Preparation of Behavior Analysts for School-Based Practice 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 Preparation of Behavior Analysts for School-Based Practice, 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 →Behavior analysis has been practiced in educational settings for many years (Pennington, 2022) and is associated with a multitude of positive outcomes for students and school staff (e.g., Giangreco et al., 2023). A survey by the Behavior Analyst Certification Board (2023) found that educational is practice the second largest primary area of professional emphasis for these practitioners. Despite the growing need for behavior analysts in educational settings, and legal mandates directly related to specific practices, how these professionals have been prepared to work in school settings has not been thoroughly studied (Brodhead et al., 2018). This research survey examined the nature and extent of BCaBAs®, BCBAs®, BCBA-Ds® initial preparation to practice in school settings and if/how these professionals have sought additional training after their initial preparation. One hundred forty-six individuals from across the US responded to the survey. Results indicated that most respondents did not perceive their initial training in behavior analysis sufficient preparation to work effectively in school settings, and they found other places to gain specific knowledge needed for these complex environments (e.g., through training in other professional disciplines, mentors, conferences, and workshops). Respondents also identified barriers to and facilitators of school-based practice that have significant implications for the field. We will describe these findings and their implications for future preparation of behavior analysts, school-based implementation of behavior analysis, as well as suggestions for future research to expand understanding of this important area of practice.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Copeland is a Regents’ Professor in the Department of Special Education at the University of New Mexico and a BCBA-D. Her primary research interest is in developing strategies that allow individuals with disabilities to provide their own supports, direct their own lives, and enhance their active participation in their families, schools, and communities. She has published numerous research articles, book chapters, and two books on her research in areas such as: examining how teachers are prepared to teach reading/literacy to students with severe disabilities, self-management instruction for individuals with intellectual disability or ASD, and use of applied behavior analysis with children with fetal alcohol spectrum disorder. Much of her work has included working with interdisciplinary teams in community agencies and school settings. She teaches graduate and undergraduate courses in applied behavior analysis, single case research design, reading/literacy instruction for individuals with complex support needs, advocacy and empowerment for individuals with complex support needs, and history and current understanding of intellectual disability.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
233 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.