Work

School-Based Transdisciplinary Teaming to Maximize Behavioral Supports

Year: 2025

Type: article

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.

Source: Behavior Analysis in Practice

DOI: 10.1007/s40617-025-01054-z

Authors: Amber M. Reilly, Gabrielle E. Crowell, Jillian M. Thoele, Sarah DeAngelo, Moon Young Savana Bak

Institutions: University of Minnesota, University of Minnesota System, Vanderbilt University, University of Iowa, University of Illinois Chicago

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,290