Understanding the Roles of Behavior Analysts Across Environments matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines, clinic sessions and day-to-day service delivery. 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 →This presentation will discuss a mixed-methods study conducted to examine the roles of behavior analysts across environments. Quantitative and qualitative data were collected across the country to gain an understanding of the roles of behavior analysts in clinical and school settings. The results of the qualitative and quantitative data reveal that behavior analysts have similarities and differences in their roles across clinical and school environments. While there are similarities in the roles across settings, there are both qualitative and quantitative differences in the roles of Clinical Based Behavior Analysts (CBBAs) and School Based Behavior Analysts (SBBAs). Considerations and implications of these differences are discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Erin Fitzgerald Farrell (she/hers/Dr.) is an adjunct professor at the University of St. Thomas in the department of special education and the Autism Specialist for the Minnesota Department of Education. Prior to her work in these roles, Dr. Farrell worked as a licensed ASD teacher and Board Certified Behavior Analyst (BCBA) supporting students and systemic positive behavior interventions and support (PBIS) across districts as a District Behavior Specialist. Dr. Farrell has over 20 years of experience supporting individuals with ASD across school, home, clinical, and community settings. After being in the field for many years, she has now also gained the incredible experience of having a child diagnosed with ASD and is now able to bring the parent perspective to her work as well. She has three amazing children, two with IEP’s, and they help guide the work that she is privileged to engage in. Dr. Farrell completed her Doctoral degree in 2023 with her dissertation research examining the roles of behavior analysts in clinical and school settings. Through her University work she has had several recent publications in books and peer-reviewed journal articles on topics such as Applied Behavior Analysis (ABA), intersectionality, hip-hop pedagogy, and addressing diversity and bias through reflective practices.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
194 research articles with practitioner takeaways
174 research articles with practitioner takeaways
172 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.