Talking the Talk: Thoughts on Improving the Behavioral Consult Game becomes clinically important the moment a team has to turn good intentions into reliable action inside busy classrooms and teacher-managed routines, clinic sessions and day-to-day service delivery. In Thoughts on Improving the Behavioral Consult Game, 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 BABAT
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Behavior analysts are highly educated in understanding the environmental impacts on human behavior, highly practiced in identifying the key functions maintaining behaviors interfering with effective client learning, and highly coached in working with individual clients to support meaningful behavioral changes. Perhaps after all that work, we've become too high on our own supply of competence because what many of us are not highly skilled in is professional consultation. Rather than focusing solely on our clinical abilities as experts in behavior change, consultation reflects our skills in rapport building, professional collaboration, and meaningful dissemination to support our consultees in solving socially significant problems in their own environments. As behavior analysts move beyond specialized clinic settings and into the greater world of public education systems, this disconnect between how we traditionally solve socially significant problems and how we consult with other professionals leaves us at risk of worsening our relationships with the wider educational world and falling into the ethical trap of mistaking competence in behavior change with competence in consultation. In this workshop, we will review the major differences between clinical and consultative work and how to use practical frameworks such as motivational interviewing and baseline classroom conditions to bridge the gap between knowing and implementing meaningful solutions in a school setting.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
Robert Parry-Cruwys, MSEd, BCBA, LABA, has worked in the field of behavior analysis for many years. He is dually certified as a behavior analyst and a licensed special education teacher. For much of his career he has provided consultative services within the public school system to students with behavioral challenges, including but not specific to those diagnosed with autism or developmental disabilities. Rob believes in a collaborative and contextual approach to providing client services. He specializes in addressing school refusal and in training staff. Never one to sit still for long, he reads voraciously, goes on long walks with weights in his backpack, hosts the behavior analytic podcast ABA Inside Track, and enjoys gin-based cocktails.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
239 research articles with practitioner takeaways
239 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.