How The Science of ABA Can Improve Outcomes for Students with Emotional Disturbance and For ALL Other Students Regardless of Disability or Placement is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of classrooms, school meetings, data review, and staff consultation. In How The Science of ABA Can Improve Outcomes for Students with Emotional Disturbance and For ALL Other Students Regardless of Disability or Placement, 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 Jade Health
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Teachers and administrators often struggle with offering a balance of quality instruction while establishing behavior management systems that result in all students having success. In this session, a review of effective instructional strategies and procedures for the delivery of high-quality instruction for students across all settings will be provided. Specifically, a model of implementation in a center-based emotional support program will be shared with explicit review of interventions derived from the fields of applied behavior analysis and effective instruction. The focus will be on evidence-based interventions applicable to students of all instructional levels and in all settings that include direct instruction, establishing instructional control, teaching cooperation skills as well as communication skills and academic content. Emphasis will be placed on effective instruction methodologies, school-wide positive behavioral interventions and supports (PBIS), token economies, behavior contracts, self-monitoring checklists, implementation of positive behavior support plans, and behavioral skills training for increasing staff performance. School-wide data on the frequency of physical restraints across the six classrooms will be compared to the frequency of restraints before the application of Behavioral Skills Training.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| QABA | 1.5 | General |
| IBAO | 1.5 | — |
| BICC | 0 | — |
Dr. Bruce A. Tinor brings over 20 years of experience in public education, including more than a decade in educational leadership. He has served in multiple Pennsylvania Intermediate Units, where he led specialized programs supporting students with autism, emotional and behavioral disorders, and intellectual disabilities.Dr. Tinor played a key role in advancing student support systems, spearheading a restraint reduction initiative that contributed to the development of the Pennsylvania Bureau of Special Education’s tiered support framework. He has also led the implementation of Multi-Tiered Systems of Support (MTSS) across several schools, driving meaningful improvements in instructional practices and behavioral interventions.A committed lifelong learner, Dr. Tinor earned his doctorate in Special Education, with a minor in Applied Behavior Analysis, from Slippery Rock University. As a Board Certified Behavior Analyst (BCBA), he leverages his expertise in special education, organizational leadership, and behavior analysis to improve outcomes for students with diverse learning and behavioral needs.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
252 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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Research-backed educational guide for behavior analysts
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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.