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| Taking the Science of Behavior to School |
| Sunday, May 29, 2022 |
| 11:00 AM–11:50 AM |
| Meeting Level 2; Room 205B |
| Area: EDC; Domain: Translational |
| CE Instructor: Tracy Eileen Sinclair, Ph.D. |
| Chair: Heather Eisel (University of Oklahoma ) |
| TRACY EILEEN SINCLAIR (The University of Connecticut) |
| R. NICOLLE NICOLLE CARR (University of Oklahoma) |
| SARAH HEINIGER (University of Oklahoma) |
| Abstract: Applying the science of behavior to school settings is increasingly necessary to meet the diverse needs of students in classrooms both with and without disabilities. Board Certified Behavior Analysts (BCBAs) are invaluable team members across domains within educational systems: (a) district-level consultations, (b) school-level supports, (c) classroom-level interventions, (d) teacher-level trainings, and (e) student-level assessments. While serving as support in autism classrooms is fairly common, helping train teaching assistants to serve in register behavior technician-like roles, writing/implementing functional behavior assessments for students with mental health diagnoses in upper grades, and overseeing school-wide data collection systems have become more commonplace. Furthermore, as more educators, particularly those in the field of special education, seek applied behavior analysis training and coursework, BCBAs are providing supervision, guidance, and mentorship in formal relationships. These various levels of interaction and support may result in ambiguous and strained relationships with teachers, support staff, and entire district administrations if conducted without appropriate experience and clear intentions guided by shared values and ethical principles rooted in the ethical code. This panel will focus on the ethics of school-based applications of the science of behavior via consultation with school personnel, supervision within school settings, and accurate dissemination of behavior analysis. |
| Instruction Level: Intermediate |
| Target Audience: Necessary skills and competencies include: (a) supervision training; (b) knowledge of the BACB ethical code specific to consultation services, dual relationships, supervision; (c) school-based services and consultation. This panel will provide practical tips and strategies to improve practices and consultation done within school-based settings. |
| Learning Objectives: At the conclusion of this panel presentation, participants will be able to: (1) identify the importance of delineating clear supervisory boundaries, relationships, and guidance for school-based supervisory practices; (2) understand the ethical codes related to providing school-based supervision and consultation; and (3) gain strategies to accurately disseminate behavior analysis within education settings. |
| Keyword(s): consultation, ethics, school-based, supervision |
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