All students deserve the right to a free appropriate public education (FAPE). It is critical for school-based behavior analysts to objectively measure the extent FAPE across teacher-student interactions to assist in providing objective feedback on teaching practices. While there are several comprehensive assessments that have been experimentally validated to identify variable teacher-student interactions there are limited assessments that objectively measure teacher-student interactions in tandem with instructional practices. Thus, the purpose of this presentation is to review the impact of variable teacher interactions toward students from diverse backgrounds and address the need for a data collection tool for school-based behavior analysts.

Bio:  Dr. Nicole Hollins (BCBA-D, LBA) holds a M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Currently, Dr. Hollins is a Post Doctoral Researcher at Juniper Gardens Children’s Project research program at the University of Kansas. Her research and clinical work are focused on training pre-and in-service teachers, evidence-based instructional practices for students with and without disabilities, and school-wide positive behavior interventions. In addition to publishing her research in peer-reviewed journals and book chapters, Dr. Hollins has also presented her research at local and national conferences as well as workshops. Dr. Hollins also sits on the Board of Editors for Education and Treatment for Children. She has provided services and developed efficient systems across various applied settings including public schools, private schools, universities, autism treatment centers, Head Start programs, family homes, and group homes. As for community partnerships, Dr. Hollins has coordinated several grants that focused on an evaluation of current teacher practices while providing systemic recommendations for improving equity in the classrooms.