Working Effectively in Schools: Avoiding Common Pitfalls to Promote Better Outcomes for Students and their Teachers belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines. In Working Effectively in Schools: Avoiding Common Pitfalls to Promote Better Outcomes for Students and their Teachers, 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
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Armed with evidence-based practices from over five decades of research, behavior analysts have much to offer schools. Unfortunately, our enthusiasm for enacting change may cause us to miss important contingencies that might be critical to success. How we approach behavioral assessment, intervention design, data collection, and systems support -- as well as the interpersonal skills we have when delivering these services – can truly "make or break" our work in schools. This presentation will identify some of the common mistakes that behavior analysts make when working with teachers and students, which can undermine our effectiveness and the social validity of our work. Drawing on both research and practical experience working in high-risk educational environments, the presentation will provide suggestions for avoiding common pitfalls or avoiding them altogether.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Dr. Jennifer L. Austin has worked as a behavior analytic researcher and clinician for over 25 years. Her research and clinical interests have focused primarily on behavior analytic applications in education, as well as applying our science to populations that are relatively underserved by the field, including prisoners, children in mainstream education, and children who have experienced trauma. Dr. Austin received her Ph.D. from the Florida State University and was formerly Professor of Psychology and Head of Behavior Analysis at the University of South Wales in the United Kingdom. In 2020, she received the Society for the Advancement of Behavior Analysis award for her contributions to the international development of behavior analysis. She joined the behavior analysis faculty at Georgia State University in 2022. She is a former president of the UK Society for Behaviour Analysis, the current president-elect of the Georgia Association for Behavior analysis, a former Associate Editor of the Journal of Applied Behavior Analysis, and a current Associate Editor of Behavior Analysis in Practice.
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.