Behavior analysts rarely work in isolation. In virtually every practice setting, from schools to clinics to home-based services, behavior analysts collaborate with professionals from other disciplines including speech-language pathologists, occupational therapists, psychologists, social workers, educators, and physicians.
Provider: BehaviorLive — via Women in Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Disciplinary centrism occurs when one believes that their specific discipline has the final word. This leads to believing professionals from one's own discipline are better trained and smarter than professionals from a different discipline. While this is largely an unconscious bias, it frequently causes barriers to effective interprofessional collaboration. In this workshop, we will cover alternatives to disciplinary centrism that allow for the retention of one's professional identity. For example, cultural humility is the ability to maintain an interpersonal stance that is other-oriented or open to the other in relation to aspects of cultural identity. Professional identities are born of cultural histories and training, which means that we can regard professionals from other disciplines as individuals from another culture. When we do this, we engage in activities that promote interprofessional cultural competence and enhance our ability to collaborate productively.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | Ethics |
Dr. Spencer is the director of Juniper Gardens Children’s Project and professor in the Department of Applied Behavioral Science at the University of Kansas. She earned a specialist degree in School Psychology and a PhD in Disability Disciplines from Utah State University with emphases in language and literacy and early childhood special education. She has been a board certified behavior analyst since 2001. Dr. Spencer has worked with culturally, linguistically, and economically diverse children as well as children with disabilities, their teachers, and their families for 24 years. She has been awarded over 15M in research grants and published 64 articles in peer-reviewed journals, 5 book chapters, and 22 non-peer reviewed articles, briefs, or encyclopedia entries. Drawing from speech-language pathology, school psychology, applied linguistics, education, and behavior analysis, she develops and studies oral storytelling interventions to promote the academic language needed to boost reading and writing outcomes of young students, with and without disabilities. Much of her research has resulted in commercialized assessment and intervention tools, available through Language Dynamics or open access educational materials, most of which are available at www.trinastoolbox.com.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
224 research articles with practitioner takeaways
183 research articles with practitioner takeaways
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
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.