General CEU: Bcba Ceu Recognizing Disproven Practices Aba

Recognizing Disproven Practices Aba belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter joint consultation, shared care planning, school-team communication, and interdisciplinary handoffs. In Recognizing Disproven Practices Aba, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.

Provider: Behavior University

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Course Description

Recognizing Questionable and Disproven Practices and Responding to Team Members who Recommend Them Behavior analysts and the professionals they often collaborate with are sometimes presented with a difficult challenge without a clear solution. Team members may suggest or are interested in using an intervention that may not be sufficiently supported by scientific evidence. Disagreements about the best course of action can compromise interprofessional collaboration and sometimes turn ugly, leaving some team members to begin working in isolation from rather than collaborating with each other. This session will identify which interventions should be avoided, but also how behavior analysts might engage with other professionals to examine the efficacy of recommended interventions. By engaging in an inquiry-driven approach to comparing interventions, professionals might develop stronger relationships with their non-behavior analytic colleagues while advancing evidence-based practice and better outcomes for the people they serve.Objectives: The content, organization and presentation of the material was very good. There were a couple minor audio issues but that would be the only limitation I encountered. I'll use other trainings in this series in the future. Dr. Travers conclusions were extremely solid. However his foundational approach based on cold logic. Not that logic should be discounted but the use of ABA in sterile non-tractable environments early in the lecture were very jarring and seemed very biased toward strict scientific rigor as the only way to engage in the world. His conclusion gave good reasons for this but the order in which he presented was significantly jarring and un-empathetic towards Applied settings where we have to be flexible highly empathetic towards the people we encounter who might be using faulty/imperfect research. It lacked the human element that makes good ambassadors of ABA. I almost stopped listening after the first hour because strong adherence to philosophical argumentation puts ABA on a pedestal of superiority. Rather than a deeply human endeavor. But once again hid did bring it home with a very strong human touch. The presenter is very knowledgeable, however, his monotone makes it very hard to stay engaged throughout the presentation.

What You'll Learn

1. Discriminate between dangerous and potentially harmful practices that must be avoided from those potentially less harmful that can be evaluated.
2. Use a series of questions to team members who are recommending an intervention not supported by scientific research to better understand and elucidate concerns for respectful discussion.
3. Propose and begin to carry out comparisons between a questionable (but not dangerous) intervention and an evidence-based intervention to obtain objective results for the team's consideration.

CEU Credits Earned

Certification Body	Credits	Type
BACB	2	General