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School-Based Transdisciplinary Teaming to Maximize Behavioral Supports.

Amber M Reilly1, Gabrielle E Crowell2, Jillian M Thoele3

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Behavior Analysis in Practice
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Summary
This summary is machine-generated.

Board Certified Behavior Analysts (BCBAs) can improve school-based behavioral interventions by adopting a transdisciplinary model. This approach enhances collaboration and ensures interventions are socially and ecologically valid for students needing behavioral support.

Keywords:
Behavior analystCollaborationEcological validitySchoolsSocial validity

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Area of Science:

  • Applied Behavior Analysis
  • School Psychology
  • Educational Psychology

Background:

  • Increasing need for behavioral support in US schools.
  • Board Certified Behavior Analysts (BCBAs) are qualified to provide support.
  • BCBAs may lack school-specific collaboration skills, impacting intervention validity.

Purpose of the Study:

  • To present a transdisciplinary model for school-based collaboration for BCBAs.
  • To enhance the effectiveness of behavioral interventions in educational settings.
  • To ensure social and ecological validity of interventions.

Main Methods:

  • Adapted Boyer and Thompson's (2014) transdisciplinary model for school settings.
  • Incorporated elements focused on BCBA knowledge of school systems.
  • Emphasized building rapport, clarifying roles, and facilitating feedback exchange.

Main Results:

  • The model provides a framework for BCBAs to effectively collaborate within schools.
  • It addresses the need for BCBAs to understand school systems and team dynamics.
  • Key components include extending knowledge, establishing rapport, enriching understanding, and exchanging feedback.

Conclusions:

  • A transdisciplinary model can maximize the effectiveness of behavioral interventions in schools.
  • BCBAs can improve collaboration by understanding school systems and team roles.
  • This model promotes socially and ecologically valid outcomes for students.