47th Annual Convention; Online; 2021
All times listed are Eastern time (GMT-4 at the time of the convention in May).
Event Details
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| Coaching and Collaboration: Towards Delivering Evidence-Based Services in Public Schools |
| Saturday, May 29, 2021 |
| 6:00 PM–6:50 PM |
| Online |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Jennifer Ledford (Vanderbilt University) |
| CE Instructor: Nicole Hollins, M.A. |
| Abstract: Maintaining sustainable and effective classroom practices remains at the center of discussion for many schools. While teachers are required to participate in professional development activities, research has demonstrated that professional development alone is not sufficient for sustained use (Fixen et al., 2005). As such, coaching has been identified as the key variable to bridging the gap from research to practice and to maintaining behaviors over a period of time. Given that behavior analysts are trained to analyze environmental conditions, it is important to discuss how behavior analysts can effectively collaborate and coach teachers on evidence-based teaching practices. The first presentation will describe a conceptual analysis of the functional assessment and treatment of teaching behaviors; the second presentation will describe a behavior analytic, multi-level approach to coaching while providing implications for practice and research; and the third presentation will provide case examples on effective collaboration and coaching in public schools. |
| Instruction Level: Basic |
| Keyword(s): classroom management, coaching, school-based, training |
| Target Audience: Basic |
| Learning Objectives: At the conclusion of the presentation, participants will be able to identify variables that may maintain teaching behaviors, will describe multi-level supports (i.e., coaching) to enhance professional development for teachers or therapists, and will identify feasible goals for coaching classroom management. |
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Remaining Behavior Analytic in School Consultation: A Conceptual Analysis of School Environments |
| ROBERT C. PENNINGTON (University of North Carolina-Charlotte) |
| Abstract: In this session, the presenter will describe potential variables that establish and maintain teacher instructional and classroom management repertoires. They will describe methods and tools, rooted in behavioral and educational research, for the functional assessment and treatment of teaching behaviors. Finally, they will connect BCBAs consideration of these school-based environmental factors to the BACB's professional and ethical compliance code. |
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| Multi-Level Coaching: A Behavior-Analytic Approach to Professional Development |
| CHARLES L. WOOD (University of North Carolina at Charlotte) |
| Abstract: Professional development through in-service training may not be of sufficient duration, intensity, and specificity to improve teachers’ or therapists’ instructional skills. Due to the increased need to support teachers’ or therapists’ use of evidence-based practices, coaching can extend and strengthen professional development and increase instructional effectiveness. This session describes a behavior-analytic, multi-level approach to coaching, and provides implications for practice and research. |
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A Case Series: Reviewing Effective Components of Coaching Classroom Management |
| Nicole Hollins (Western Michigan University), STEPHANIE M. PETERSON (Western Michigan University) |
| Abstract: In this session, the presenter will review a series of case examples that demonstrate effective coaching on classroom management practices. They will describe the decision-making process of developing precise coaching goals and efficient coaching processes. |
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