Behavior Analysts in the Classrooms

Applied Behavior Analysis in the Classrooms

Each of our Center Therapists has a caseload of 3-4 classrooms to work with the team to help students develop functional behaviors. They are the folks who observe students in their various environments and analyze behaviors to shape a plan that will support students in learning new skills that can replace those that are less desired or maladaptive.

Each of these therapists work with their teams and also closely with each other to ensure ongoing best practices. They also conduct training sessions for our other staff members on a regular basis. 

What is a BOARD CERTIFIED BEHAVIOR ANALYST?

The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals certified at the BCBA level are independent practitioners who provide behavior-analytic services.

BCBAs may supervise the work of Board Certified Assistant Behavior Analysts® (BCaBAs®), Registered Behavior Technicians® (RBTs®), and other professionals who implement behavior-analytic interventions.

As found at https://www.bacb.com/
SEAT

Behavior is Communication,

by Alyson Britton MS, BCBA, NY-LBA  3.19.24

All behavior is a form of communication. As Behavior Analysts we seek to understand why an individual is engaging in a particular behavior of concern in order to create positive change.  To do this, we first check to see if there are any underlying medical factors that could be causing the behavior of concern.  Once medical concerns are ruled out, we then look at data and study the environment in which the behavior occurs and examine the factors that happen immediately before and after the behavior.  There are four main functions of behavior:

  • Escape/Avoidance: Engaging in behavior to get out of doing something he/she does not want to do
  • Attention: Engaging in behavior to gain attention from others in the environment
  • Tangible: Engaging in behavior to gain access to preferred items or activities
  • Sensory: Engaging in behavior that in itself is reinforcing/internally pleasing in some way.
Once we are able to determine why an individual is engaging in a particular behavior, we then teach appropriate replacement behavior(s) they can do instead.  Replacement behaviors should access the same function as the behavior we are looking to change.  For example, if it is determined that a child is engaging in yelling to gain attention from a teacher, we could teach them to raise their hand, say “excuse me” or tap the teacher on their shoulder as an appropriate replacement behavior to gain attention.  Any time we seek to reduce a behavior, we must always have a behavior we are working to teach as a replacement so the individual is able to communicate effectively and appropriately to get their needs met.