Cracking the Code: Elevating FBAs to Unlock Student Potential belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines, community routines and natural environments. In Elevating FBAs to Unlock Student Potential, 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
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Join Free →Functional Behavior Assessments are often part of the role of BCBAs, school psychologists, and other professionals working in school and community settings. Functional Behavior Assessments are relied on to determine if behavioral supports are necessary and to inform future behavioral programming and treatment plans. Despite the prevalence of FBAs as part of the individualized education process, more work needs to be done in training and supporting professionals tasked with this responsibility. FBAs must clearly identify behavioral functions based on indirect and direct tools; to do this, the clinicians must thoroughly evaluate the current environment of the client and accurately capture contexts in which targeted behaviors occur. This training will focus on building upon clinicians' current skill sets in conducting Functional Behavior Assessments. Diving deeper into the tools used and highlighting strategies for getting more out of your allotted time for assessment completion, this training will support clinicians in expanding their current toolkit and feeling more confident in their ability to identify accurate functions based on the Functional Behavior Assessment process.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Jennifer Quigley, Ph.D., BCBA-D, is a doctoral-level board-certified behavior analyst specializing in the treatment of behaviors that are disrupting the client’s daily life and making their goals more difficult to achieve. In addition to providing community-based services, she works as an instructor at the Chicago School and as an adjunct professor.Dr. Jen completed her Ph.D. in Applied Behavior Analysis through The Chicago School. She received a degree in special education: severe and multiple disabilities from West Virginia University. She completed her certification coursework through the University of Massachusetts Lowell Campus. Dr. Jen currently teaches at The Chicago School supporting student research.Her areas of interest and expertise include meeting clients where they are, identifying real-life strategies that fit into their everyday lives, and supporting her clients through behavior change that is goal oriented.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.