A Context for Collaboration with Young Autism Families is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of joint consultation, shared care planning, school-team communication, and interdisciplinary handoffs. In A Context for Collaboration with Young Autism Families, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via Autism Partnership Foundation
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Tremendous strides have been made in how a family is positioned in supporting autistic children. Parents have gone from being blamed, marginalized and excluded from therapeutic and educational involvement to being welcomed, centered and included. The purpose of this presentation is to provide a context for parenting in autism, with a focus on family ecology, quality of life, current research, and culture. The presentation also explores some eternal and contemporary parenting concerns and how these relate to autistic children and to the applied behavior analyst. Finally, suggestions are made for how to engage in productive collaborations that decenter alienation and stigma and center collaborative learning in the context of valued family well-being and neurodiversity, relationship development, and love.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 0 | — |
Shahla Alai-Rosales, PHD, BCBA-D, CPBA-AP is a Professor in the Department of Behavior Analysis at the University of North Texas. She has taught courses in Texas, Europe and the Middle East on a variety of topics, including ethics, early autism intervention, parent training, behavioral systems, applied research methods, technology transfer, behavior change techniques, and cultural diversity. Shahla has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, and supervision and mentoring. Shahla has more than four decades of experience working with families and has trained hundreds of behavior analysts. She has received awards for her teaching (SGA ‘Fessor Graham Award), her work with families (Onassis Scholar Award), and for her sustained contributions (UNT Community Engagement Award, TXABA Career Contributions Award, the GSU Lutzker Distinguished Lecturer, the ABAI Donald M. Baer Distinguished Lecture, and the 23-24 University of Kansas ABS Outstanding Alumni Award). She was a member of the Behavior Analysis Certification Board, the ABAI Practice Board, the ABAI DEI Board, APBA Board, the advisory board for ASAI and an Associate Editor for Behavior Analysis in Practice. Shahla is co-author of Building and Sustaining Meaningful and Effective Relationships as a Supervisor and Mentor (LeBlanc, Sellers & Alai, 2020) and Responsible and Responsive Parenting in Autism: Between Now and Dreams (Alai-Rosales & Heinkel-Wolfe, 2022).
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
236 research articles with practitioner takeaways
205 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.