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Preparación de analistas de conducta para la práctica escolar

Susan R Copeland1, Peg Duffie2, Rolanda Maez1

  • 1Department of Special Education, University of New Mexico, MSC05 304287131 Albuquerque, NM Mexico.

Behavior analysis in practice
|January 12, 2026
PubMed
Resumen

Los analistas de conducta certificados (BCBA) a menudo se sienten poco preparados para la práctica escolar debido a lagunas en la formación inicial. El trabajo de campo supervisado en escuelas y la educación continua son cruciales para mejorar la confianza y la competencia en entornos educativos.

Palabras clave:
análisis de conducta en escuelaspreparación de analistas de conductaanalistas de conducta escolaresprogramas de formación para analistas de conducta escolares

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Área de la Ciencia:

  • Análisis de Conducta en Educación
  • Psicología Escolar
  • Educación Especial

Sus antecedentes:

  • Los entornos educativos representan un enfoque profesional significativo para los Analistas de Conducta Certificados (BCBA).
  • Existe una notable falta de investigación que examine la preparación de los BCBA para la prestación de servicios en el ámbito escolar.
  • Comprender las percepciones de los BCBA sobre su formación es vital para mejorar los servicios de apoyo educativo.

Objetivo del estudio:

  • Investigar las percepciones de los BCBA sobre su preparación y confianza en áreas de conocimiento específicas de la escuela.
  • Identificar facilitadores y barreras para la práctica escolar efectiva encontrados durante la formación inicial.
  • Explorar la educación continua post-credencial de los BCBA en estas áreas especializadas.

Principales métodos:

  • Se administró una encuesta a 116 Analistas de Asistentes de Conducta Certificados (BCAABAs), BCBA y Doctores BCBA (BCBA-Ds) en los Estados Unidos.
  • La encuesta incluyó 26 preguntas cerradas y abiertas que evaluaron la preparación, la confianza y la educación continua.
  • La recopilación de datos se centró en las percepciones de la formación en equipos multidisciplinarios, IEP, planes de estudio educativos, estándares y leyes.

Principales resultados:

  • La mayoría de los encuestados informaron una preparación mínima o nula en áreas clave de la práctica escolar a partir de su formación inicial en análisis de conducta.
  • Los BCBA con experiencia previa de trabajo de campo supervisado en escuelas informaron niveles de confianza más altos.
  • Un número significativo de participantes buscó o planeó buscar capacitación adicional para abordar estas lagunas de conocimiento.

Conclusiones:

  • La formación inicial en análisis de conducta prepara inadecuadamente a los BCBA para las complejidades de la práctica escolar.
  • El trabajo de campo supervisado en entornos educativos es un factor crítico para desarrollar la confianza y la competencia de los profesionales.
  • Se necesitan cambios sistémicos en los programas de formación y educación continua accesible para apoyar el análisis de conducta escolar efectivo.