Welcome to the Behavior Education Connection! In this episode, we talk about problem solving models, and how they can benefit school teams supporting students and teachers in public school settings. Our guests for this episode are Dr. Kristy Park from George Mason University and Daniel Irwin from Virginia Commonwealth University's Autism Center for Education. We'll discuss: -Ideas and benefits for problem solving models -Benefits for teams confronted with problems And more! For more information, check out the Virginia Public Schools Behavior Analyst Website: https://sites.google.com/odu.edu/vapsban/homeGuest Speakers: Daniel Irwin, M.Ed., BCBA, LBA, serves as aTraining and Technical Assistance Associate with the VCU-RRTC Autism Center for Education (ACE). In this role, he provides specialized training and classroom coaching to scale the implementation of evidence-based practices acrossVirginia. With a career spanning over two decades, Daniel has helddiverse roles in both public and private education, including instructional assistant, teacher, and program coordinator. Notably, he served as a Specialist at the Virginia Department of Education, where he managed statewide grants andprojects focused on autism, assistive technology, and intellectual disabilities. Before joining VCU, he was a school division Behavior Analyst, instrumental in developing division-wide multi-tiered systems of support (MTSS) and streamlining FBA and BIP processes. Daniel is currently the Secretary for the VirginiaAssociation for Behavior Analysis (VABA) and serves on the Advisory Committee for the Virginia Public Schools Behavior Analyst Network (VAPSBAN). Kristy Lee Park, Ph.D., BCBA-D, LBA is an Associate Professor in the Division of Special Education and disAbility Research at George Mason University and a Doctoral-level Board Certified Behavior Analyst (BCBA) licensed by the VirginiaBoard of Medicine. A former special educator, her classroom experience continues to shape her research, teaching, and service. Dr. Park specializes in training teachers to implement targeted and intensive behavioral supports, particularly functional behavior assessments, within a School-wide Positive Behavioral Interventions and Supports (SW-PBIS) framework. Her work focuses on the systems that influence the adoption and sustainability of evidence-based practices in schools, and she has served as a systems coach in Virginia as well as a consultant in the District of Columbia, Massachusetts, Kentucky, and Maryland. Host: Selena J. Layden, Ph.D., BCBA-D, LBA is an Associate Professor in the Department of Human Movement Studies and Special Education at Old Dominion University. Dr. Layden earned her doctorate degree from the College of William & Mary in Education Policy, Planning, and Leadership with an emphasis in Special Education Administration and her master’s degree in Applied Behavior Analysis from St. Cloud State University in Minnesota. Prior to joining the faculty at ODU, Dr. Layden worked in multiple school divisions focusing on challenging behavior and children with autism spectrum disorder. She was also the Assistant Director of Training at the Autism Center for Excellence at Virginia Commonwealth University. Dr. Layden’s research interests focus on providing effective professional development for school personnel, improving the implementation of evidence-based practices in schools, particularly for students with autism spectrum disorder, and school-based behavior analysts.
