Defining the Role of the BCBA in the Public School: Best Practices for Effective Service Delivery - Self-Paced (2 CE)

Title of Event: Defining the Role of the BCBA in the Public School: Best Practices for Effective Service Delivery

Date and Location of Event: Self Paced

Time and Duration of Event:  120 minutes

Number of Type 2 / Learning CEUs: 2 CEUs

Number of [Ethics or Supervision] CEUs: NA

Names of Event Instructor(s): Shaana Berman, Ed.D. BCBA

Bio: Dr. Shaana Berman is a Board Certified Behavior Analyst and credentialed education specialist with over 20 years of experience working in home, school, and community settings to promote best practices for students diagnosed with autism and other disorders. Shaana is the Clinical Director of Education at Positive Behavior and Learning, an international e-learning platform that provides training, consultation, and specialized workshops for parents, teachers, and other professionals.

Event Covers the Following Behavior Analysis Content: Practice

Event is Designed For: Board Certified Behavior Analysts

Event Level: Intermediate

Learning Objectives for Participants:

1. Describe the special education system and the laws that guide service delivery.
2. Develop strong, Individualized Education Plans (IEP).
3. Identify strategies to facilitate collaboration with school teams.
4. Apply strategies to diagnose problems and implement solutions.

Description of Type 2 / Learning CE Event: 
How can we improve our practice in public schools to achieve optimal outcomes for the clients we serve? Often, the BCBA role is unclear and there are many factors contributing to that. For example, lack of understanding of legislation that governs special education may lead to inadvertent violations and holdups along the way. Also, there are frequently gaps in information for both BCBAs and district staff that impact development of the student’s IEP. Challenges related to team dynamics and collaboration together with ethical dilemmas in the school further muddy the waters for the role of the BCBA. This course is designed to inform BCBA role definition by mastery of the learning objectives seen here, in order to continue to improve service delivery and ultimately, the experiences of those serve.

References (more to be added):

Brodhead M. T. (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behavior analysis in practice, 8(1), 70–78. https://doi.org/10.1007/s40617-015-0042-7

LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary Teaming: Enhancing Collaboration through Increased Understanding. Behavior analysis in practice, 12(3), 709–726. https://doi.org/10.1007/s40617-019-00331-y

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., & al, e. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131. Retrieved from https://search.proquest.com/docview/218791145?accountid=166077

Resources:

https://cedargrouplearning.com/downloads/effective-and-ethical-school-consultation-ten-commandments-for-board-certified-behavior-analysts-2/