Side-by-side coaching, for example, has been used to ensure the fidelity with which individual behavior support plans are implemented in early childhood programs (e.g., Bethune & Wood, 2013) and the fidelity with which teachers implement class-wide positive behavior support strategies in early childhood settings (e.g., Stormont et al., 2015). There is an extensive body of literature on promoting fidelity of implementation through effective coaching techniques. Receiving high-quality coaching from an experienced behavior analyst can promote students’ fidelity to behavioral strategies while introducing the practices they will eventually use to support clients’ use of behavioral approaches. Thus, it is important that applied behavior analysis preparation programs not only ensure that their graduates are well trained in behavior analytic principles and techniques but also that students experience effective methods for coaching others in how to implement those techniques. Typically, behavior analysts use indirect service models in which they train and coach a direct care provider such as a parent, a teacher, or a paraeducator to implement interventions (Bailey & Burch, 2010). ![]() Students training to become behavior analysts need a wide variety of skills, namely proficiency in the array of effective behavior analytic principles and strategies and the ability to train and coach others in those strategies.
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