Supporting School-Based BCBAs to Maximize Their Impact becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines. In Supporting School-Based BCBAs to Maximize Their Impact, 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
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Schools are a unique application of behavior analysis. School-based behavior analysts are individuals who bring specialized expertise to support students and build capacity in educators. Recognizing this skillset, school districts are employing more BCBAs (e.g., Menendez et al., 2017; Shepley & Grisham-Brown, 2019). School districts are using school-based behavior analysts in a variety of ways that include direct student support, improving educator practices, and systems work (e.g., Layden et al., 2023). However, frequently, school-based behavior analysts are still underutilized and report feeling under-supported (Layden et al., 2023). This session will provide an overview of recent research related to school-based behavior analysts, their roles, and supports needed for their success. Research studies conducted by the Virginia Public Schools Behavior Analyst Network (VAPSBAN) Research Professional Learning Community will be highlighted and include several studies from both quantitative and qualitative methodologies focused specifically on school-based behavior analysts. Participants will consider implications of these studies to their own practices and discover improved ways to collaborate with educators and other stakeholders. This session will also discuss options for potential self-advocacy for school-based behavior analysts to maximize their effectiveness in school settings.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Daria Lorio-Barsten, Ph.D., BCBA, LBA, is a clinical assistant professor in Curriculum & Instruction at William & Mary. Dr. Lorio-Barsten supported students and teachers in PK-12 public schools across a variety of roles. She has previously worked in the school districts as a project specialist with the Training and Technical Assistance Center, instructional specialist, assessment and compliance coordinator, special education teacher, and general education teacher. Her areas of interest include applied behavior analysis in school settings, building inclusive learning communities, behavior management, data-driven decision making, systems-change, and effective teacher preparation.
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.