This workshop extends the principles of organizational performance engineering (OPE) into a comprehensive framework for transforming how providers work together to produce efficient client progress. The central premise is as direct as it is important: when providers do not work together effectively, clients fail to make the progress they need for successful lives.
Provider: BehaviorLive — via The ABA Collective
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →When providers don't work together, clients fail to make efficient progress towards mastery of the knowledge and skills they need for successful lives. "Things fall apart; the centre cannot hold" (Yeats, 1989). Ethical leaders do what it takes so that providers will act in each client's long-term best interest. "If you pit a good performer against a bad system, the system wins almost every time" (Rummler & Brache, 1995). We can use behavior analysis to engineer provider and recipient behavior change at the system, process, and individual levels of a school, center, or tutoring program, to solve its organizational performance problems so that every client will make efficient progress towards mastery of the knowledge and skills needed for a successful life. "We contend that the leader's role is to establish the conditions under which all performers will execute the mission, vision, and values of the organization" (Daniels and Daniels, 2005).
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 2 | Ethics |
Since earning his Ed. D. in Educational Psychology from the Behavior Analysis in Human Resources program at West Virginia University, Dr. Bruce has taught behavior analysis in both undergraduate and graduate programs and consulted with variety of organizations. He is the author of Instructional Design Made Easy—a workbook for designing more efficient learning programs, and EARS, a pragmatic, organizational performance engineering process that can be used to improve how people work together so that every client or student makes efficient progress. EARS is an acronym for 1) Evaluate student progress; Analyze causes of teacher performance problems and the performance problems of those who provide resources, training, and management to support the teacher; Recommend changes in teacher and provider resources, training, and management; and Solve provider performance problems by designing and implementing recommended solutions. In addition to conducting EARS workshops, he is writing a second book, Engineering Schools for Student Success, and designing a web-mobile application, “Progress Charter‚” that will make it easier for schools to design and implement the EARS process.
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
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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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.