Behavior Analysis in Practice: Understanding School-Based Preparation

Introduction

Behavior analysts play a critical role in school-based settings, helping students succeed academically and socially through applied behavior analysis (ABA) techniques. However, many school-based behavior analysts report feeling unprepared for the unique challenges of working in educational environments.

A recent study by Susan R. Copeland, Peg Dufe, and Rolanda Maez (DOI: 10.1007/s40617-024-01028-7) explores how well behavior analysts are prepared for school-based roles and where professional development is needed. This blog post highlights their key findings and discusses ways to improve preparation for behavior analysts in schools.

The Role of Behavior Analysts in Schools

Behavior analysts in schools apply ABA principles to support students with diverse needs. Their responsibilities typically include:

• Conducting functional behavior assessments (FBAs)
• Developing and overseeing behavior intervention plans (BIPs)
• Collaborating with teachers, parents, and other professionals
• Providing staff training and support
• Ensuring interventions are evidence-based and ethical

Some behavior analysts work as full-time school employees, while others are contracted consultants. Regardless of employment type, they must navigate school policies, special education laws, and multidisciplinary collaboration.

Study Goals and Methodology

Why This Research Matters

The study aimed to understand how well behavior analysts are prepared for school-based roles by exploring:

• Their perceptions of their initial preparation in key knowledge areas
• Their confidence in performing school-based ABA practices
• Barriers and challenges faced in educational settings
• Their engagement in professional development post-credentialing

Study Design and Participants

Researchers surveyed 116 behavior analysts working in schools across various locations. The survey included 26 questions covering:

• Educational law and policy knowledge
• Collaboration with multidisciplinary teams
• Development of Individualized Education Plans (IEPs)
• Use of educational assessments in behavior planning

Responses were analyzed using statistical methods like regression analysis and Kruskal-Wallis tests to compare perceptions across experience levels and training backgrounds.

Key Findings

1. Gaps in Initial Preparation

Many behavior analysts felt they were not adequately prepared for school-based work. The study found that:

• Most participants reported little to no training in educational law and policy
• Preparation was strongest in multidisciplinary teaming and general ABA principles
• The least well-covered areas included alternate learning standards and case law

2. Confidence in School-Based ABA Practices

Despite gaps in preparation, overall confidence levels were moderate. Analysts felt most confident in:

• Collaborating with IEP teams
• Implementing behavior interventions
• Communicating with teachers and parents

However, confidence was much lower in areas like:

• Navigating special education laws
• Conducting educationally relevant assessments
• Aligning behavior supports with academic standards

Experienced analysts rated their confidence higher than newer professionals, suggesting that on-the-job exposure significantly affects competence.

3. The Importance of Supervised Fieldwork

The study found a strong link between supervised school-based fieldwork and perceived preparation. Behavior analysts who had practical experience in school settings during training reported:

• Higher confidence in working with multidisciplinary teams
• Greater ease in understanding educational policies
• Increased alignment of ABA strategies with academic goals

In contrast, those without school-based supervision felt less prepared and struggled with the unique demands of the school environment.

4. Professional Development Trends

Since their initial certification, many behavior analysts sought additional training to fill knowledge gaps. The most common professional development topics included:

• Special education law and policies
• Best practices for writing IEP goals
• Conducting educationally relevant assessments
• Strategies for collaborating with teachers and administrators

Mentorship and supervision from experienced professionals were also key sources of continued learning, particularly in legal and procedural areas.

Key Challenges and Barriers

1. Undefined Roles in Schools

Many behavior analysts reported role confusion, as school staff were unclear about their scope of work. Common concerns included:

• Being mistaken for special education teachers or school psychologists
• Receiving unrealistic expectations beyond behavioral expertise
• Struggling to integrate ABA within existing school frameworks

2. Lack of Training Programs Focused on School-Based ABA

Traditional ABA training often focuses on clinical applications, leaving gaps in areas such as:

• Educational policy knowledge
• Multidisciplinary team collaboration
• Aligning interventions with academic goals

3. Limited Access to School-Based Supervision

Many analysts entered school roles without prior exposure to the education system. The lack of structured training opportunities made the transition harder.

Recommendations for Improving Preparation

To better equip behavior analysts for school-based work, training programs and professional organizations should consider:

• Enhancing graduate coursework to include school-specific ABA applications
• Expanding supervised fieldwork opportunities within school settings
• Encouraging mentorship from experienced school-based behavior analysts
• Providing continuing education focused on special education laws and collaboration

Conclusion

This study highlights the need for better preparation and professional development for school-based behavior analysts. While ABA has a valuable role in education, analysts must be equipped with the right knowledge and skills to navigate the unique challenges of schools.

For behavior analysts currently working in schools or considering entering the field, prioritizing professional development in educational law, assessment practices, and team collaboration can improve both confidence and effectiveness.

To read the full study by Copeland, Dufe, and Maez, visit: https://doi.org/10.1007/s40617-024-01028-7.