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Handout: Collaborating with BCBAs: Attitudes, Training, and Collaborative Practices
The majority of this course content is focused on issues related to ethics as defined by ASHA (see Approved Course Content). The focus of this course is the navigation of ethical relationships, professionalism, and related ethical considerations. This course may count towards ethics certification maintenance requirements.
Collaboration - one of our soapboxes. Something we speech and language pathologists (SLPs) are required to do regardless of our work environment (hello, Code of Ethics, we see you there), but that doesn’t make it easy. In particular - collaboration between BCBAs and SLPs may result in some difficult conversations from time to time. In researching for an earlier episode, Kate found an article by Amy Kelly and Matt Tincani. It made her so excited she read the whole thing - and then reached out to the article’s suggested contact to share her enthusiasm!
In this episode we begin with a discussion about some of the differences between the two fields, as well as share some commentary about that article that got Kate’s jazz hands going. Then we had the great pleasure of speaking with one of the authors, Dr. Matt Tincani - who shares his perspective as a BCBA-D and chairperson of the Department of Teaching and Learning at Temple University.
You can learn more about our guest Dr. Matt TIncani here.
This episode is offered for .1 ASHA CEUs: Introductory Level, Related Area, Subject Code: 7070 Ethics and Ethical Decision Making.
Learning Outcomes
Identify at least 2 variables that contribute to the complex relationship between SLPs and BCBAs
Discuss the importance of collaborative practices that are not unidirectional
Identify at least two functional differences between field structures, job roles and responsibilities of SLPs and BCBAs in school environments
Identify at least two differences in the evolution of the fields of speech language pathology and applied behavior analysis that may serve as barriers to collaboration
Matt Tincani Financial disclosures: Matt is a professor at Temple University within the College of Education and Human Development working within the departments of special education and applied behavior analysis. He is also the Chairperson of the department of teaching and learning. Matt Tinanci non-financial: Matt is a BCBA-D
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
10 minutes: Introduction, Disclaimers and Disclosures
20 minutes: Descriptions of the history of the complex relationship between SLPs and BCBAs
10 minutes: Descriptions of the results of the article reviewed for this episode
20 minutes: Descriptions of the importance of collaborative practices that are not unidirectional
15 minutes: Descriptions of functional differences between field structures, job roles and responsibilities of SLPs and BCBAs in school environments
10 minutes: Descriptions of difference in the evolution of the fields of speech language pathology and applied behavior analysis that may serve as barriers to collaboration
5 minutes: Summary and Closing
Kelly, Amy & Tincani, Matt. (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilitites. 48. 120-131.
Johnston, James & Carr, James & Mellichamp, Fae. (2017). A History of the Professional Credentialing of Applied Behavior Analysts. The Behavior Analyst. 40. 10.1007/s40614-017-0106-9.
LaFrance, D. L., Weiss, M. J., Kazemi, E., Gerenser, J., & Dobres, J. (2019). Multidisciplinary Teaming: Enhancing Collaboration through Increased Understanding. Behavior analysis in practice, 12(3), 709–726. https://doi.org/10.1007/s40617-019-00331-y
Maul, C. A., Findley, B. R., & Adams, N. A. (2016). Behavioral principles in communicative disorders. San Diego, CA: Plural Publishing.
Tysinger, Dawn & Tysinger, Jeffrey & Diamanduros, Terry. (2009). Teacher expectations on the directiveness continuum in consultation. Psychology in the Schools. 46. 319 - 332. 10.1002/pits.20378.
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! We'd love to hear from you!
This course was so good and helped me see the positives to working with ABA and BCBAs. It was so interesting seeing how they are trained to work on behavior ...
Read MoreThis course was so good and helped me see the positives to working with ABA and BCBAs. It was so interesting seeing how they are trained to work on behavior and how we can work together to help students with Autism and with other disorders.
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