Using Behavioral Science to Support Educators During Consultation
|Sunday, May 27, 2018|
|6:00 PM–6:50 PM |
|Manchester Grand Hyatt, Harbor Ballroom D-F|
|Area: EDC; Domain: Service Delivery|
|Instruction Level: Basic|
|CE Instructor: Florence D. DiGennaro Reed, Ph.D.|
|Chair: Scott P. Ardoin (UGA Center for Autism and Behavioral Education Research)|
|FLORENCE D. DIGENNARO REED (University of Kansas)|
|Dr. Florence DiGennaro Reed, a board certified behavior analyst, received a doctorate in school psychology from Syracuse University. She also completed a clinical post-doctoral fellowship at the Institute for Child Development and a pre-doctoral internship in clinical psychology at the May Center for Education and Neurorehabilitation and the May Center for Child Development. Presently, Florence is an Associate Professor in and Chairperson of the Department of Applied Behavioral Science at the University of Kansas where she directs the Performance Management Laboratory. Her research examines effective and efficient staff training and performance improvement practices. She also conducts translational research in on-campus laboratory facilities. Florence has published articles and book chapters on a variety of topics including training, performance management, assessment, and intervention. She has served on the editorial boards of Journal of Applied Behavior Analysis, Journal of Behavioral Education, Behavior Analysis in Practice, The Psychological Record, and School Psychology Review and is an Associate Editor for Journal of Behavioral Education and Behavior Analysis in Practice. Florence is co-editor of two books published through Springer titled Handbook of Crisis Intervention for Individuals with Developmental Disabilities and Bridging the Gap Between Science and Practice in Autism Service Delivery.|
Despite serving as effective change agents for clients, behavior analysts often struggle with motivating and supporting the educators with whom they consult. This presentation will propose a three-term model for targeting educator behavior, describe evidence-based performance management procedures, and share experimental data and case studies supporting the effectiveness of a behavior analytic approach to educator training and professional development.
|Target Audience: |
Supervisors, consultants, educators, or staff interested in training others.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe why targeting educator performance is important; (2) identify and describe the components of behavioral skills training and an evidence-based approach to performance management of educators; (3) discuss results of studies evaluating the components of behavioral skills training.|