This talk was filmed at the 2019 CCBS Annual Meeting in Chicago, IL
About the presentation:
American teachers are increasingly asked to manage difficult behavior in the classroom, and consistently report feeling unprepared to do so. To have the greatest positive impact on child behavior, teachers must be able to implement high-quality, empirically based interventions. Behavior analysts can assist teachers by determining teachers’ skill sets and the fidelity with which teachers implement procedures. These fidelity data can serve as quality indicators as teachers receive additional training. Data from our research group suggests that teachers need frequent training and supports to become successful implementers. To sustain behavior-analytic practice in schools, our trainings must meet both our quality standards and be “do-able” for school districts. I will describe three ways that behavior analysts can adapt well-established behavioral skills training to increase our impact in educational contexts.
Learning Objectives
At the conclusion of the workshop, the participants will be able to:
1. Identify a barrier to high-quality training in public education systems
2. Identify and understand behavioral skills training for public education systems
3. Identify positive effects when teachers received evidence-based training
About the presenter:
Dr. St. Peter received her Ph.D. in psychology with a specialization in behavior analysis in 2006 from the University of Florida. During her graduate training, she worked under the supervision of Timothy R. Vollmer. Dr. St. Peter joined the faculty at WVU in fall of 2006, and was promoted to associate professor in 2012.