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| Building Frameworks for Behavior-Analytic Practice in Schools |
| Friday, September 2, 2022 |
| 4:00 PM–4:25 PM |
| Meeting Level 1; Liffey Meeting 3 |
| Area: EDC |
| Chair: Erin Fitzgerald Farrell (Behavior Analyst/Professor/Policy Maker/Student) |
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A Synthesis of the Barriers and Facilitators to Autism Evidence-Based Practice Use in Schools |
| Domain: Theory |
| LORNA BARRY (St. Nicholas Montessori College, Ireland), Jennifer Holloway (All Special Kids, Geneva, Switzerland), Stephen Gallagher (University of Limerick, Ireland), Jennifer McMahon (University of Limerick, Ireland) |
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| Abstract: The field of behaviour analysis has made significant strides in developing evidence-based practices (EBPs) for autistic students. In the latest iteration of a systematic review of EBPs, 28 interventions were identified as being scientifically rigorous enough to meet the criteria as an EBP (Hume et al., 2021). Yet a large body of research has shown that adoption of EBPs into school settings remains poor (Barry et al., 2021; Brock et al., 2019; Sulek et al., 2019). Implementation science offers a framework through which this research-to-practice gap can be examined (Odom et al., 2021). Applying this lens and identifying the barriers and facilitators that help or hinder the implementation of EBPs in school settings can ensure that practitioners recommend interventions in these settings that are socially valid, feasible and sustainable. This narrative review paper synthesises the current research on the barriers and facilitators that exist in school settings, and provides guidance for behaviour analysts to bridge the research to practice gap, enhancing outcomes for autistic students in their care. |
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| Developing and Implementing Frameworks for Board Certified Behavior Analysts in Schools |
| Domain: Service Delivery |
| ERIN FITZGERALD FARRELL (Behavior Analyst/Professor/Policy Maker/Student) |
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| Abstract: As a means to increase availability of expertise on behavior support in schools districts across the United States are hiring Behavior Analysts to support schools and districts. This presentation will explore the work of behavior analysts in schools in the United States in supporting schools, students, and educators. The topics of school settings, the population of students receiving supports, multidisciplinary collaboration, and the roles of Behavior Analysts in schools will be discussed. The perspective of individual Behavior Analysts, a state level view, and national view will be explored. |
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