DESCRIPTION: In response to escalated behavioral needs of students, especially since the COVID-19 pandemic (Weist, et al., 2024), many school districts have begun hiring BCBAs to provide services for students in public schools. However, in a recent article published in Behavior Analysis in Practice, Copeland, Duffie, and Maez (2025) found that most of the BCBAs they surveyed who are now working in public school settings reported that they had little to no preparation during their training and fieldwork experience to prepare them for working in schools. This session will help school teams understand how to best support BCBAs who may not have training in school-based services and how to effectively utilize BCBAs in MTSS systems.
OBJECTIVES: 1. Describe how and why all BCBAs are not created equal. 2. Identify goals for behavior support in your building or district. 3. Create systems to effectively utilize BCBAs in your building or district.
