|Flexibly Navigating Outcomes That Matter in Academic Settings
|Monday, May 27, 2019
|8:00 AM–8:50 AM
|Fairmont, Third Level, Crystal
|Area: EDC; Domain: Translational
|CE Instructor: Corinne Gist, Ed.S
|Chair: Kathy Fox (Haugland Learning Center)
|CORINNE GIST (The Ohio State University)
|MARY SAWYER (TEAM Coaching)
|LUCIE ROMANO (TEAM coaching)
The number of behavior analysts consulting in school settings has increased significantly over the past few years. Allowing an “outsider” into the classroom can sometimes be difficult for teachers and staff. Although behavior analysts are well trained in operationally defining behaviors and developing systematic and structured intervention plans, rigid adherence to specific procedures, protocols, and practices can be counterproductive. The result of rigidity around practices is often times detrimental to children who are the recipients of cookie-cutter interventions. This panel seeks to address settings, contexts, and populations for which it may be appropriate to be more flexible as a behavior analyst. The panelists have been consulting in public and private schools for a combined 30 years; additionally, all three presenters are former school-based practitioners themselves. Data, case studies, and anecdotal experiences consulting in a variety of educational settings from a behavior analytic perspective will be shared.
|Instruction Level: Basic
|Target Audience: Behavior Analysts, School Psychologists
|Learning Objectives: •Participants will be able to list appropriate strategies to use when building relationships with teachers and school staff.
•Participants will be able to state specific strategies to use when including teachers and staff in the development and implementation of research-based interventions.
Participants will be able to name
Participants will be able to determine when a "flexible" intervention is needed.
|Keyword(s): Classroom Management, School consulting, Skill acquisition, Teacher training