Adventures In Special Education: Problems with the players. becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Achieving behavior change is a group effort. It isn't accomplished solely by the behavior analyst, and even the teacher cannot typically change behavior alone. It is a group effort. Certainly, some people will have a greater impact than others, but to get the fastest and most durable change, we all have to be on the same page. Of course, the page itself needs to be written properly, because everybody agreeing on the wrong things does nothing for the child except provide "ineffective consistency." There are a number of players when it comes to behavior change in school settings. We must account for not only the contingencies operating on the student/client, but those operating on ourselves as clinicians, the teachers, the paraprofessionals, the parents (and sometimes the parents' attorney), the IEP teams, and the administrators. These are the major "players" in the education-based behavior change game. This presentation focuses on some problems that can occur among those players and how to detect and avoid them when working in educational settings. Learning objectives: Participants will be able to list at least two common problems and how to avoid them for each "player" in the behavior change "game."Participants will be able to describe what it means to discover the "pain" experienced by the school staff at various levels and how this can affect behavior change if not addressed.Participants will be able explain to an IEP team the importance of clear and functional behavioral goals stated in terms of acquisition, not avoidance.Participants will be able to explain the concepts of malice and incompetence and how to avoid these possible parental perceptions.Participants will be able to describe how the administrative attitude about the school's role in behavior change can make or break treatment efforts in the classroom.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
| FL MH/PSY | 0 | — |
Dr. Merrill Winston is a Board Certified Behavior Analyst who has worked in the field of Developmental Disabilities for over 35 years. He has worked in small group homes, large residential facilities, secured facilities, family homes, and schools and has worked with a broad population who exhibited behavior problems that ranged from mild to life-threatening. Dr. Winston is comfortable working with both verbal and non-verbal individuals and both children and adults with a range of diagnoses. His strengths are relating to direct-care staff in a manner that sets them at ease as well as working in real-time with children and adults. Dr. Winston excels in public speaking and has given numerous presentations at various professional conferences throughout the country. His areas of interest are crisis prevention and intervention, psychotropic medication usage with special populations, and the development and implementation of training programs designed to increase the skill levels of parents, professionals, teachers, and direct-care staff.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
256 research articles with practitioner takeaways
252 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.