure that newly acquired skills endure over time and circumstance. Regardless of language cues, cultural accents, ambient distractors, physical setting or even level of verbal prompting, behaviors must be predictable and reliable in the long run. It is a vital skill indeed to learn in structured group therapy the self-control required to avoid physically assaulting a stranger who hurls gratuitous insults. It is quite another skill to extend that learned composure beyond the therapy session to school hallways stalked by confrontational verbal abusers. It is one skill to complete an important task in a workshop training setting. It is quite another skill--a generalized skill--to complete similar tasks in unsupervised settings such as a group home, convenience store, or fast food establishment. Without question, newly acquired skills must extend to contexts beyond the training program itself. Otherwise, the results of therapy or classroom instruction remain at best limited. In today's vernacular, learning must be 24/7 rather than episodic. Learning must generalize. Enter the 21st century behaviorist. Thanks to a daunting legacy of definitive behavioral research (e.g., Axelrod & Hall, 1998; Goldfried & Davison, 1994; Kazdin, 1978, 2001; Michael, 1993), protocols for teaching community-based, socially appropriate behavior are readily available, widely taught, and effectively used. Moreover, a well-organized literature supports teachers and therapists committed to promoting systematic generalization of the acquired skills as well (Alberto, & Troutman, 1999; Cooper, Heron & Heward, 1987; Fantuzzo & Atkins, 1992; Kohlenberg, Tsai & Kohlenberg, 1996; Martin & Pear, 1996; Thorpe & Olson, 1997; Walker & Shea, 1999; Wallace, Doney et al., 2004). Without question, applied research has done its job in informing (and influencing) much of our current school-based instructional practice. Enter the 21st century teacher and therapist. …