When Good Ethics Go Bad: Understanding Evidence Based Practice
Behavior analysts are frequently trained to implement specific procedures found within behavioral and educational journals. However, practitioners frequently encounter situations that do not exactly apply to this literature base. This panel will discuss how to ethically apply the science of behavior analysis using an evidence-based practice model focused on clinical expertise, the individual client, and the best available research. Panelists will discuss how they have successfully applied this model to address common barriers to learning such as weak motivation, escape maintained challenging behavior, prompt dependence, and developing instructional control. Each panelist has significant experience and expertise with applying the science of behavior analysis as a whole and determining the most effective intervention for each client based on the methods and principles of this science as opposed to broadly and generically applying popular procedures with each client. Audience members will be given the opportunity at the end of the panel to ask the panelists for their expertise in ethically addressing common barriers to learning.
- Participants will be able to identify how at least one section of the Code applies to the use of the evidence-based practice model
- Participants will be able to explain how to modify popular behavior analytic procedures based on the needs of their individual clients
- Participants will be able to explain how to individually assess barriers for each learner and develop interventions based on this assessment.
- Participants will be able to explain how to synthesize previous research to create effective interventions for clients
- Participants will be able to explain at least 2 drawbacks of solely attending to research when developing intervention
Dr. Mary Barbera, BCBA-D, Megan Miller, PhD, BCBA-D, LBA, Robert Schramm, MA, BCBA, Steve Ward, BCBA
Paid, Included with Trail Blazers
Megan Miller, Ph.D., BCBA-D, LBA (pronouns she/her/hers) is Chief Clinical Officer of DoBetter Collective. Megan earned her Ph.D. in Special Education and Behavior Analysis at The Ohio State University in 2015. Dr. Miller’s early training in behavior analysis occurred at the Cleveland Clinic Center for Autism as a volunteer/intern in 2003. Since that time, she has provided services to over 100 children diagnosed with autism and other disabilities. Dr. Miller has taught courses in behavior analysis and special education as an adjunct professor for several universities. She has co-authored journal articles published in the Journal of Developmental Physical Disability, Behavior Analysis in Practice, and Teaching Exceptional Children. She also co-authored “The 7 Steps to Earning Instructional Control” with Robert Schramm, BCBA. Megan has provided over 40 presentations to numerous professional organizations around the globe. In 2018, Dr. Miller started the #dobetter professional development movement to improve access to training in best practices in the field of behavior analysis via a free online community, webinars, and a podcast.