Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools

Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the Board Certified Behavior Analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and more effective utilization of behavior analytic practices in inclusion-oriented schools. In addition to discussing the conceptualization of behavior analytic services as a related service and the role of both Board Certified Assistant Behavior Analysts and Registered Behavior Technicians as paraprofessionals under the Individuals with Disabilities Education Act, we provide a set of guidelines for related services decision-making practices useful within a collaborative teamwork framework, including behavior analysts, and offer areas for future research.

Ten Instructional Design Efforts to Help Behavior Analysts Take Up the Torch of Direct Instruction

Although behavior analysts are trained in discrete trial instruction, other instructional approaches like Direct Instruction are underutilized in behavior analytic practice. Direct Instruction is a specialized technology that capitalizes on sophisticated instructional design and highly effective delivery strategies. What makes Direct Instruction so powerful is that it emphasizes the development of generative repertoires and establishes them efficiently. The purpose of this article is to introduce 10 critical instructional design efforts that behavior analysts can use in their practice, regardless of the population they serve and repertoires they build. The 10 instructional design efforts are summarized in a Direct Instruction Planning Guide. Behavior analysts can follow this sequence of design efforts and refer to the guiding questions as they develop efficient instruction for their learners. In doing so, behavior analysts can take up the torch of Direct Instruction, extend this remarkable instructional approach into their research and practice, and strengthen the behavioral technology available to behavior analytic practitioners.