A BCBA's Guide to School Coordination
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Presented by Emily Summers, LBA, BCBA Effective coordination amongst service providers allows for generalization of skills, and results in improved outcomes for shared learners. Attendees will learn to use principles of ABA to effectively arrange and execute coordination with school-based professionals. Input from a panel of special educators will be incorporated regarding their experiences coordinating with outside professionals. BCBAs who attend the entire live event (virtually or in-person) will receive 2 Type-II CEUs. All who register will receive the presentation and handouts.
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A BCBA's Guide to School Coordination
- 1. A BCBA’s Guide to School Coordination Emily Summers, M.Ed, BCBA, LBA Changing Lives. One child at a time. One professional at a time.
- 2. Changing Lives. One child at a time. One professional at a time. For a copy of the slide deck or more information about Verbal Beginnings, contact Kat Tarsaswarm at: kat@verbalbeginnings.com
- 4. Learning Objectives • Participants will be able to identify: • the purpose of school coordination, • with whom we coordinate, • when to coordinate, • how to coordinate, • why we coordinate • Participants will identify 3 ways to pair with school-based professionals. • Participants will identify ethics code that aligns with the obligation for effective coordination.
- 5. Education Statistics in US • US Department of Education reported 617,000 learners with autism receiving services under IDEA in 2015-2016. -- 1.2% of all learners ages 3-21 receiving services. • “The prevalence of ASD continues to rise (one in 68 children and one in 42 boys; Centers for Disease Control and Prevention [CDC], 2014), and the costs for educating children with autism are high. Recent research indicates that the annual costs associated with educating a child with ASD are roughly $6,500 to $10,400 higher than for educating a child without special education needs.” (Lavelle et al., 2013). U.S. Department of Education, National Center for Education Statistics. (2019). Digest of Education Statistics, 2017 (NCES 2018-070), Chapter 2.
- 8. Coordination & Consultation Operationally Defined- Which of these terms better describes a COLLABORATIVE approach? coordination consultation
- 9. Perceived Deficits Let’s complete a survey on our perceived deficits and evaluate results.
- 11. Interview #1 How long have you been teaching and how frequently do you consult or coordinate with outside service providers? Responses: Average 8.4 years
- 12. With whom do we coordinate? • Special educators / General educators • Administrators • Related Service providers • Speech Language Pathologists • Physical Therapists • Occupational Therapists • School based BCBA’s
- 13. Interview #2 How frequently would you like to have contact with outside service providers?
- 14. Ideally at intake Ongoing Upon parent request When do we coordinate? Inform Initial Assessment Ongoing Rates Identify strengths and needs Baseline Rates Topographies of behavior Contingencies surrounding behavior IEP Meetings Issues
- 15. What benefits have you encountered as a result of coordinating with outside service providers? Interview #3 We are able to maintain continuity with the services we provide and the techniques we are using with our students We are able to maintain continuity with the services we provide and the techniques we are using with our students. We are able to maintain continuity with the services we provide and the techniques we are using with our students New ideas, more support for student, resources, new perspective We are able to maintain continuity with the services we provide and the techniques we are using with our students Consistency with program implementation (for skills and BIP), collaboration, goal setting, problem solving We are able to maintain continuity with the services we provide and the techniques we are using with our students Different perspective. Suggestions. Collaboration
- 16. • School is the REAL WORLD • To evaluate client skill/behavior demonstration at school • To identify additional areas of CLIENT need. • Ethical Obligation 2.03 Consultation (b) When indicated and professionally appropriate, behavior analysts cooperate with other professionals, in a manner that is consistent with the philosophical assumptions and principles of behavior analysis, in order to effectively and appropriately serve their clients. Why do we coordinate?
- 18. How do we do it? Before During After
- 19. 1. Have parents sign Verbal Beginnings Release of Information form. 2. Contact school-based professionals before your observation, introduce yourself & explain the purpose of your observation, as well as your role in the learner’s therapy, etc. 3. Recognize that school programs focus on educational outcomes and often can not implement clinical procedures. Before Arriving
- 20. Hello, My name is ________________ and I am a behavior analyst working with (Client first initial, last name). I have been working with this leaner for X months/years. In therapy, we primarily target skill acquisition and behavior reduction. I’d like to schedule a time to observe X in your class. The purpose of my observation will be to gain additional understanding of areas of client strength and need across environments and instructors. Please let me know if you have further questions regarding my role in (client’s) in-home/clinic-based therapy. Also, please identify a few 1- 1.5 hour observation times that I might be able to see (client) in your class. These may be times that the learner demonstrates skills or times that are viewed as more difficult for the learner when problem behavior is likely to occur. After my observation, I will complete an observation report to share with you and our shared leaner’s family. If you have any questions, please don’t hesitate to ask. I look forward to hearing from you. Kind Regards, _______________________ Verbal Beginnings, LLC, BCBA, LBA
- 21. How do we do it? Before During After
- 22. 1. Establish a relationship. During School Coordination
- 24. - Upon arrival, look at culture/context/values of the school program - Show interest in what’s happening - Honor school policies - Remember the teacher’s time - Listen! - Ask when/how professionals would like to receive feedback - Ask what the school professionals what you to look for/collect data on? - - What’s important to the teacher themselves? - What is a priority for behavior change for your shared learner? - Ask what the school professionals want you/the family to target during ABA - Aim to understand the difficulty of what you’re asking them to do - Recognize limits of schools/teachers - Identify the expertise that special educators, general educators, or related service providers bring to the table
- 27. Ways to collaborate effectively • Behavioral Skills Training - BST • I do, We do, You do • Behavior Priorities Survey • Bring data! • Use everyday language. • See Rolider & Axelrod The Effects of “Behavior-Speak” on Public Attitudes toward Behavioral Interventions: A Cross-Cultural Argument for Using Conversational Language to Describe Behavioral Interventions to the General Public
- 28. Who can argue with this?
- 30. What has been your experience working with outside service providers as a part of the IEP team? Interview #4 Could be worse…
- 31. During IEP Meetings • Remember that non-behavioral strategies can be evidence based. • “Excessive questioning or critiques of non-behavioral treatments by the BCBA may unintentionally erode professional relationships between the BCBA and their nonbehavioral colleagues.” Brodhead, 2015 • Develop a standard response that can be used in place of immediately discounting another professional opinion.
- 32. How do we do it? Before During After
- 33. • Complete a formal observation report • Include data (Graphs? Visual Display?) • Identify ways ABA will target deficit areas- Home? School? • Make a few, objective, and realistic suggestions • Follow up! Will there be another visit? If so, when? After coordination occurs…
- 34. Barrier to School Coordination BCBA Intrapersonal Training Kelly & Tincani (2013) created a survey for BCBA’s • 67% reported no coursework with “collaboration” in the title or description • 45% reported attending no workshops with “collaboration” in the title or description • However, 62% of respondents reported collaborating with other professionals on at least a daily basis.
- 36. As a teacher, what do you want outside service providers to know about coordination in the school? Interview #4 I would want them to know how the school/classroom operate so they can offer advice and information that is relevant. The more the better! Sometimes we don’t know what to do so we don’t do anything. The more we know the better! Get to know the school, classroom, and how the teacher works so you can better help all involved. We are eager to collaborate with people!
- 37. I think it’s important for everyone to be open minded and understanding of what can practically be implemented in the classroom/school. Sometimes how things work in a one on one setting don’t transfer to school setting. We have very little time to implement a new procedure, the less complicated, the better. Have an understanding of school system policies and procedures. What the class sizes are, and what viable options are actually available.
- 38. The Future of School Coordination • BACB Task list 2022 will require professionalism be taught alongside ethics. • We have the power. We need to aim to change the view of applied behavior analysis as a field through effective collaboration
- 39. References • Brodhead, M. (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behavior Analysis in Practice, 8, 70-78. • Kelly, A., & Tincani, M., (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities. 48, 1 , 120-131 • Kirkpatrick, M, Akers, J., & Rivera, G. (2019). Use of Behavioral Skills Training with Teachers: A Systematic Review. Journal of Behavioral Education, 1-18 • Lavelle, T. A., Weinstein, M. C., Newhouse, J.P ., Munir, K., Kuhlthau, K. A., & Prosser, L. A. (2013). Economic burden of childhood autism spectrum disorders. Pediatrics, 133 • Rolider, A. & Axelrod, S. (2005). The effects of “ behavior speak” on public attitudes toward behavioral interventions: A cross-cultural argument for using conversational language to describe behavioral interventions to the general public. Focus on behavior analysis in education: Achievement, challenges, and opportunities. (pp. 283-294). Upper Saddle River, N. J.: Pearson Education.
- 40. For a copy of the slide deck or more information about Verbal Beginnings, contact Kat Tarsaswarm at: •kat@verbalbeginnings.com Changing Lives. One child at a time. One professional at a time.
Hinweis der Redaktion
- This CEU event is being presented through Verbal Beginnings—an Applied Behavior Analysis company providing therapy and consultation throughout Virginia, Maryland, Delaware, Pennsylvania, and the Washington DC area. Verbal Beginnings is an accredited Behavioral Health Center of Excellence, and an approved ACE Organizational provider through the BACB. Hello! I am Emily Summers, former special educator, and now Verbal Beginnings in-home BCBA. I’ve been with the company for just over 2 years and started off as a center-based BCBA. I transitioned into the field when my son was born. I chose to work with Verbal Beginnings because I had a great experience coordinating with a Verbal Beginnings BCBA when I was working in the classroom. School coordination is a special topic and I’d like to share my experiences with school coordination as a teacher as well as a coordinating BCBA. I feel I have a unique perspective having come from the classroom. I understand the restrictions of the school system and I feel strongly that behavior analysis has a place in the classroom and can be implemented and utilized effectively if care is taken, by the collaborative team members, to ensure that the school staff and the learner are supported.
- Verbal Beginnings is dedicated to providing compassionate care and effective treatment, with the mission of “Changing lives. One child at a time. One professional at a time.” We aim to achieve these goals through collaboration, innovation, inspiration, education, and dissemination. If you have any any questions about Verbal Beginnings, or about CEU events, please contact Kat Tarsaswarm at: kat@verbalbeginnings.com
- A bit more about Verbal Beginnings. We were founded in 2011, providing ABA therapy in the home. Over the course of 7 years, we have expanded our in-home services into multiple states and opened up our Verbal Beginnings Center, which houses our early intervention, feeding therapy, social skills, and now diagnostics programs. We are a family of around 100 RBTs and over 50 BCBAs, all working to change lives every day. We’re passionate about ABA and the effect it has when its applied in the real world. This presentation satisfies our “dissemination” core value.
- Our learning objectives for today are to:
- I want to share some statistics regarding the population we serve as students in the school setting. In 2015-2016, the US Department of Education reported 617,000 learners with autism receiving services under the Individuals with Disabilities Education Act or IDEA. IDEA is a four-part piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs. With regard to the cost of educating these learners, Lavelle and colleagues identified the costs to be between $6,500 - $10,400 higher than educating a child without special education needs. Because there are so many children with autism being served in the school setting AND the cost has been determined to be significantly higher than educating children without disabilities, educators and service providers should aim to work together to remediate areas of need for better outcomes for our shared learners. That being said, we, as behavior analysts, should plan for coordination with other providers when developing treatment plans for our clients.
- Please take out your phones and get logged in to participate in this activity. Send in one word that, to you, describes the term “coordination”. Review terms. Coordination is defined the act of making all the people involved in a plan or activity work together in an organized way. Poll Title: Coordination https://www.polleverywhere.com/free_text_polls/GMbzyYdNN696vtuhDzIVf
- Now, let’s see what words you associate with consultation. Review terms. According to the Cambridge Dictionary: Consultation is the process of discussing something with someone in order to get their advice or opinion about it. Poll Title: Consultation https://www.polleverywhere.com/free_text_polls/OwvOwhNMfLDQsrnwBNS3c
- Let’s complete this survey and see real time data regarding the perceived deficits of the participating professionals.
- Hopefully this workshop provides knowledge to remediate those perceived deficits. Poll Title: Perceived Deficits https://www.polleverywhere.com/multiple_choice_polls/RycjOfxSP3Q8Nl0gOoze8
- I sent a “teacher survey” to a variety of educational professionals. I received 9 responses. Responses will be reviewed throughout the presentation. I hope that by providing teacher perspective along the way, as professionals, we will recognize our role in providing effective coordination for our clients as we aim to improve the perception of our field. Review visual
- As we begin coordinating with school based-professionals, it is important to recognize that these professional, also, have extensive education and ongoing educational opportunities. Here are the details: Maryland requires all teachers to hold a bachelor’s degree from an accredited college or university. Those who wish to teach must also pass the state-mandated exams for educators, which are subject area specific. They must earn credits toward and past the master’s degree level in order to move up the pay scale as well as to keep their accreditation. Administrators- Must earn a Master’s Degree from an approved institute of higher education (IHE)Complete one of the following: A Maryland State Department of Education (MSDE)-approved program for certification of supervisory personnel that includes the outcomes in the Maryland Instructional Leadership Framework, A MSDE-approved program for certification of supervisory personnel 18 semester hours of graduate work, post-bachelor’s level, from an approved IHE that includes courses in the following areas: Assessment, instruction and curriculum Evaluating, observing, and development of staff Ethical decision-making and legal issues School administration, management and leadership OR Practicum internship/supervised experience Related Service providers- SLP, PT, OT- Bachelor’s or master’s degree in the specific area of focus and pass certification exam. This information was more difficult to find but professionals that you coordinate with may be willing to share the information. More and more school systems are hiring BCBA’s so there is a chance you’ll coordinate with someone who has a background in ABA and is using the principles within the classroom. Baltimore County aimed to have 6 BCBA’s on staff during the 2018-2019 school year. (for ~111k students) Found job advertisement for Baltimore City No information available for Howard County In 2015, Matt Brodhead wrote an article called “Maintaining Professional Relationships in an Interdisciplinary Setting” which was published in Behavior Analysis in Practice and identified that “Desirable professional interactions include maintaining respect for other disciplines, understanding the perspective those disciplines are taking, and appreciating the science that supports those disciplines”. We will explore this article more in a few slides. We cannot hold ourselves higher as professionals than those with whom we coordinate.
- The teacher surveys revealed:
- Time for more audience participation! “Let’s chat…” Why should coordination (at least observation) begin at intake? Inform initial assessments, collect baseline data, identify strengths and needs. Ongoing basis – can inform BIP, When parents request BCBA attendance at IEP meetings and/or identify other issues that need to be worked through It’s best practice not to wait until parents identify an issue. When you only coordinate when there is an issue between the family and the school, you may be viewed differently. Rather than as a student support, you may be perceived as a threat.
- If I’m being honest, someone responded N/A but since that wasn’t a “benefit”, I didn’t include it in the presentation
- I recently watched a short video that was posted on the Daily BA Facebook page. Daniel Horan, a British ABA consultant, discussed the perception of ABA and the reality. He mentioned googling “ABA therapy” and how a majority of the images reflect 1:1 instruction, the “do this lady” and the “touch red” guy. He identified that this instructional method is not the reality for many students or funding sources. When I googled “ABA therapy”, I saw this image. (CLICK TO NEXT SLIDE) As a field, we can aim to move past 1:1 ABA therapy at the table, in the NET, in the clinic, and in the home. One of our company core values is dissemination; if we can effectively provide access to ABA strategies for classroom teachers, we can broaden the scope of ABA service provision and adjust our service provision to match a realistic service delivery model. Learner skill and behavior demonstration in school are likely of socially significance to parents. Learners spend a majority of their waking hours in the school setting receiving intervention from a variety of service providers. If we can support learners in the environment which they spend their time, we can more effectively provide treatment and intervention, and improve outcomes for learners. A learner may not demonstrate the same areas of need within their home. Classroom settings tend to have structure and sometimes even whole class behavior expectations or reinforcement procedures but there can also be a lot of variables that are not easily controlled and situations that are not present in the home setting. How does your client respond when expected to wait in a group? Participate in a school-wide assembly? How does your learner respond when the lights are turned off for a video presentation? How does your learner respond when there is a schedule change due to a delayed opening or early dismissal? Is your client able to walk in line? Does he or she attempt to elope from the playground? Can any of these responses be targeted for improvement via direct therapy at home OR by collaborating with the school professionals?
- 7 out of these 10 images are an adult and child working 1:1. 2 images show an adult working with a small group of children and one image is of one child. This “image” represents the perception of ABA therapy. This image does not lend itself to being applicable in a variety of instructional settings.
- Cover your bases. Make sure there is an up to date Release of Information form in the client’s drive folder. Remind parents that they may also need to sign a similar form for the school before you can coordinate. Contact school-based professionals via phone or friendly email to introduce yourself and explain the purpose of your observation as well as your role in the learner’s therapy. You may opt to request that the client’s parent connect you with the school-based professional via email. Keep in mind, the school-based professional may not know about ABA and offer to answer any questions he/she may have. An introductory email template can be found in the coordination of services folder on google drive. Aim to understand the purpose of the educational setting as well as the potential barriers that school professionals face in meeting the needs of learners. Consider the differences in instructional models. Lastly, consider how the school professional may feel, with an outside service provider coming into their classroom.
- Cover your bases. Make sure there is an up to date Release of Information form in the client’s drive folder. Remind parents that they may also need to sign a similar form for the school before you can coordinate. Contact school-based professionals via phone or friendly email to introduce yourself and explain the purpose of your observation as well as your role in the learner’s therapy. You may opt to request that the client’s parent connect you with the school-based professional via email. Keep in mind, the school-based professional may not know about ABA and offer to answer any questions he/she may have. An introductory email template can be found in the coordination of services folder on google drive. Aim to understand the purpose of the educational setting as well as the potential barriers that school professionals face in meeting the needs of learners. Consider the differences in instructional models. Lastly, consider how the school professional may feel, with an outside service provider coming into their classroom.
- How do we establish a relationship with our clients (families and youngsters)? PAIRING
- Poll Title: How do we pair with other professionals? https://www.polleverywhere.com/discourses/be2ssXUcf8kqR9HlaGgc0
- Let’s develop a list of ways to pair with educational professionals: Upon arrival, look at culture/context/values of the school program Show interest in what’s happening Honor school policies Remember the teacher’s time Listen! Ask when/how professionals would like to receive feedback Ask what the school professionals what you to look for/collect data on? What’s important to the teacher themselves? What is a priority for behavior change for your shared learner? Ask what the school professionals want you/the family to target during ABA Aim to understand the difficulty of what you’re asking them to do Recognize limits of schools/teachers Identify the expertise that special educators, general educators, or related service providers bring to the table
- Let’s be honest…. You may come across non-behavioral treatments during your observation. We know there are plenty and professionals may have good reason to use them. It is not always our place to stop nonbehavioral treatment. BACB Guideline 2.10c states that Behavior analysts are responsible for review and appraisal of likely effects of all alternative treatments, including those provided by other disciplines^ (BACB 2010), BCBAs should have the skills to conduct the research that is necessary to adequately understand the proposed nonbehavioral treatment. Therefore, skeptical appraisal of a nonbehavioral treatment is recommended before a behavior analyst makes a recommendation for or against that treatment.
- “Excessive questioning or critiques of non-behavioral treatments by the BCBA may unintentionally erode professional relationships between the BCBA and their nonbehavioral colleagues. Because an erosion of professional relationships may occur when a BCBA questions a nonbehavioral treatment, a decision-making model for determining whether or not the proposed nonbehavioral treatment is worth addressing may be useful” (Brodhead, 2015)
- Once you’ve established a working relationship with a school-based professional and you’re prepared to begin sharing tips, methods, strategies or train a teacher on the learner’s BIP. Use behavior analytic methods to do so. Behavior Skills Training involves instruction, modeling, rehearsal, and feedback. In March of this year, Kirkpatrick, Akers and Rivera conducted a systematic review of literature involving BST with teachers. Behavioral Skills Training is identified as a multi-component training strategy that provides opportunities for the learner to practice the skill (i.e., rehearsal) and understand areas that need improvement (i.e., feedback). These practice opportunities distinguish BST from typical training procedures incorporated in most professional development workshops provided to teachers and found that the most common skill targeted using BST were DTT implementation and preference assessments. As you may guess, special educators were typically targeted for this type of training. Limitations to the research include: BST has not been evaluated with general educators and that, 73% of experiments targeted one skill but a suggestion was made that teacher’s with higher degrees may be “well suited to receive training on multiple skills”. You might conduct a behavior priorities survey to identify what behaviors are most significant for the school-based provider(s). You will use your clinical judgement to determine appropriateness but this can be a great way to establish a relationship with the teacher. By targeting something that will improve his/her day-to-day interactions with your client, the teacher may be more likely to implement proposed procedures with fidelity. Bring some actual hard data. Better yet, show graphs and visually analyze progress or rates of behavior with the teacher. Everyday Language- Come up with elevator speech about what we do. My go to is “I work with kids with autism to acquire skills and reduce problem behavior”. Jon Bailey and B.F. Skinner himself have identified the technical language used by behavior analysts as a contributing factor in the failure of educational and therapeutic communities to adopt behavior analytic technology. We know the word “punishment” isn’t always well-received but what else do we know? In 1998, Rolider, Axelrod, and Van Houten had behavior analysts and members of the general public (who had limited or no previous exposure to behavioral terminology) complete a likert scale. Four interventions were described using three communication styles. Then, the participants rated the acceptability of each of the communication styles. Results indicated that the general public preferred the conversational style explanation of the intervention, especially when statements related to the benefits of the interventions were added. Of course, the behavior analysts were comfortable with the technical style. Because there were only 48 English speaking participants in the study, and that was viewed as a limitation, the study was replicated in 2005 with 158 non-English speakers and the results were consistent with the original study.
- Mrs. Green, with regard to our shared learner’s biting behavior, we’ve experienced a significant decrease since we began implementing the behavior intervention plan, as you can see here. I feel strongly that if we work together to modify the plan so that you can effectively implement it throughout the school day, you will experience the same drastic decrease. With less biting, our learner will be able to participate in group instruction, require less adult support during lunch and recess, and require fewer written notices home to his parents which, I know take time. What do you say?
- If, at any point, you are going to request that a teacher collect data to inform program development, consider requesting momentary time sampling as it is the least time consuming and a teacher is likely to have the time and energy to collect believable data.
- The results are pretty indifferent. Of course, the response could have been worse.
- Use your decision making tree PRIOR to attending the IEP meeting. Become familiar with the Procedural Rights and Parental Safeguards document. This (long) document outlines parent rights in the IEP process. Unlike a treatment plan, formal assessments in schools are conducted every 3 years. Strengths and needs are informally assessed throughout the school year. Changes in IEP goals/objectives come from progress or the lack of progress. IEP goals and services are updated at least once per year. I like “interesting perspective”.
- A primary barrier to effective school coordination is BCBA intrapersonal training. “While collaboration is regarded as an important component of practice in ABA, the degree to which behavioral professionals are trained in collaboration is poorly understood.” (Kelly & Tincani, 2013) 2010 Survey Monkey completed by 302 members of SIG (special interest groups) and ABAI. All participants were certified behavior analysts. A likert scale was used to obtain survey results from unpaid participants who had the option of completing the survey. “The goal of this descriptive study is to survey behavioral professionals to identify (a) what, if any, training they have received in collaboration; (b) the type and extent of collaborative interactions with other professionals; (c) variables that facilitate and inhibit collaboration; and (d) the extent to which they view collaboration as a valuable component of their practice” (Kelly & Tincani, 2013) Results- The majority of participants had little to no formal training in the area of collaboration as indicated by survey responses. 67 percent reported no coursework with collaboration in the title or description and 45% reported attending no workshops with collaboration in the title or description. This indicates an overall lack of college and university coursework addressing collaboration as a content area, even though 62% of respondents reported collaborating with other professionals on at least a daily basis. Furthermore, collaborative skills are required as part of the task list by the BACB to obtain certification as a BCBA or BCaBA (Content Area #10: Systems Support: 10–6 “Provide behavior analysis services in collaboration with others who support and/or provide services to one’s clients.”). Therefore, this finding highlights a possible need to increase collaborative coursework Limitations- Indirect measure. Sampling bias?
- “Therefore, this finding highlights a possible need to increase collaborative coursework for professionals practicing in the field.” (Kelly & Tincani) “As more and more BCBAs are entering the workforce, it may be increasingly important to provide systematic training and supervision on professional interactions with nonbehavioral colleagues” (Broadhead, 2015)