|
Behaviour Analysis in Educational Settings: Consulting With the Whole School Instead of Just the Child |
| Monday, May 28, 2012 |
| 9:00 AM–9:50 AM |
| 6E (Convention Center) |
| Area: TBA; Domain: Applied Research |
| CE Instructor: Nicole Luke, Ph.D. |
| Chair: Grant Gautreaux (Nicholls State University) |
| NICOLE LUKE (Surrey Place Centre) |
 Nicole Luke completed a doctoral degree in applied behaviour analysis at Columbia University where she studied teaching as a strategic science. She holds an Assistant Research Scientist rank with CABAS® and is a board certified behaviour analyst as well as a state certified teacher in Special Education. Dr. Luke has worked as a classroom teacher, a program supervisor, a clinical director, and a consultant. She has worked in a variety of educational settings, both public and private, in the United States, Canada, and Europe. She has lectured at several universities in the United States and Canada. Dr. Luke has published articles in peer-reviewed journals and has presented frequently at professional conferences in the past ten years on the topics of verbal behaviour, early verbal capabilities, verbal developmental theory, teacher training, teaching as a strategic science, and the CABAS® model of schooling. Currently, Dr. Luke is a clinical supervisor at Surrey Place Centre in Toronto, Ontario, Canada, in the Toronto Partnership for Autism Services (TPAS) division. The publicly-funded TPAS program provides intensive behavioural intervention for more than 300 students in the Toronto area. |
| Abstract: When behaviour analysts are called to school settings as consultants they are often asked to "put out fires." They often arrive late on the scene, after the school has exhausted all other resources. Very often, the behaviour analyst's role is seen by the school as one that is briefly involved and only specifically focused on a behaviour problem of a specific, individual child. The behavior analyst may need to navigate multiple and sometimes conflicting priorities by different stakeholders. It's unheard of for a behaviour analyst to be requested by the specific child for whom s/he may be intended. This can create additional challenges for the school and the behaviour analyst, forcing reactive patterns, rather than allowing for proactive planning and solutions. This presentation will approach the application of behaviour analytic practice to the school setting as a system, identifying some of the tactics that have been used and sharing some of the lessons that have been learned. |
|
| |