Kristin S. Bowman, Lisa Tereshko, Kimberly B. Marshall, Mary Jane Weiss, Karen Rose
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The Perceptions and Experiences of Professionals Collaborating with Behavior Analysts
Behavior analysts frequently work in professional areas that necessitate treatment from an array of professionals, each representing different disciplines and specialties within healthcare, education, rehabilitation, and human services. Therefore, to best meet the diverse needs of clients and their families, behavior analysts are often required to work collaboratively with professionals from other disciplines and must acquire the skills to do so effectively. To learn more about behavior analysts’ collaborative relationships with colleagues from other disciplines and identify opportunities for further education and training, we surveyed professionals from other disciplines including speech-language pathologists, educators, administrators, occupational therapists, social workers, and psychologists. Overall, participants agreed that continued collaboration with behavior analysts would be useful, although the results revealed challenges in collaboration and disparities in reported perceptions and experiences. These findings, as well as ideas for fostering better collaboration, will be reviewed.
期刊介绍:
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.