|Improving the Collective Efficacy of School-Based Behavior Analysts|
|Sunday, May 29, 2022|
|3:00 PM–3:50 PM |
|Meeting Level 2; Room 205B|
|Area: EDC; Domain: Service Delivery|
|CE Instructor: Selena J Layden, Ph.D.|
|Chair: Selena J Layden (Old Dominion University)|
|DANIEL J. IRWIN (Virginia Department of Education)|
|DARIA LORIO-BARSTEN (William & Mary Training and Technical Assistance Center)|
|HAYLEY FLYNN MULLINS (Winchester Public Schools)|
As behavior analysts continue to work in public schools, these professionals are serving a broadening role to support students and other educators. Despite the growth and diversity of the school-based behavior analyst’s roles and the variety of needs of students and other professionals with whom they work, school-based behavior analysts often function with limited resources and support. This panel presentation will focus on the needs of school-based behavior analysts and provide methods to improve their capacity and effectiveness through identifying means to build self-efficacy and contribute to collective impact. During this panel presentation, participants will hear from panelists who have and are working in public schools in differing capacities to provide considerations and their lessons learned. Additionally, the panelists will discuss examples of how a statewide professional network has grown to support school-based behavior analysts across school districts and how that network is being leveraged to build collective efficacy. Finally, we will discuss the reciprocal relationship and how our professional network has both influenced and been influenced by state policy.
|Instruction Level: Intermediate|
|Target Audience: |
Practicing BCBAs who are or wish to work in school settings or supervisors who support these BCBAs.
|Learning Objectives: 1. Describe and define their own roles within their school district. 2. Identify at least three strategies for building capacity as a school-based behavior analyst. 3. Describe how a professional network can benefit practitioners, students, and other professionals, as well as influence division leadership and policy.|
|Keyword(s): collective efficacy, professional network, public schools|