A Progressive Training Series and Family Guidance Curriculum to Increase Frequency and Individuality of Caregiver Support Provided by BCBAs in a Multi-State Organization is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of caregiver coaching, home routines, team meetings, and values-sensitive decision making. In A Progressive Training Series and Family Guidance Curriculum to Increase Frequency and Individuality of Caregiver Support Provided by BCBAs in a Multi-State Organization, for this course, the practical stakes show up in better alignment between intervention and the family context in which it must survive, not in abstract discussion alone.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
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Join Free →As compared to caregivers of neurotypical children, those of autistic individuals report high levels of stress and low quality of life (Mavroeidi et al., 2024). There is robust literature to support family guidance (FG) as a critical tool in mediating barriers related to these factors, even more so when the BCBA takes a compassionate and individualized approach. Unfortunately, there are often gaps in BCBA repertoires related to these practices (Brown et al., 2022). In response, a three-part training series and FG curriculum rooted in ACT-based principles were created and deployed across a multi-state organization. These resources guide BCBAs through a family's first five sessions in a structured yet flexible format, progressing through collaborative activities that help the family identify their values, relate them to objective assessment data (e.g., BHI and CFQL-2), and then co-write three individualized FG goals. The purpose of this presentation will be to review the impacts of individualized caregiver guidance on patient/family outcomes, walk through the resources created to teach clinicians the skill of co-writing individualized FG goals with caregivers, and discuss next steps based upon post-intervention progress and social validity data.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Jana Sarno is a Board Certified Behavior Analyst (BCBA) with extensive educational, clinical, and professional development experience in the field of Applied Behavior Analysis. She earned her Bachelor of Science from Western Michigan University (WMU). Following graduation from WMU, Jana attended The University of Southern Mississippi, for her PhD., in school psychology. During her time at USM, she worked with children enrolled in Head Start/Early Head Start, local school districts, a multi-disciplinary setting for children with communication and developmental disorders, and the USM School Psychology Clinic.After her time at USM, Jana completed a year-long internship at the Marcus Autism Center, a NIH Autism Center of Excellence in Atlanta, GA. While at Marcus, Jana received intensive clinical experience in the assessment and treatment of severe problem behavior, verbal behavior, and feeding disorders. Jana has held clinical leadership positions at several in-home, school, and clinic-based ABA organizations. Along with her work at Hopebridge Autism Therapy Centers and AIM Clinics, Jana has authored publications on assessment use in ABA, ethics, and collaboration in schoos, among other topics.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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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.