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| Being an Effective Board Certified Behavior Analyst (BCBA) in Schools: Understanding the Federal Individuals With Disabilities Education Act (IDEA) |
| Saturday, May 27, 2023 |
| 12:30 PM–12:55 PM |
| Convention Center 405 |
| Area: EDC |
| Chair: Chevonne Sutter (University of Nevada, Reno) |
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| Being an Effective Board Certified Behavior Analyst (BCBA) in Schools: Understanding the Federal Individuals With Disabilities Education Act (IDEA) |
| Domain: Service Delivery |
| CHEVONNE SUTTER (University of Nevada, Reno), MaryAnn Demchak (University of Nevada, Reno) |
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| Abstract: The BACB Ethics Code for Behavior Analysts requires that behavior analysts “conform with legal and professional requirements” (section 1.02). The code also states that behavior analysts are required to comply with all applicable laws” (p. 5) as well as should “put compliance with the law and clients’ interests first” (p. 5). Many BCBAs will work in school settings with students who have disabilities and who are afforded various protections under the federal Individuals with Disabilities Education Act (IDEA), which are also reflected in state laws. Many BCBAs are prepared through psychology programs at universities and colleges and may not actually have experience in school settings (Syed, 2019), which can also mean that they are not familiar with the requirements of federal and state laws governing provision of services in educational settings. This session will focus on the key components of IDEA with which BCBAs working in school settings should be familiar (i.e., individualized education programs [IEPs], free appropriate public education, least restrictive environment, appropriate evaluation, procedural safeguards). Being aware of legal requirements pertaining to schools will allow BCBAs in school settings to increase the likelihood that they are in compliance with the law as required by the Ethics Code. |
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