Integrating School Psychology and Applied Behavior Analysis: A Proposed Training Model

Autor/inn/en	Fischer, Aaron J.; Lehman, Erica; Miller, Jenna; Houlihan, Daniel; Yamashita, Momoko; O'Neill, Rob E.; Jenson, William R.
Titel	Integrating School Psychology and Applied Behavior Analysis: A Proposed Training Model
Quelle	In: Contemporary School Psychology, 25 (2021) 1, S.51-65 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-00223-y
Schlagwörter	School Psychology; Applied Behavior Analysis; Evidence Based Practice; Graduate Students; Training; Graduate Study; Certification + Suchen Sie Ihr Suchwort? Schulpsychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausbildung; Abschlusszeugnis; Zertifizierung
Abstract	It is critical that schools reduce maladaptive behaviors and increase prosocial behavior through the provision of high-quality evidence-based practices (EBP). School psychologists are uniquely positioned to facilitate the delivery of evidence-based applied behavior analytic EBPs, with regard to the foundational training they typically receive in the areas of assessment, intervention, and consultation. However, the lack of comprehensive behavioral training in school psychology graduate programs exposes an existing training gap. Given a substantial content overlap and the significant contributions ABA offers to school-based practice, school psychology training programs should consider providing a stronger behavior analytic component that will enable program graduates to obtain the Board Certified Behavior Analyst (BCBA) certificate and more effectively address behavioral needs in schools. This paper describes the rationale for integrating a BCBA track into school psychology programs and discusses practical considerations that may arise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01