Why Behavior Analysts Should Talk About Mental Health - Journal Article Review & Discussion matters because it changes what a BCBA notices when decisions have to hold up in joint consultation, shared care planning, school-team communication, and interdisciplinary handoffs. In Why Behavior Analysts Should Talk About Mental Health - Journal Article Review & Discussion, 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 LSGurdin Consulting, LLC
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Join Free →For the first part in our 2-part ABA & Mental Health series, we will discuss the importance of acknowledging and addressing emotions and mental health issues in the context of school and family consultation. To support this discussion, we will review two journal articles: Why Behavior Analysts Should Study Emotion: The Example of Anxiety (1998) by Friman, Hayes, and Wilson and Application of Applied Behavior Analysis to Mental Health Issues (2009) by Harvey, Wong, and Luiselli. These articles share approaches for how we as behavior analysts can and should consider emotions and mental health throughout our consultation practice. Friman (1998) offers a behavior analytic conceptualization of emotion and anxiety in particular, while Harvey, Wong, and Luiselli (2009) focus on the importance of collaboration during the treatment process. Participants will receive these articles before the event. CLICK HERE to learn more and register for the series
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 0 | — |
For over 25 years, Ms. Gurdin has been working with students, families, and school-based professionals with students from preschool to age 22 with a range of special needs and complex profiles. She is founder of LSGurdin Consulting, LLC, where she provides consultation, student evaluations, parent consultation, professional development, and recruitment support to school districts across Massachusetts. She works collaboratively with parents and school professionals to facilitate integrated support across settings and maximize behavior change and skill development. Ms. Gurdin also provides parent coaching to help parents implement behavioral strategies to improve behavior, encourage independence, and build stronger family relationships. In addition, she offers cutting-edge live and on-demand continuing education events to behavior analysts. Ms. Gurdin is a Part-Time Lecturer in the Master's in ABA program and College of Professional Studies at Northeastern University. Ms. Gurdin is also on the board of MassABA. When she is not working, she is spending time with her husband, three children (ages 21, 20, and 15) and two dogs.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 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.