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People Skills for Behavior Analysts provides a much-needed
introduction to the people skills needed to succeed as a behavior
analyst. Divided into two primary parts – Foundational Skills and
Specialized Skills – this book addresses an impressive breadth of
people skills, focusing on intrapersonal and interpersonal skills,
collaboration, consultation and training, leadership, and resource
development. Relying on recent evidence-based practices and
relevant literature tailored to meet the new BACB Task List,
Professional & Ethical Compliance Code, and Supervised
Independent Fieldwork requirements, the text includes contributions
from leading figures from a wide variety of applied behavior
analysis subfields to provide a truly balanced overview. The book
delves into the literature from fields related to behavior
analysis, such as counselling, psychology, graphic design,
management and education, and applies these perspectives to
behavioral theories and principles to provide students, new
graduates, and seasoned professionals with research, best
practices, reflective questions, and practical techniques. From
reflecting on one’s practice, to learning essential therapeutic
skills, running a great meeting, becoming a ‘super’ supervisor,
and delivering a memorable presentation, all people skills are
included in one place for the behavior practitioner. This is a
valuable resource for undergraduate and graduate students studying
Applied Behavior Analysis (ABA), and will also appeal to recent
graduates and behavior analysts looking to improve their existing
skillset.
People Skills for Behavior Analysts provides a much-needed
introduction to the people skills needed to succeed as a behavior
analyst. Divided into two primary parts – Foundational Skills and
Specialized Skills – this book addresses an impressive breadth of
people skills, focusing on intrapersonal and interpersonal skills,
collaboration, consultation and training, leadership, and resource
development. Relying on recent evidence-based practices and
relevant literature tailored to meet the new BACB Task List,
Professional & Ethical Compliance Code, and Supervised
Independent Fieldwork requirements, the text includes contributions
from leading figures from a wide variety of applied behavior
analysis subfields to provide a truly balanced overview. The book
delves into the literature from fields related to behavior
analysis, such as counselling, psychology, graphic design,
management and education, and applies these perspectives to
behavioral theories and principles to provide students, new
graduates, and seasoned professionals with research, best
practices, reflective questions, and practical techniques. From
reflecting on one’s practice, to learning essential therapeutic
skills, running a great meeting, becoming a ‘super’ supervisor,
and delivering a memorable presentation, all people skills are
included in one place for the behavior practitioner. This is a
valuable resource for undergraduate and graduate students studying
Applied Behavior Analysis (ABA), and will also appeal to recent
graduates and behavior analysts looking to improve their existing
skillset.
This textbook offers real-world case studies for using Applied
Behavior Analysis (ABA) to create, implement, and appraise behavior
intervention programs across a variety of client situations. Its
chapters are formatted for ease of use and retention and organized
to focus on the core components of ABA: assessment, planning,
implementation, evaluation, and research/ethics. Illustrative cases
represent a diversity of problem behaviors, settings, social
contexts, and life stages, and includes questions about data
collection, goal setting, communication with families, and other
processes of effective ABA practice. Together they emphasize not
only the content knowledge involved in designing interventions, but
also the interpersonal skills necessary for helping change complex
challenging behaviors. These fifty case studies: Are suited to
individual or team training. Present guiding questions regarding
ABA process and professional practice. Feature charts, forms,
templates, and other practical tools. Include links to Behavior
Analyst Certification Board resources. Demonstrate the flexibility
of ABA for use with children, adolescents, adults, or seniors.
Applied Behavior Analysis: Fifty Case Studies in Home, School, and
Community Settings is an essential text for graduate students,
researchers, and practitioners in child and school psychology,
behavior analysis, learning and instruction, counseling, and
education. This singular volume models critical thinking and
professional development in keeping with best practices and
professional standards.
This textbook offers real-world case studies for using Applied
Behavior Analysis (ABA) to create, implement, and appraise behavior
intervention programs across a variety of client situations. Its
chapters are formatted for ease of use and retention and organized
to focus on the core components of ABA: assessment, planning,
implementation, evaluation, and research/ethics. Illustrative cases
represent a diversity of problem behaviors, settings, social
contexts, and life stages, and includes questions about data
collection, goal setting, communication with families, and other
processes of effective ABA practice. Together they emphasize not
only the content knowledge involved in designing interventions, but
also the interpersonal skills necessary for helping change complex
challenging behaviors. These fifty case studies: Are suited to
individual or team training. Present guiding questions regarding
ABA process and professional practice. Feature charts, forms,
templates, and other practical tools. Include links to Behavior
Analyst Certification Board resources. Demonstrate the flexibility
of ABA for use with children, adolescents, adults, or seniors.
Applied Behavior Analysis: Fifty Case Studies in Home, School, and
Community Settings is an essential text for graduate students,
researchers, and practitioners in child and school psychology,
behavior analysis, learning and instruction, counseling, and
education. This singular volume models critical thinking and
professional development in keeping with best practices and
professional standards.
To provide for social, emotional, and behavioural needs in
inclusive classroom, teachers may adopt a therapeutic role. This
research examines whether participants indeed adopt a therapeutic
role, their beliefs about student-teacher relationships, whether
they provide interventions in personal issues, and instructed
social, emotional, and behaviour skills. Findings show that
teachers adopt an academic role as well as a therapeutic role,
believe student-teacher relationships are important, are approached
about personal issues, and instruct social, emotional, and
behavioural skills. Talking and listening are commonly used to
provide support, typically exclusive of formal curricular goals.
The challenges in providing front-line support issues that may be
shared within an established student-teacher relationship are
considered. Support in turn for teachers who choose to provide
support for personal issues in the classroom within a therapeutic
role are suggested, including recommendations for support and
referral related to specific social, emotional, or behavioural
scenarios that may arise in the school community.
The book includes first-hand stories and experiences collaborating
with school teams as they work with, support and program for
students from around the globe displaying a wide variety of mental
health concerns. The student stories embrace mental health-related
concerns such as anxiety, depression, eating disorders, suicidal
ideations, among others, and outline inclusive strategies school
staff can facilitate and scaffold with students that builds their
resiliency, social-emotional / healthy relationship skills, and
supports healthy healing and a path to recovery.
The book includes first-hand stories and experiences collaborating
with school teams as they work with, support and program for
students from around the globe displaying a wide variety of mental
health concerns. The student stories embrace mental health-related
concerns such as anxiety, depression, eating disorders, suicidal
ideations, among others, and outline inclusive strategies school
staff can facilitate and scaffold with students that builds their
resiliency, social-emotional / healthy relationship skills, and
supports healthy healing and a path to recovery.
This book supports the professional learning of school principals,
and those who aspire to be such, in development of their skills and
knowledge around fostering inclusive schools for students with
special education needs. The book includes 27 case stories that are
based on research with school principals. Each case includes expert
commentaries and resources to support principals and emerging
leaders as they consider how to effectively support students with
special education needs in inclusive schools. Its premise is based
on the recognition that there are increasing numbers of students
with disabilities and special education needs in neighbourhood
schools. Principals need to develop new competencies to navigate
the challenges, and benefits, of including students with special
education needs into inclusive classroom settings. The book
provides opportunities to build leadership competencies by
considering a diversity of cases related to inclusive leadership.
The cases in the book are divided among nine sections addressing
the following areas: transitions, early years, elementary school
cases, secondary school cases, community supports, school
board/district supports, school teams, complex cases, and cases
specific to new teachers. Seven cross-cutting themes are addressed
in these cases including: communication, parents/caregivers,
agency/efficacy, collaboration, relationships/trust, legal, and
advocacy.
This book supports the professional learning of school principals,
and those who aspire to be such, in development of their skills and
knowledge around fostering inclusive schools for students with
special education needs. The book includes 27 case stories that are
based on research with school principals. Each case includes expert
commentaries and resources to support principals and emerging
leaders as they consider how to effectively support students with
special education needs in inclusive schools. Its premise is based
on the recognition that there are increasing numbers of students
with disabilities and special education needs in neighbourhood
schools. Principals need to develop new competencies to navigate
the challenges, and benefits, of including students with special
education needs into inclusive classroom settings. The book
provides opportunities to build leadership competencies by
considering a diversity of cases related to inclusive leadership.
The cases in the book are divided among nine sections addressing
the following areas: transitions, early years, elementary school
cases, secondary school cases, community supports, school
board/district supports, school teams, complex cases, and cases
specific to new teachers. Seven cross-cutting themes are addressed
in these cases including: communication, parents/caregivers,
agency/efficacy, collaboration, relationships/trust, legal, and
advocacy.
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