School Based Collaboration: Where Science Meets Art 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, clinic sessions and day-to-day service delivery. In School Based Collaboration: Where Science Meets Art, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via Oregon Association for Behavior Analysis
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Join Free →The BACB's Ethics Code for Behavior Analysts includes ethical standards related to behavior analysts developing a skill set of collaboration when providing professional services. Very few service delivery settings require a behavior analyst to have a well-developed and flexible collaborative skill set than school settings. When participating within a student's school-based team, whether the behavior analyst is a provider inside or outside the school system, a behavior analyst is asked to function within a multi- disciplinary team to meet individual student needs and support academic and social/emotional progress. These multi-disciplinary teams are typically composed of a student's caregiver and experts in various field, such as education, occupational therapy, physical therapy, and speech-language, based upon the individual student's needs. Often, a behavior analyst's training and expertise in behavior makes one a well-suited expert to participate as a member of a student's school-based team. Yet, at the same time, a behavior analyst's training may not have provided the attention and time to developing a collaboration skill set that is both ethically and practically required to be an effective team member. This professional learning opportunity's focus is to raise awareness regarding foundational collaboration skills that will support a behavior analyst in making initial steps in developing a refined and flexible collaboration skill set. Learning Objectives 1. Explore the BACB's ethical standards related to professional collaboration, specifically within school settings. 2. Identify foundational skills towards developing a greater collaboration skill repertoire. 3. Recognize behaviors which undermine professional collaboration, specific to school settings.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
225 research articles with practitioner takeaways
195 research articles with practitioner takeaways
194 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.