Diverse Pathways in School-Based Practice: A Panel on the Roles, Training, and Collaboration of BCBAs 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. In Diverse Pathways in School-Based Practice: A Panel on the Roles, Training, and Collaboration of BCBAs, 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 Women in Behavior Analysis
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Join Free →Working in public and private educational settings continues to be the second largest area of professional emphasis for BCBAs and BCBA-Ds (Copeland et al., 2024). Squires and colleagues (2024) defined three types of BCBAs working in schools including (a) school-based (e.g., placed in one specific school building), (b) district (e.g., oversee multiple schools per district), and (c) consultant (e.g., hired from an outside agency on a needs or case-by-case basis). The purpose of the panel presentation is to bring together BCBAs that have vast experience serving in school-based, district, and consultant roles in rural and urban educational settings. Paying special attention to geographically diverse settings, themes of roles/responsibilities (e.g., Layden et al., 2024), collaboration (e.g., Light-Shriner et al., 2023), and training (e.g., Copeland et al., 2024) will be explored. The discussion will emphasize how the diverse needs of students—shaped by geographic location, culture, socioeconomic status, and systemic values of educators—impact the way BCBAs navigate their roles and collaborate with teams. From this jumping off point, discussion will be cultivated that leverages professional on-the-job expertise and best practices to conceptualize the role of BCBAs in schools (Giangreco et al., 2023). Finally, time will also be devoted to unpacking facilitators and barriers in educational settings, along with calls for additional research in pressing areas of school-based practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Jana Sarno is a Board Certified Behavior Analyst (BCBA) with extensive educational, clinical, and professional development experience in the field of Applied Behavior Analysis. She earned her Bachelor of Science from Western Michigan University (WMU). Following graduation from WMU, Jana attended The University of Southern Mississippi, for her PhD., in school psychology. During her time at USM, she worked with children enrolled in Head Start/Early Head Start, local school districts, a multi-disciplinary setting for children with communication and developmental disorders, and the USM School Psychology Clinic.After her time at USM, Jana completed a year-long internship at the Marcus Autism Center, a NIH Autism Center of Excellence in Atlanta, GA. While at Marcus, Jana received intensive clinical experience in the assessment and treatment of severe problem behavior, verbal behavior, and feeding disorders. Jana has held clinical leadership positions at several in-home, school, and clinic-based ABA organizations. Along with her work at Hopebridge Autism Therapy Centers and AIM Clinics, Jana has authored publications on assessment use in ABA, ethics, and collaboration in schoos, among other topics.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
244 research articles with practitioner takeaways
225 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.