CEU: ABA in Schools - Module 1: Effective Collaboration

BCBA CEUs: 2 Type II Learning

QABA CEUs: 2 General

APA/CESA: 2 General (Home Study)

Oftentimes, Behavior Analysts find themselves providing services in the school setting whether it is as a District Level Behavior Analyst, Behavior Specialist, or consultant.  A common thread that is documented and has shown minimal progress for students is the confounding environmental variables that are found in the school setting. Such variables include the school structure and culture, motivation, and lack of resources. Due to these constraints, BCBAs find it difficult to maneuver to ethically address challenging behaviors in school settings.  Without a full understanding of the parameters and context of the school and its systems, the positive behavioral change will be limited and ultimately the student receiving services will not reach his/her highest level of independence.  

Special Learning, Inc with the renowned expert on Problem Behaviors in School Settings, Dr. Ronnie Detrich targeted this topic uncovering the key successes to facilitate collaboration in the school setting and in turn, start the process to effectively address problem behaviors presented by students we serve. 

With Dr. Detrich’s 5+ decades of experience in providing ABA in educational settings and guest panelists, this 2-hour webinar will provide the knowledge and tools for Providers to set the stage and utilize a systematic effective approach to collaborate with school administration, educators, and other therapists prior, during, and after the Assessment and implementation of Behavior Plan to achieve the greatest outcomes and reduce problem behaviors in schools. During the LIVE interactive webinar, participants are encouraged to submit questions and receive real-time answers from the experts.

Presenter(s): Ronnie Detrich, Ph.D., Noor Syed, Ph.D., BCBA-D

Learning Objectives and Outcomes:

1. List variables that lead school administrators to request ABA services for a student.
2. Describe how different agendas by individual educators can influence the delivery of service.
3. Demonstrate working knowledge of the roles and responsibilities of Administrators, Educators, Behavior Analysts and specialists, Speech-Language Pathologists, ESE Department personnel, etc. in the school system.
4. Identify objective key drivers such as success measures and metrics for schools vs behavioral providers.
5. Develop a systematic approach when working in schools to achieve the highest level of collaboration among the professionals to ultimately serve the student presenting with problem behaviors.

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TIMELINE: This course, on its own has a license for active use for 30 days unless it is purchased as part of a bundle/library.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.

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