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在学校环境中行为分析师的协作实践:现场证据
Cheryl Light-Shriner1, Dani Pizzella2, James B Schreiber3
1Department of Special Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820 USA.
Behavior analysis in practice
|October 13, 2025
概括
董事会认证的行为分析师 (BCBA) 尽管有道德要求,但在协作实践方面接受的培训很少. 然而,公立学校的BCBA报告频繁的合作,强调需要更好的培训和支持.
科学领域:
- 行为分析 行为分析
- 专业道德 职业道德 专业道德
- 教育心理学教育心理学
背景情况:
- 行为分析师道德准则 (2020) 规定了董事会认证的行为分析师 (BCBA) 的协作实践.
- 关于BCBA培训和协作实践的实施程度在很大程度上是未知的.
- 这项研究重点关注在学校环境中工作的BCBA.
研究的目的:
- 检查BCBA之间的协作实践中的培训经验.
- 确定BCBA在学校参与的协作实践的频率.
- 识别伦理任务与实际实践之间的差异.
主要方法:
- 隐藏类分析 (LCA) 用于识别协作实践的不同模式.
- 从与学校环境相关的BCBA收集了有关其培训和实践频率的数据.
- 分析的重点是了解协作参与的概况.
主要成果:
- 出现了三种不同的个人资料模型,对协作实践的频率进行了分类.
- 参与的BCBA报告说,他们对协作实践的正式培训很少或根本没有.
- 公立学校地区雇佣的BCBA报告说,他们参与了高级别的协作实践.
结论:
- 合作的伦理要求和BCBA所接受的培训之间存在很大的差距.
- 公立学校的BCBA表明协作实践的频率更高,这表明环境因素可能会影响实施.
- 进一步的研究对于评估协作实践培训的质量和制定支持遵守道德准则的策略至关重要.
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