|Evaluating Behavior Analytic Services: Examining Systems for Program, Teacher, and Consultant Evaluation
|Tuesday, May 31, 2005
|11:30 AM–12:50 PM
|Private Dining Room 2 (3rd floor)
|Area: EDC; Domain: Service Delivery
|Chair: Michael F. Dorsey (Simmons College)
|CE Instructor: Susan Ainsleigh, Ed.D.
|Abstract: Consumers and practitioners of applied behavior analysis are concerned with the evaluation of behavior analytic services from a number of different perspectives. Parents wish to select the best service model for their children. School districts seek highly qualified behavior analysts to oversee the provision of behavioral education services. Behavior analysts, too, seek direct service providers who can competently carry out behavioral assessment and behavior change procedures. The multi-dimensional process of evaluating behavior analytic services is a critical component of the treatment process. This symposium examines the process of evaluation from a variety of perspectives. First, the role of the behavior analyst in the process of Independent Educational Evaluation will be reviewed, with an emphasis on the provision of objective, data-based evaluations of best-practice educational services. Second, current research on teacher evaluation will be examined, emphasizing the application of best-practice performance evaluation procedures to the process of evaluating behavioral educators and other direct service providers. Finally, the process of evaluating and selecting behavioral consultants will be examined from the perspectives of consumers of behavior analytic services. Criteria for selecting behavioral consultants will be presented and a process for selecting behavior analysis practitioners will be provided for non-behaviorally trained professionals and families.
|Independent Educational Evaluations and the Behavior Analyst: Objective Measures of Best Practice in Special Education
|MICHAEL F. DORSEY (Simmons College)
|Abstract: The field of behavior analysis has, since its inception, strived to develop systems for the objective evaluation of a variety of educational activities. This paper will describe the application of these techniques under Federal Law (34 CFR 300.502) in conducting Independent Educational Evaluations, both at the request of parents and school districts, in an effort to provide objective, data-based, evaluations of the delivery of best-practice educational services which both meet the student’s right to a Free and Appropriate Public Education (FAPE) (Public Law 102-119, Individuals with Disabilities Education Act, Part B (34 CFR Parts 300 and 301 and Appendix C). With the increase in the diagnosis of children with Pervasive Developmental Disorder, combined with an ever increasing litigious relationship between parents and their children’s school districts, the behavior analyst is in a unique position to provide objective evaluations of both the quantitative as well as qualitative aspects of the educational services being delivered. This paper will provide an overview of such an application of behavioral technology and offer recommendations for the management of ethical pitfalls that such practitioners may face.
|Evaluating the Behavioral Educator: Objective Measures of Exemplary Teaching
|SUSAN AINSLEIGH (Simmons College)
|Abstract: Behavior analysts often assume the duty of evaluating persons responsible for carrying out behavioral assessment and behavior change procedures. Effective performance monitoring systems have proven to be a critical component for ensuring procedural integrity, but also provide a process for strengthening instructional outcomes via delivery of performance feedback and collaborative instructional planning. In addition, performance evaluation data are often used to make informed judgments regarding promotion, retention, and professional development of teachers and other service providers. An effective performance evaluation system includes: (a) clear criteria that reflect a district’s or agency’s mission, (b) opportunities for practitioner involvement, (c) multi-dimensional data collection procedures, and (d) opportunities for feedback activities. This paper reviews current best-practice literature on teacher evaluation and provides recommendations for the development of an effective, objective, multi-dimensional performance monitoring system for evaluating behavioral educators.
|Marketing Behavioral Consultative Services
|PETER C. PATCH (Northeast Behavioral Associates)
|Abstract: Independent behavioral consultants routinely provide services to a variety of clients including schools, families, early intervention programs, vocational programs, and residential programs. To date there are no clear guidelines for how to market behavioral consultant services in a way that uses the philosophy, values, and dimensions of ABA to demonstrate efficacy and value of the services being offered. This paper presents an overview of sample consultant marketing strategies, including methods of marketing and content of communication designed to advertise behavior analytic consulting services. The results are used to propose guidelines and criteria for self-evaluation and marketing of services to the public by independent behavioral consultants.
|Selecting a Behavioral Consultant: A Parent’s Experience Navigating the Marketing Maze
|HOPE COLEN (Simmons College), Susan Ainsleigh (Simmons College), Michael J. Cameron (Simmons College)
|Abstract: Frequently, parents act as consumers of behavior analytic services. This often requires a parent to navigate a maze of service providers, credentials, experiential histories, and philosophical alignments replete with technological terminology. The critical decision of selecting a behavioral consultant often must be made with minimal guidelines or objective criteria by individuals unfamiliar with the practice of behavior analysis and its dimensions and assumptions. This paper provides objective criteria for assisting parents and non-behavioral professionals in the selection of a qualified behavioral consultant.