Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools

Abstract

Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the Board Certified Behavior Analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and more effective utilization of behavior analytic practices in inclusion-oriented schools. In addition to discussing the conceptualization of behavior analytic services as a related service and the role of both Board Certified Assistant Behavior Analysts and Registered Behavior Technicians as paraprofessionals under the Individuals with Disabilities Education Act, we provide a set of guidelines for related services decision-making practices useful within a collaborative teamwork framework, including behavior analysts, and offer areas for future research.

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs

“…This could point to an inherent challenge in integrating behavior analytic and mental health perspectives when supporting students with SEB challenges. Alternatively, such patterns might be indicative of a resistance to nonbehavioral perspectives and approaches unique to the BCBA community (Giangreco et al, 2021) or the programs in which they are trained (see Training Experiences Discouraging Collaboration ). Indeed, we detected other signals of potential resistance among BCBAs across multiple themes and both specialist groups.…”

“…BCBAs commonly lead or oversee functional behavior assessments (FBAs) and behavior intervention plans (BIPs) for students with intensive intervention needs. Due to caseloads spanning multiple schools, most district-employed BCBAs consult with classroom teachers and other school personnel rather than provide direct student support (Giangreco et al, 2021; Shepley et al, 2017).…”