In our text, Principles of Psychology, Keller & Schoenfeld (1950) referred to “reflex” as the observable response as it relates to the then-modern psychological view of itself as stimulus-response science: This is essentially the first 2 steps of the 3-term contingency in today’s modern science of Behaviorism. In their research, Cohen and Demchak (2018) demonstrated this still relevant principle of stimulus-response by teaching 3 boys, ages 8-11, who had been identified and/or diagnosed as having moderate-to-severe disabilities the use of visual supports. This skill was then used to determine if it was effective in increasing task independence and completion while reducing the need for prompting by support staff. Each visual support system was individualized to the ability of the participant by providing the correct level of visual stimuli to elicit the desired responses. The measured variable was the presentation of the visual supports both with and without prompting. This was measured as a percentage of independently completed tasks or activity steps. As the researcher demonstrated, this program can be used in classrooms with learners of varying ability levels as long as it is individualized for the user.<br> Cohen, A., & Demchak, M. (2018). Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings. Education and Training in Autism and Developmental Disabilities, 53(1), 84-99. Retrieved from https://login.libweb.lib.utsa.edu/login?url=https://search-proquest-com.libweb.lib.utsa.edu/docview/2002969405?accountid=7122

My Name is Maureen Pirog and I am currently embarking on the path to my next career (which is to become a BCBA). I have previously worked as a school nurse for the Department of Defense and was allowed the opportunity to work with children of many differing abilities. I have obtained my RBT certificate and am currently working with ATC. As I would like to go back into a school setting, I feel that this class has a lot to offer me.