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| Experiences of School-Based Behavior Analysts: Responsibilities, Challenges, and Strategies for Success |
| Monday, May 26, 2025 |
| 11:00 AM–12:50 PM |
| Convention Center, Street Level, 147 A |
| Area: EDC; Domain: Service Delivery |
| Chair: Rose Nevill (University of Virginia) |
| Discussant: Scott Spaulding (University of Washington) |
| CE Instructor: Natalie Badgett, Ph.D. |
| Abstract: The roles, responsibilities, and experiences of behavior analysts working in schools remain unclear. Gaining an understanding of how behavior analysts experience school-based work is essential for addressing training and support needs for these professionals. In this symposium, we will present recent survey data from a national sample of behavior analysts working in schools, specifically related to the roles and responsibilities fulfilled by behavior analysts in schools and to the unique ethical challenges faced by these professionals. We will then share findings from research exploring experiences specific to behavior analysts who serve students with extensive support needs in school settings, with a focus on preparedness and implications for future training approaches. Finally, to illustrate the connection of the research to lived experiences of behavior analysts working in schools, we will share a case study in which a behavior analyst successfully worked within an educational system to deliver behavioral supports to students. Providing high quality applied behavior analysis in schools increases access to services for learners who are unable to access services in clinical settings; it is essential that research explores factors related to the implementation of ABA within schools, including the experiences of behavior analysts working in these settings. |
| Instruction Level: Intermediate |
| Keyword(s): Ethics, Implementation, School-Based ABA, Systems Change |
| Target Audience: Audience members should have a basic understanding of implementation of applied behavior analysis within educational systems (i.e., schools, school districts). |
Learning Objectives: 1. Identify roles and responsibilities of behavior analysts working in schools
2. Identify common ethical challenges experienced by behavior analysts working in schools
3. Identify training needs and experiences relevant to working in schools
4. Identify strategies for successful implementation of applied behavior analysis in schools at the systems level |
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| Roles and Responsibilities of Behavior Analysts Working in Schools |
| NATALIE BADGETT (University of Utah), Amy Stango (Empirical Pediatric Therapy), Marija Čolić (University of Hawaii at Manoa), Roxanne Michel Bristol (University of Hawai'i at Mānoa), Rachelle Huntington (Northern Arizona University) |
| Abstract: Despite an increasing presence of behavior analysts in schools, there is limited research exploring the roles, responsibilities, and training experiences of these professionals. We surveyed 126 behavior analysts working in schools across the United States and found that when behavior analysts work in schools, they serve in various roles and carry diverse responsibilities including individual student support, educator coaching, and systems change. In open ended responses, participants indicated that their roles were poorly defined or misunderstood by administrators and educators and expressed concerns about caseloads and capacity to adequately serve students. Additionally, while most respondents reported accessing pre-service training relevant to working in schools, we identified gaps in contexts-specific training relevant to these settings. In this presentation, we will discuss the need for targeted training and systems-level guidance for behavior analysts working in complex school environments. We will recommend actions that can be taken at the level of the individual professional, the school and district, and the profession of applied behavior analysis to better support behavior analysts working in schools. |
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| Ethics of Applied Behavior Analysis in Schools: Experiences of Behavior Analysts in School Based Positions |
| JAKOB LAURENCE MCINTOSH (University of Utah), Natalie Badgett (University of Utah), Marija Čolić (University of Hawaii at Manoa), Amy Stango (Empirical Pediatric Therapy), Roxanne Michel Bristol (University of Hawai'i at Mānoa), Rachelle Huntington (Northern Arizona University) |
| Abstract: Board certified behavior analysts are obligated to adhere to the Ethics Code for Behavior Analysts (BACB, 2020) in the context of their professional service. However, when behavior analysts work in school settings, they may experience demands and policies that conflict with the Ethics Code. In a national survey of behavior analysts working in schools, we identified common ethical challenges faced by behavior analysts in these settings. Additionally, we examined the relationship between the number of ethical challenges experienced and the autonomy of behavior analysts working in schools, finding that as behavior analysts experience more ethical challenges, they experience lower autonomy. Supporting our survey findings, responses to open-ended questions indicate that behavior analysts working in schools primarily experience ethical dilemmas related to third party relationships, clear roles and responsibilities, and accepting clients. In this presentation, we will share survey findings and discuss implications for supporting behavior analysts to work in schools. |
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School-Based Board Certified Behavior Analysts' (BCBAs') Preparedness & Confidence in Supporting Students With Extensive Support Needs & Complex Communication Needs |
| MONIQUE PINCZYNSKI (Boise State University), Natalie Andzik (Northern Illinois University), Robert C. Pennington (University of Kentucky), Andrea Bowen Masud (University of North Carolina at Charlotte), Alexandra Marie reilly (University of North Carolina at Charlotte) |
| Abstract: In 2023, 12.16% of the 66,339 board-certified behavior analysts (BCBA) worked in education (Behavior Analyst Certification Board, n.d). Many school-based BCBAs serve students with extensive support needs (ESN) and complex communication needs (CCN). Little is known regarding the roles BCBAs take in supporting the communication programming of these students within educational teams. To investigate BCBA’s perceptions related to these roles, we distributed a survey to BCBAs across the country and invited them to engage in an interview following the completion of the survey to answer the following questions: 1) How are BCBAs supporting students with ESN who have CCN in school settings, 2) What are school-based BCBA’s perceived level of confidence when working with students with ESN/ CCN, and 3) What are school-based BCBA’s perceived level of preparedness when working with students with ESN / CCN? Currently, 80 school-based BCBAs have responded to our questionnaire with results shown in Tables 1 and 2, and we are in the process of interviewing participants. Preliminary results from the questionnaire indicate that school-based BCBAs vary in their level of preparedness across communication assessment and programming for students with ESN and CCN, whereas confidence in the same set of skills was overall higher. |
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Systematizing Board Certified Behavior Analyst (BCBA) Support in General Education: Five Years of Implementation Data and Outcomes |
| JESSICA FORSDICK OLSON (University of Utah) |
| Abstract: The increasing presence of behavior analysts in schools creates a critical need for systematic approaches to behavior support delivery. While many behavior analysts work primarily with special education populations, there is limited research on BCBA support systems for general education students. This case study examines the five-year evolution of a district-wide behavior specialist program supporting general education students in a large public school district. Analysis of referral data from 2019-2024 (N=283 students) reveals significant trends in service delivery and student needs, including a dramatic increase in K-2 referrals (from <50% to 75% of cases) and rising rates of physical aggression referrals. Implementation of a systematic three-tiered support model and behavior severity scale led to more efficient service delivery. This case study demonstrates how behavior analysts can successfully systematize support within general education settings while highlighting the critical need for proactive behavior support systems. This case study suggests important implications for scaling behavior analytic services in schools and preparing behavior analysts to support in educational settings. |
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