Nicole Hollins
Nicole Hollins
Bio:
Nicole A. Hollins received her Masters of Arts in Applied Behavior Analysis from Western Michigan University with a specialization in Universal Classroom Management and the Assessment and Treatment of Challenging Behaviors. Nicole intends to graduate from Western Michigan University in 2021 with her Doctorate in Applied Behavior Analysis. Over the past four years, she has provided services to individuals with and without developmental disabilities in over 30 various applied settings including schools, autism treatment centers, family homes, and group homes. Additionally, she has had the opportunity to present at national and local conferences, while also contributing to empirically supported publications such as academic journals and books.
As for community partnerships, Nicole has coordinated several grants that focused on an evaluation of current teacher practices while providing systemic recommendations for improving equity in the classrooms. It has brought her so much joy to empower and coach teachers and future practitioners from all backgrounds on Universal Classroom Management, supporting students through individualizing educational curricula, and increasing access for individuals with challenging behaviors.
Abstract:
Chapter 16: EQUITABLE EDUCATION
The Role of Behavior Analysts in Providing Equitable Services for Clients in Public Schools
Students with disabilities who are enrolled in public school settings are legally entitled to an appropriate education (IDEA, 2004). As IDEA has provided safeguards for students with disabilities over the last two decades, extensive exclusionary practices for students without developmental disabilities, and particularly for students of color, continue to persist at alarming rates in public schools (Gilliam & Shahar, 2006). As such, it is clear that we have not yet achieved an equitable education for all students. As behavior analysts measure environmental variables and their impact on behavior, they may also contribute to an equitable education by acknowledging current exclusionary practices (e.g., suspension and expulsion), engaging in actions to limit the use of these practices, and training school personnel on evidence-based teaching practices. The purpose of this chapter is to discuss the intersection of these variables and the role of school-based behavior analysts in contributing to an equitable education for their clients.
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