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| Collaboration in Applied Behavior Analysis |
| Sunday, May 28, 2023 |
| 3:00 PM–3:50 PM |
| Convention Center 405 |
| Area: EDC |
| Chair: Dani Pizzella (TBD) |
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| Collaboration and Behavior Analysis in Schools: A Two-Part Study |
| Domain: Applied Research |
| CHERYL LIGHT SHRINER (University of Illinois Urbana Champaign), Dani Pizzella (University of Missouri St. Louis; Simmons University; Latitude Therapy), James Schreiber (Duquesne University
), Charis Lauren Wahman (Michigan State University) |
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| Abstract: Based on the most recent Code of Ethics (BACB, 2022), behavior analysts are required to engage in collaborative practices with other related service professionals. However, the extent to which behavior analysts are trained in collaborative practices and have opportunities to implement such practices is unknown. We examined training experiences in collaborative practice, and the frequency of collaborative practices for behavior analysts who have been associated with school environments. Using Latent Class Analysis (LCA), our results indicate three profile models emerged that describe the frequency of collaborative practices. Participants report little to no training in collaborative practices. Notably, behavior analysts employed by public school districts report engaging in high-level collaborative practices. Future research is needed to determine the quality of training in collaborative practices for behavior analysts and ways to support implementation efforts in accordance with our ethical standards. A secondary study was conducted based on survey data looking at the way behavior analysts defined collaboration. A keyword analysis was conducted as well as qualitative coding. Key themes emerged around the areas on students, team, and working together. This analysis helped to determine an operation definition of the term collaboration. |
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Teaching Interprofessional Collaboration Through Experiential Learning With Behavioral Psychology, Business, and Engineering Students |
| Domain: Applied Research |
| PAMELA SHEA (St. Lawrence College), Rajni Dogra (Queen's University, Kingston, Ontario), Kaela Shea (University of Toronto, Toronto, Ontario) |
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| Abstract: Research has indicated that interprofessional collaboration improves client outcomes, enhances work life, optimizes costs, and allows professionals to tackle complex situations with increased knowledge and creativity. The inherent barriers and challenges of developing effective interprofessional teams has been documented in literature. Interprofessional education (IPE), focusing on teaching future professionals with the capacity to effectively work collaboratively, requires a more defined pedagogy supported by quantitative research. This research provides two experiential learning projects to teach interprofessional collaboration within behavioral psychology, engineering, and business students. Within study one interprofessional teams were presented with complex cases and teams created a functional assessment and developed a function-based treatment using technology developed by the engineering students. Within study two, community stakeholders, provided interprofessional teams with community-based challenges. Students worked collaboratively to analyze the reason why the challenge existed, and created innovative solutions based on behavioral economics. Significant increases in the Interprofessional Collaborative Competency Attainment Scale were found. Student reflections were analyzed using a sentiment analysis. |
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