Should BCBAs Be Allowed in Schools?

Three Ways You Can Support Clients in the Classroom Regardless

As a former special education teacher, I find the application of applied behavior analysis in school settings especially close to my heart. Although the classroom was not the best long-term fit for me (more on that in the future), I still care deeply about special education and how implementing basic ABA principles can lead to better outcomes for students and their families.

Whether or not you have clients in school, BCBAs need to consider how they can support school-age clients and their families. The presence of ABA service providers in schools varies greatly across states and even school systems within the same state. California, Florida, and Colorado have laws that guarantee ABA service providers's school access. Beyond that, it is often left to the discretion of district leaders and administrators. This often leads to families choosing between ABA therapy and school. 

I worked in a district that did not allow outside service providers to service clients at school, so I see both sides. On the one hand, there is certainly a benefit to allowing these service providers to observe and even directly work with their clients while they are at school. As BCBAs, we want to see the skills we teach in clinics or the family’s home lead to meaningful change in target behaviors and generalize to school and other community settings. At a minimum, this demonstrates the generality and effectiveness dimensions of ABA. 

On the other hand, I see the concern of school leaders and teachers. There can be privacy concerns for other students and a fear of subordination by an outside provider. Many schools have remedied this by directly contracting ABA service providers or having in-house BCBAs and RBTs. 

I believe that ABA should be accessible to those who would benefit from it. State legislators and school system leaders must determine what that looks like for their state and district. As BCBAs, we must support and advocate for our clients and families, whether directly in the classroom or not. 

Three ways to support clients in schools:

1. Teach caregivers how to advocate for their child in IEP/ARD meetings (e.g., reviewing data, ideas for new goals, effective teaching strategies, etc.)  

2. Seek collaboration opportunities with the classroom teacher (e.g., over the phone or via email if the school does not allow outside providers in the classroom) 

3. Stay informed and get involved in local and state education policy decisions (e.g, attend board meetings when relevant issues arise, contact elected officials, and vote accordingly) 

I have many more thoughts on this topic, but I hope you feel inspired to seek additional ways to support your school-age clients and families now or in the future. If you have any thoughts or ideas, please comment or email me at lydia@earlycareerbcba.com. 

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