Coaching for Classroom Success: Empowering Teachers with Students with Challenging Behaviors matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines, busy classrooms and teacher-managed routines. In Coaching for Classroom Success: Empowering Teachers with Students with Challenging Behaviors, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Persistent challenging behavior displayed by school-aged children with or at-risk for disabilities is identified as a major concern for parents, educators, and other stakeholders because of its personal, social, academic, and legal consequences that hinder success in school (e.g., McFarland et al., 2018). Because failure of addressing these children's behavioral challenges leads to poor academic outcomes and is predictive of future school drop-out and socioeconomic disparities during adulthood (Lane et al., 2007; Reinke et al., 2008), it is critical to support classroom teachers in the provision of behavioral interventions. However, many effective behavioral interventions are not feasible within a school. Thus, it is imperative that researchers collaborate with school personnel (e.g., teachers, administrator) to develop school-based interventions that are likely to be effective, efficient, feasible, and socially valid. The purpose of this panel is to describe three research grants funded by Institute of Educational Sciences (IES), ePTR Coach, MAAPS, and MOTIVATED. Panelists will provide a brief description of each of their projects, their approach to collaborating with school personnel in developing behavioral interventions, discuss benefits and challenges of conducting research in public schools, and provide insights on the funding source that helps to support these programs.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 0 | — |
Catia Cividini-Motta, Ph.D., is an Assistant Professor and the ABA Program Associate in the Department of Child & Family Studies within the College of Behavior & Community Services at the University of South Florida. She received her doctorate in Behavior Analysis from Western New England University and holds a Master’s degree in Applied Behavior Analysis from Northeastern University. Her research interests include verbal behavior; assessment and treatment of problem behavior; parent and staff training; skill acquisition, generalization, and maintenance; and teaching procedures.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
233 research articles with practitioner takeaways
205 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.