Technical Assistance in Tennessee: Improving FBAs, BIPS, and Educator-Implemented Intervention in Schools is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of school teams and classroom routines. In Technical Assistance in Tennessee: Improving FBAs, BIPS, and Educator-Implemented Intervention in Schools, 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 Tennessee Association for Behavior Analysis
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Join Free →Exceptional students in Tennessee's public schools sometimes require intensive, individualized assessment and intervention in order to access the education to which they are entitled. It is often the case that the educators who would be responsible for engaging with these processes report having insufficient training to succeed with those students whose behavior interferes with safety or engagement at school. Decades of research have suggested that traditional methods of training such as pre-service preparation or train-and-hope professional development models are often unsuccessful at producing the sustainable and generalized improvements in practice that could positively impact students' experiences and outcomes. Moreover robust models of coaching and consultation, professional learning communities, and multiple opportunities for authentic practice and feedback are yielding more favorable results. This symposium describes the goals, methods, and outcomes of two distinct technical assistance initiatives funded by the TN DOE and carried out by partners within the Tennessee Technical Assistance Network. Both of these initiatives included goals related to improving the independent performance of educators serving students with exceptional behavior needs, and addressed these goals through ongoing, individualized technical assistance programming. The first of these presentations highlights a year-long training program for 104 public school educators who participated in asynchronous online training, an in-person workshop, and a series of webinars and consultation sessions aimed at improving their ability to create FBAs and BIPs consistent with evidence-based practice and compliant with Tennessee's 2022 state board rule. The second presentation details a case study in which a multidisciplinary team involving a behavior analyst, speech pathologist, and family engagement specialist teamed with school-based educators to conduct assessment, design and implement intervention, and generalize strategies and student success.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dithu is a Licensed, Doctoral-level Board Certified Behavior Analyst providing Applied Behavior Analysis (ABA) services, conducting research, and teaching for over 15 years. His professional experiences span multiple related domains, including trauma-informed care, neurodiversity-affirming services, practical functional assessments, and choice- and skill-based interventions addressing severe behavior. He has co-authored over 20 peer-reviewed journal articles and book chapters on these topics.
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
252 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.