To ensure we offer contemporary continuing education opportunities, the CE credit associated with this video is no longer available, however, the video remains available for viewing.
The science of behavior change in children with autism is well developed and sophisticated. Much of the work of BCBA's in the school system involves changing and supporting the practices of educators working with these children. The science and practice of changing the behavior of educators lags far behind, however. Nowhere is this more evident than in low-resource public schools, where poor pre-service training, school resources, and organizational culture and climate all can contribute to inadequate implementation of evidence-based practices. In these situations, traditional consultation and training practices often don't result in desired change. In this presentation, I describe a 10-year public-academic partnership and line of research in Philadelphia through which we have developed the science and practice of supporting public school teachers working under difficult circumstances.