Abstract

Transitions occur at many points in a child's educational journey. For children with disabilities, these changes in routine, service providers, and setting may be especially difficult and result in problem behavior. Special education teachers are expected to facilitate a smooth transition from one setting to another, teaching appropriate skills and addressing problem behavior as it arises. Board Certified Behavior Analysts (BCBAs), who have an expertise in problem behavior and skill generalization, are currently under-utilized in schools and could work collaboratively with special education teachers and other stakeholders to make it easier for students with disabilities experiencing a school transition. As only 12.16% of actively licensed BCBAs work in education, the literature on effective collaboration practices between BCBAs and special education teachers, particularly in transition, is scarce. We organized seven Multi Perspectival IPA focus groups, including a pilot study group, made up of 25 special education teachers and administrators who have worked with BCBAs. Results show that a duality exists among special educators in this work- special educators expressed both a genuine desire to work with BCBAs, as well as a desire to be acknowledged and respected for their own work and expertise with students, indicating a complexity in this collaborative relationship. Implications for practice, implications for research, and limitations are discussed.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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