BEH 0012 - Coaching School Teams to Success
Course Description
Instructor: Shelley McLean, M.Ed., BCBA
There is an extensive body of research indicating that interventions based on the science of Applied Behaviour Analysis (ABA) and behavioural principles have the highest likelihood of effectiveness when helping individuals with Autism Spectrum Disorder (ASD) build new skills or change behaviours that may interfere with learning and school success (Steinbrenner et. al, 2020; National Standards Report, 2015). We often think about the application, and implication, of behavioural principles for learners, and do not necessarily consider a much bigger picture – that the fundamental principles that form the foundation of ABA represent the basic science of learning and behaviour for everyone. So, while educators often consider how to make strategic use of behavioural principles and interventions to support learners with ASD, diverse needs, and behavioural challenges, the value of intentionally incorporating those same principles and strategies to help teachers and school teams build new skills may not always be considered. The science of human behaviour can provide school and district leaders, coaches, mentors, leads, and others who support teachers and school teams with a set of tools to help all educators incorporate high-impact instructional strategies and improve student outcomes at all levels. Getting there requires an intentional, systematic, and deliberate approach to coaching in the school context, which will be the focus of this session.
Learner Outcomes
By the end of this course, participants will be able to:
- Pinpoint a target behaviour and target result when coaching a teacher or school team.
- Identify the questions they should ask teachers/school teams to reduce prompt dependence.
- Identify 3 strategies for evaluating social validity when coaching teachers/school teams.
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