Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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46th Annual Convention; Washington DC; 2020

Event Details

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Symposium #604
CE Offered: BACB
Enhancing Behavior Science in K-12 Schools
Monday, May 25, 2020
5:00 PM–5:50 PM
Marriott Marquis, Level M4, Independence F-H
Area: EDC/OBM; Domain: Translational
Chair: Kaci Fleetwood (University of Nevada, Reno)
Discussant: Kathryn M. Roose (University of Nevada, Reno)
CE Instructor: Kathryn M. Roose, M.Ed.
Abstract:

This symposium will feature two presentations; Evaluating Access and Outcomes of Advanced Tier Supports in Schools and Using OBM to Maximize Effectiveness of Educational Coaches & Consultants. Behavior analysts have a significant role to assist schools with the implementation of the Multi-Tiered Systems of Support (MTSS) framework for both academic and behavioral interventions. However, behavior analysts often lack the training and experience in systems development to be as effective as possible. This symposium will address how to utilize school-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions. Additionally, for individuals who oversee educational trainers/coaches/consultants who facilitate interventions within and across school settings, a Total Performance System (Abernathy, 2000) that has been implemented state-wide for over 5 years will be presented, highlighting how OBM can be successfully implemented with public education employees. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared.

Instruction Level: Intermediate
Keyword(s): MTSS, PBIS, PBS, TPS
Target Audience:

Behavior Analysts, School Psychologists, Licensed Education Professionals who work, consult, or provide services in K-12 school settings

 
Evaluating Access and Outcomes of Advanced Tier Supports in Schools
(Service Delivery)
JODIE SORACCO (UNR)
Abstract: To comply with the most recent federal legislation on public education, Every Student Succeeds Act (ESSA) encourages K-12 schools to use Multi-Tiered Systems of Support (MTSS) to increase student achievement and provide interventions to youth in need. Behavior Analysts have a significant role to assist and support with this framework but often lack the training and experience in systems development to be as effective and efficient as possible. This presentation will focus on how to utilize systems-level data sources to evaluate dis/proportionality across the tiers, with specific emphasis on a) access and outcomes, b) overlooked subgroups, and b) advanced tier interventions.
 

Using OBM to Maximize Effectiveness of Educational Coaches and Consultants

(Service Delivery)
SHARI DAISY (University of Nevada, Reno)
Abstract:

As accountability of school policies and practices rise, schools in the United States are focusing on educational reform. However, there is little research focusing on coaches who engage in implementation strategies geared towards school reform (Mayer et al., 2015). This presentation will showcase the technology and outcomes utilized over the past 5 years in schools to help district-level consultants/coaches supports school sites in training, intervention implementation, and evaluation. The coaching system is a method of employee management based on Abernathy’s (2000) Total Performance System (TPS). The highlighted TPS structure includes (1) observable, measurable strategic objectives are cascaded throughout the organization, (2) personal scorecards with specific measures and goals drive the organizational strategy, (3) assistance in pinpointing improvement opportunities and designing improvement plans, (4) employees share in the organization’s success. The success of this TPS system in conjunction with training educational professionals who have diverse professional backgrounds and varying licenses/endorsements to work efficaciously to achieve common goals will be shared.

 

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