When Training and Coaching Aren’t Enough: Changing Practice and Outcomes in Low-Resource Public Schools
|Saturday, May 26, 2018
|3:00 PM–3:50 PM
|Marriott Marquis, Grand Ballroom 7-9
|Area: AUT; Domain: Applied Research
|CE Instructor: Thomas S. Higbee, Ph.D.
|Chair: Thomas S. Higbee (Utah State University)
|DAVID MANDELL (University of Pennsylvania Perelman School of Medicine)
|Dr. Mandell directs the Center for Mental Health Policy and Services Research. Dr. Mandell is also Associate Director of the Center for Autism Research at The Children’s Hospital of Philadelphia. The goal of his research is to improve the quality of care individuals with autism receive in their communities. This research is of two types. The first examines, at the state and national level, the effects of different strategies to organize, finance and deliver services on service use patterns and outcomes. The second consists of experimental studies designed to determine the best strategies to successfully implement proven-efficacious practices in community settings. Dr. Mandell holds a bachelor of arts in psychology from Columbia University and a doctorate of science from the Johns Hopkins School of Hygiene and Public Health.
The science of behavior change in children with autism is well developed and sophisticated. Much of the work of BCBA's in the school system involves changing and supporting the practices of educators working with these children. The science and practice of changing the behavior of educators lags far behind, however. Nowhere is this more evident than in low-resource public schools, where poor pre-service training, school resources, and organizational culture and climate all can contribute to inadequate implementation of evidence-based practices. In these situations, traditional consultation and training practices often don't result in desired change. In this presentation, I describe a 10-year public-academic partnership and line of research in Philadelphia through which we have developed the science and practice of supporting public school teachers working under difficult circumstances.
BCBAs and other professionals who provide consultation and training to teachers working with children with autism.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) list 5 barriers to use of evidence-based practices that are common in low-resource public schools; (2) explain a conceptual model that articulates non-traditional, potentially effective targets for changing teacher behavior; (3) apply new methods to consulting and coaching teachers of children with autism in low-resource schools.