LChamberlain1

Teaching Faculty

Campus: Washington, DC
Department: Applied Behavior Analysis
Institution: The Chicago School

Address: 901 15th Street NW Washington, DC 20005

Office Phone: 202-706-5124
Email

Biography

Dr. Lori Chamberlain is an assistant professor as teaching faculty at The Chicago school in DC. Before coming to The Chicago School, she was an educational consultant at Pennsylvania training and technical assistance network which is the staff training arm of the Bureau of Special Education in the state for 20 years. She worked in public schools across the state training staff in evidence-based strategies grounded in behavior analysis. Dr. Chamberlain earned her PhD in Behavior analysis at the Chicago school with a focus on verbal behavior and operant emergence, earned a Master's in counseling/social work in Texas and a Bachelor's in elementary education in Oklahoma.

Dr. Chamberlain's applied work has focused primarily in the field of special education and training educators, caregivers and related service providers in providing language instruction (specifically verbal behavior), using Precision Teaching, Direct Instruction curricula and methods, and social skill instruction as well as behavior reduction techniques and Functional Behavior assessments. Dr. Chamberlain's primary research interests include verbal behavior, precision teaching, and the analysis of complex language skills and problem solving from a behavioral perspective.

Education History

Degree	Institution	Year
PhD	The Chicago School , DC	2022

Professional Memberships

Role	Organization
member	ABAI
member	National Institute for Direct Instruction
member	standard celeration society

Areas of Expertise

Area	Expertise
	Education/Special Education
	Instructional Design
	Skill Development
Applied Behavior Analysis	Verbal Behavior/Language Acquisition

Licenses

BACB - D

Question and Answer

Please describe your teaching philosophy.

My foundational premise is that learning occurs when students "play an active role (Skinner, 1968)." It is crucial to teaching because learning is doing and behaving. However in order to teach, contingencies must be arranged. Designing the teaching environment involves a carefully sequenced set of behaviors in order to expedite learning. The best model for instructional design is based on Tiemann and Markle (1990) which starts off with goals and objectives, a content analysis as well as an initial assessment of the students' skills, designing instruction to promote concept formation, use teaching strategies to promote active student responding, and utilizing data systems to adjust instruction. Last but not least- the learning environment should be fun!