Leading Capacity Building in Schools as a BCBA: From MTSS-B to Practice-Based Coaching and Beyond becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines. In Leading Capacity Building in Schools as a BCBA: From MTSS-B to Practice-Based Coaching and Beyond, 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 Women in Behavior Analysis
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Join Free →BCBAs are uniquely suited with expertise in applying behavior analytic, evidence-based strategies to support students with IEPs who exhibit challenging behavior (Fischer et. al., 2021). Unfortunately, schools are often not staffed with enough BCBAs to support all the students with (and without) IEPs within their district who exhibit challenging behavior. Therefore, it is advantageous for the BCBA to build capacity within other school professionals to carry out these evidence-based strategies and systems. Doing this will reduce the burden on the BCBA, encourage a system that sustains outside of direct contact with the BCBA, and will ultimately impact more students. This presentation examines the use of the Cascading Coaching Model (Chung et. al., 2022) to build capacity within school districts to carry out a number of behavior analytic initiatives.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Ashley Walke is the Director of School Based Services for Hopebridge Autism Therapy Center and an Early Childhood Special Education Contractor with the Office of Special Education at the Indiana Department of Education. She holds a master’s degree in applied behavior analysis with a focus on autism spectrum disorder from Ball State University and has been a Board-Certified Behavior Analyst since 2016. She is currently pursuing her PhD in Special Education with a focus in policy. Her work at Hopebridge puts her in schools and classrooms around the state providing hands-on training to administrators, educators, and paraeducators on systems and strategies to support students with challenging behavior. Her work at the state centers around improving the outcomes of preschoolers with IEPs through creative problem solving and systems work. When not working, you can find her cheering on her two littles in soccer or dance, reading, traveling, or drinking way too much coffee.
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.