From Putting out Fires to Preventing Them All Together: Systematic processes for developing and implementing customized supports to build capacity within educational environments becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines. In From Putting out Fires to Preventing Them All Together: Systematic processes for developing and implementing customized supports to build capacity within educational environments, 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 →A Model for Training Public School Practitioners in Positive Behavior Technologies Taryn Traylor, Lauren Avellone, Susan Palko, Kate Lewis Students with Autism Spectrum Disorder (ASD) often display severe problem behavior that hinders educational and social progress. Educators in public schools often need to be more trained in using intensive evidence-based positive behavior technologies. This presentation will describe the preliminary investigation of a coaching and consulting model (developed through a school-university partnership) for effectively increasing staff's ability within public schools to reduce problem behavior in students with ASD. Public school practitioners enrolled in the Customized Behavior Application Training (CBAT) program completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Student outcome data has also been collected to examine the impact of the CBAT program. Initial findings indicate positive receptivity of CBAT as a useful training for school staff to more confidently and independently address problem behavior in students with ASD in classroom settings. Findings also indicate that the CBAT model has been effective in promoting retention rates in public school classrooms for students with ASD. From Putting Out Fires to Preventing Them All Together: A systematic process for developing and implementing customized support to enhance the quality, efficiency, and effectiveness of special education programs Lauren Niles, Chelsea Smith, Jessica Pavolic, Lindsay Ambrosino As behavior analysts working in a school setting, we are typically brought in to support a student after challenging behavior has been occurring for a significant amount of time or at a significant level. The Chester County Intermediate Unit has taken a systematic approach to looking at not only the individual needs of the students in the low incidence population but also evaluating and supporting proactively at the classroom and organizational level. This allows us to determine system-wide changes that can be made to address the barriers to optimal staff and student performance. This presentation will share the Chester County Intermediate Unit's Specialized Instructional Coaching Model, along with a case study of an organization in which the model was implemented.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Taryn Goodwin Traylor, Ph.D., BCBA, is an assistant professor and autism consortium coordinator for 41 school districts in central Virginia. She has more than 15 years of experience supporting children and youth with ASD as a regional program coordinator of an in-home ABA program, a technical assistance provider to a large school district, and a regional program advisor to 15 school districts. Dr. Traylor has been a Board Certified Behavior Analyst since 2011. Dr. Traylor has extensive experience and research in tiered behavioral supports for children and youth with ASD.
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.