Thanos has completed his Bachelor’s Degree in Philosophy, Pedagogy and Psychology at the University of Athens. He has also completed his MSc in Applied Behaviour Analysis (Intellectual and Developmental Disabilities) at the Tizard Centre. In 2017 Thanos was granted a scholarship to attend the Morningside Academy Summer School Institute where he received training in the Morningside model of Generative instruction (MMGI).
While working in the mainstream as well as special education sector since 2010 Thanos has been awarded Qualified Teacher Status (QTS) while he has also been certified as a CABAS Teacher (level 1) as well as a Board Certified Behaviour Analyst (BCBA). Thanos is currently pursuing a Ph.D. in Applied Behaviour Analysis with a focus on Precision Teaching to students with intellectual and developmental disabilities primarily across academic skills (such as literacy, numeracy. His supervisors are Mecca Chiesa and Ciara Padden.
Thanos is currently lecturing and supervising postgraduate students studying in the ABA and PBS courses.
You can follow Thanos on LinkedIn: https://uk.linkedin.com/in/athanasios-thanos-vostanis-ab118164back to top
Precision Teaching is a system of precise measurement of behaviour which has emerged from the field of Applied Behaviour Analysis (Lindsley, 1991, 1992). Through it, behaviour analysts and precision teachers make instructional decisions which allow their students to progress at an optimal pace. Decisions are made by plotting the data on a family of ratio charts called the Standard Celeration Chart (Calkin, 2005). At the heart of Precision Teaching lies Fluency. Fluent responding is quick, effortless, fluid and accurate (Binder et al., 1996; Johnson & Layng, 1996). The ultimate goal of precision teachers is for their students to achieve fluency across all areas of development (e.g., motor, academic, language, social, play skills) (Chiesa & Robertson, 2000; Cihon, 2007; Kubina & Starlin, 2003). Precision Teaching has been well researched with typically developing students and has demonstrated significant effects (Beck & Clement, 1991). Emerging evidence suggests that precision teaching is highly beneficial for students with disabilities such as Autism Spectrum Disorder or Cerebral Palsy (Bank, Le, & Fabrizio, 2003; Brian & Snider, 2003; Schirmer et al., 2007; Zambolin, Fabrizio, & Isley, 2004). Although initial results are promising, there is still a need for more data to be collected regarding Precision Teaching and its application to populations with disabilities (Doughty, Chase, & O ’shields, 2004; Heinicke, Carr, Leblanc, & Severtson, 2010; Ramey et al., 2016). Thanos is currently focusing on the application of Precision Teaching primarily across academic skills (i.e., literacy, numeracy) for students with intellectual and developmental disabilities.back to top