Journal article
School-Based Transdisciplinary Teaming to Maximize Behavioral Supports
Behavior analysis in practice, Vol.18(4), pp.1224-1236
12/2025
DOI: 10.1007/s40617-025-01054-z
Abstract
In the United States school system, there is an increasing number of students who need behavioral support. Board Certified Behavior Analysts (BCBAs) utilize the science of applied behavior analysis and are uniquely qualified to provide such support. However, for many reasons, BCBAs may not have the knowledge and skills to capitalize on their services in schools, including collaboration skills that can result in goals, intervention procedures, and outcomes that are not socially and ecologically valid. The current article provides a transdisciplinary model of school-based collaboration for BCBAs to maximize the effectiveness of behavioral interventions in schools. Adapted for school-based BCBAs from Boyer and Thompson's (2014) transdisciplinary model, the current model includes the elements of (a) extending BCBAs’ knowledge regarding school systems, (b) establishing rapport with team members, (c) enriching team members’ understanding of everyone’s role and expectations, and (d) exchanging feedback and praise.
Details
- Title: Subtitle
- School-Based Transdisciplinary Teaming to Maximize Behavioral Supports
- Creators
- Amber M. ReillyGabrielle E. CrowellJillian M. ThoeleSarah DeAngeloMoon Young Savana Bak
- Resource Type
- Journal article
- Publication Details
- Behavior analysis in practice, Vol.18(4), pp.1224-1236
- DOI
- 10.1007/s40617-025-01054-z
- ISSN
- 1998-1929
- eISSN
- 2196-8934
- Publisher
- SPRINGER
- Language
- English
- Electronic publication date
- 04/14/2025
- Date published
- 12/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984811215302771
Metrics
5 Record Views