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Preparing for a New Role: The School-Based Consultant |
| Saturday, May 25, 2019 |
| 10:00 AM–10:50 AM |
| Fairmont, Third Level, Crystal |
| Area: EDC; Domain: Service Delivery |
| Instruction Level: Intermediate |
| CE Instructor: Edward Daly, Ph.D. |
| Chair: Scott P. Ardoin (UGA Center for Autism and Behavioral Education Research) |
| EDWARD DALY (University of Nebraska-Lincoln) |
 Edward J. Daly III, BCBA-D, conducts research on functional assessment methods. He has co-authored numerous chapters and journal articles on this topic. Dr. Daly is Professor of Educational (School) Psychology at the University of Nebraska-Lincoln, where he teaches course work in Applied Behavior Analysis, school-based consultation, and single-case experimental designs. |
| Abstract: As schools witness what behavior analysts are capable of doing, they are hiring behavior analysts in increasing numbers to help develop and evaluation interventions with students experiencing behavior and academic problems. In some cases, behavior analysts are delivering direct services, a professional role for which they are well prepared. In a lot of cases, however, schools are calling on behavior analysts to serve as consultants, which is a new role for many of us. A consultant serves in an indirect role by trying to help someone else (e.g., a teacher) help a third party (the student). A consultant typically has no authority over the consultee, but must engage the consultee in such a way that their combined efforts empower the teacher to improve students’ academic achievement and behavioral self-control. The purpose of this presentation will be to help behavior analysts adapt their assessment and instruction/intervention skills to a school-based consultative role. I will present research-based strategies for (a) how to efficiently embed functional assessment principles and practices in the consultation process, and (b) manage the contingencies under which teachers are operating to maximize effectiveness. |
| Target Audience: Behavior analysts practicing in schools |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) guide teacher consultees in a strategic, efficient, and structured decision-making process that prioritizes improving academic performance; (2) integrate observational data, basic skill assessment data, work samples, and performance-deficit analyses into the functional assessment process; (3) support teacher implementation of empirically derived treatments through antecedent control strategies and performance feedback. |
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