Association for Behavior Analysis International

This professional development series panel will highlight the unique avenues that experts in the field of applied behavior analysis have taken to secure funding not only for clinical services, but for training pre-service behavior analysts. Funding within universities, designing training programs, and grant writing will be discussed.

Behavior analysts are tasked with disseminating the field of behavior analysis by the Behavior Analyst Certification Board (Guidelines for Responsible Conduct for Behavior Analysts & Professional and Ethical Compliance Code for Behavior Analysts). Over 50 years after the beginning of behavior analysis, the public still largely misunderstands the field. The need for the dissemination of behavior analysis seems to be an overlooked guideline of the ethical code. It is essential for the survival of our field that behavior analysts bridge the gap between behavior analysis and the community. This panel discussion highlights how behavior analysts can disseminate in a way that connects our field with the public and can use media outlets to insert behavior analysis in ways that appeals to the public rather than only to people requiring services. The discussion will address how to better support each other in these endeavors and develop possible contingencies to further dissemination efforts. This discussion is meant to inspire, provide ideas, and create strategic ways for behavior analysts to increase the dissemination of the field. Join us for a panel discussion focused on how behavior analysts can prioritize this important task.

Founded with the vision for a school based upon the principles of behavior analysis and a personalized system of instruction, the Comprehensive Application of Behavior Analysis to Schooling (CABAS™) model applies the knowledge and expertise of the science of behavior to all aspects of schooling, including performance and learning behaviors. In addition, the CABAS™ Accelerated Independent Learner (AIL) approach applies behavior analytic principles to curricular design, relying on empirically-supported methods of pedagogy and classroom management techniques. The model also allows for a personalized system of instruction that promotes accelerated learning for students at varying academic and verbal levels in a general education setting. Instruction in the classroom is differentiated and individualized based on the performance of the student, with the moment-to-moment responses of each student driving the curriculum. The behaviorally based approach also emphasizes the use of reinforcers (i.e., token economy, behavior-specific praise, group contingencies) for academic and self-management behavior, thus fostering a positive classroom environment. The purpose of this panel is to provide an overview of the integration of applied behavior analysis in the general education classroom, highlighting the cusps and capabilities necessary for children to be successful, as well as the tactics used to support accelerated learning and create independent learners.