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IPTC 2014 professional development
- 1. Professional Development Ann Sturtz, M.A., BCBA
- 3. The Challenge •Competing Contingencies outside of work – caring for ourselves – caring for others – friends, family, fun •Support from larger behavior analytic community is limited – limited research on professionals – community is focused on supervision •Time is not allocated by employers – added to competing contingencies
- 4. Just as an example… •Reviewed 48 job postings on ABAI website •39 had NO reference to Professional Development •3 only referred to paying for Continuing Education Credits •0 included specifics (who, when, how much)
- 5. Sample of ORL Professional Development charts What we did: Set goals and objectives Completed an analysis Selected pinpoints Set up reinforcing contingencies Made data based decisions OR DID WE???
- 7. = professional words read = leisure words read
- 8. = professional pages read = leisure pages read
- 9. = professional/school words read = leisure words read (books only) - = total chapters/articles = professional/school relates chapters/articles
- 11. = assignments completed by due date × = assignment NOT completed by due date
- 12. = online activity completed = quiz completed
- 13. = completed forms = cumulative hours of supervision
- 14. = completed forms = cumulative hours of supervision
- 16. = correct answer × = incorrect answer
- 17. WRONG CHART = feedback points implemented - = total feedback points = content × = syntax = formatting
- 18. = Agree to change or stay × = Disagree to change or say = Agree on type of change = Disagree on type of change = Agree on WHY decision was made × = Disagree on WHY decision was made
- 19. Reflections •Putting Professional Development goals in more context – must consider ALL other demands – extend non linear approach to our own goals – Set goals! Make Data based decisions! •Professional Development is important for ALL of us •Time must be allocated •Reinforcement must be provided (Duh!) •It is PART of a better, healthier, more professional precision teacher
- 20. References
Editor's Notes
- Getting shit done means we not only have to take care of ourselves, as Kelly and Megan spoke about, but also, continue to grow as professionals. Just as we create objectives and goals for our emotional and physical well being, we do so for our professional development. We are going to take a look at a sample of ORL staff PD charts and discuss the antecent and consquencnt variables as well as identify differences in the way we collected our data given the same or similar pinpoints. We will check for DBD too! I am presenting the chats “as is” these are very real life examples of how we are tracking our prof decelopment <number>
- Limited research on the professional development of professional staff, more focus on paraprofessional. Even recent conversations across ABAI, the focus in on supervision while becoming a BCBA or BCaBA, NOT the continuing development of skills after. CEs don’t always do it! 2. Look at this from a reinforcer standpoint- if time is not allocated, if it is not included in job description, then you are doing this on your own time outside your job, which means competing contingencies, slicing your pie even further… Lacks of reinforcement <number>
- At ORL we are fortunate to have time built in, 2 hours a week, I started to wonder if this was immediately evident for others. It doesn’t look like it. *Took one hour to review the postings and did not visit websites. <number>
- We identify and set goals with our supervisors. We provide high rates of positive feedback to one another. We carve out time within our work day. We read, a lot, and are on the hunt for support in the literature. We share what we have done. <number>
- Anacent variables: Things we all did- fun reading included, chart managers/supervisors (check Ali’s) Conseuqncey variables: Things we all did- chart managers/supervisiors (check Ali’s), not having clear contingecies Also, DBD making has not occurred, no goal has been set, phase changes were general related to life events Anotate o the chart Trends and consulutions Counts Slices and interventions Antecented and consequent interventions <number>
- Chart 1 Kelly <number>
- Chart 2 Ann add alis reading chart <number>
- Chart 1 Megan <number>
- Chart 2 Ali BCBA- had to do it anyways and it was helpful to have on the chart but the chart wasn’t helpfing with the contigentcy after a while (maybe after 501?) <number>
- Chart 4 Ali grad school <number>
- Chart 4 Ali grad school <number>
- <number>
- Chart 4 treatment plan feedback <number>
- Chart 1 Ann A/D Making DBD is a large part of our jobs. We review data no less frequency than every 3 data points. Therefore, maintaining reliability between Program Managers (the person who reviews data most frequently) and the consultant (the person who designs the programs and reviews the data at least monthly). This chart is a nice example of progress AND why antecedent variables are so important. If you take data and “go back to chart” you are less likely to chart (another slice of the pie is taken up). The intervention that worked the best was charting before leaving the team meeting, making charting a TM activity. <number>
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