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| Preparing Behavior Analysts to Work in School Settings (Hint: They All Need Organizational Behavior Management) |
| Saturday, May 24, 2025 |
| 3:00 PM–3:50 PM |
| Convention Center, Street Level, 146 B |
| Area: OBM/EDC; Domain: Service Delivery |
| CE Instructor: Jessica Piazza, Ph.D. |
| Chair: Paul Paulie Gavoni (Professional Crisis Management Association) |
| KRISTIN FOLEY (Endicott College) |
| ROBERT C. PENNINGTON (University of Kentucky) |
| JESSICA PIAZZA (Endicott College) |
| Abstract: For behavior analysts working in schools, student behavior is only part of the equation. Educators, much like students, have their own motivations and challenges that directly impact classroom dynamics. A common pitfall is to simply hand educators a behavior plan and expect positive outcomes, but this approach often overlooks the complexity of the school environment. To create meaningful and sustainable change, behavior analysts must shift from a role of mere consultation to one of coaching, empowering schools to build and sustain these changes autonomously. This is where Organizational Behavior Management (OBM) becomes invaluable. OBM offers a framework for understanding and influencing not just student behavior, but also the behavior of teachers and school leaders. By applying OBM principles, behavior analysts can create systems that support educators, align their efforts with student outcomes, and foster an environment where positive change is maintained long after direct intervention has faded. This panel will discuss how behavior analysts can utilize OBM principles within the school setting. |
| Instruction Level: Basic |
| Target Audience: Behavior Analysts |
Learning Objectives: 1. Describe key components of coaching
2. List multiple strategies for implementing OBM principles within the school setting
3. Describe how behavior analysts can create systems that support educators |
| Keyword(s): Education, OBM, Public Schools |
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