General CEU: The Rules are Made Up and the Points Don't Matter: Learning to Effectively Collaborate in the School Setting through Culturally Responsive, Adult-Centered Interventions

The Rules are Made Up and the Points Don't Matter: Learning to Effectively Collaborate in the School Setting through Culturally Responsive, Adult-Centered Interventions is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of school teams and classroom routines, busy classrooms and teacher-managed routines. In The Rules are Made Up and the Points Don't Matter: Learning to Effectively Collaborate in the School Setting through Culturally Responsive, Adult-Centered Interventions, 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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Course Description

The application of behavior analysis in school settings should be a match made in heaven. However, the research to practice gap in classrooms (Beahm & Cook, 2021) paired with the incomplete training and supervision of Board Certified Behavior Analysts (BCBA) in schools, leaves educators and BCBAs ill-equipped to address the challenges faced in today's schools (Layden et al., 2024). Additionally, few school staff understand the roles, responsibilities, and possibilities of consulting with BCBAs. In this presentation, two doctoral students, one in Applied Behavior Analysis and one in Special Education, who are both BCBAs highlight the need for adult-centered interventions in the school setting. Their aim is to enhance collaboration between BCBAs and school staff, improve student outcomes, and reduce racial and gender disparities. Topics covered include a brief history of discipline disparities in U.S. public schools, how to effectively build rapport with school staff, adult-centered interventions to address disruptive student behavior, and strategies to embed culturally responsive practices when working in school settings.

What You'll Learn

1. Identify how implicit biases and cultural expectations may contribute to disproportionate discipline practices in schools and describe strategies to mitigate this.
2. Describe key factors that distinguish applied behavior analytic work in school settings and identify best practices when working with school staff.
3. Develop and implement behavior-analytic adult-centered interventions in the school setting to effectively address disproportionate discipline practices.

CEU Credits Earned

Certification Body	Credits	Type
BACB®	1	General
COA	1	—

About the Instructor