| Abstract: A large percentage (~73%) of newly certified Board Certified Behavior Analysts (BCBAs) work with individuals with autism, in a clinical or home setting. A smaller percentage of BCBAs work within the K-12 system. Schools offer a unique opportunity to apply the principles of behavior. However, behavior analysis graduate programs often include limited training and experience in this area, leaving newly minted BCBAs unaware of the needs of schools and the application of ABA in this setting. This panel will discuss the roles and responsibilities of BCBAs working in the schools. You will hear from BCBAs working within the schools as behavior consultants and behavior coaches, as well as university faculty supervising BCBA candidates in their fieldwork. This will be a candid discussion of the culture and pace of schools, relationship building, and how BCBAs can successfully bring the science of behavior into the K-12 systems to target both skill acquisition and behavior reduction programs. |