School-Based Transdisciplinary Teaming to Maximize Behavioral Supports.

Amber M Reilly, Gabrielle E Crowell, Jillian M Thoele, Sarah DeAngelo, Moon Young Savana Bak

Abstract readReview

In one paragraph

Review in Behavior analysis in practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Amber M ReillyDepartment of Educational Psychology, College of Education and Human Development, University of Minnesota, Room 250, 56 E. River Rd., Minneapolis, MN 55455 USA.ORCID 0000-0001-7614-0446

Gabrielle E CrowellDepartment of Special Education, Peabody College, Vanderbilt University, Nashville, TN USA.ORCID 0009-0008-2223-9457

Jillian M ThoeleDepartment of Teaching and Learning, University of Iowa, Iowa City, IA USA.ORCID 0000-0001-9017-1409

Sarah DeAngeloDepartment of Special Education, University of Illinois Chicago, Chicago, IL USA.ORCID 0000-0001-6500-1459

Moon Young Savana BakDepartment of Educational Psychology, College of Education and Human Development, University of Minnesota, Room 250, 56 E. River Rd., Minneapolis, MN 55455 USA.ORCID 0000-0001-7568-5356

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In the United States school system, there is an increasing number of students who need behavioral support. Board Certified Behavior Analysts (BCBAs) utilize the science of applied behavior analysis and are uniquely qualified to provide such support. However, for many reasons, BCBAs may not have the knowledge and skills to capitalize on their services in schools, including collaboration skills that can result in goals, intervention procedures, and outcomes that are not socially and ecologically valid. The current article provides a transdisciplinary model of school-based collaboration for BCBAs to maximize the effectiveness of behavioral interventions in schools. Adapted for school-based BCBAs from Boyer and Thompson's (2014) transdisciplinary model, the current model includes the elements of (a) extending BCBAs' knowledge regarding school systems, (b) establishing rapport with team members, (c) enriching team members' understanding of everyone's role and expectations, and (d) exchanging feedback and praise.

Indexed as

Behavior analystCollaborationEcological validitySchoolsSocial validity

Identifiers

PMID41523812

DOI10.1007/s40617-025-01054-z

PMCPMC12779818

What OpenQuestion holds

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.