Bringing ABA to Public School
Applied Behavior Analysis has experienced significant growth in public schools. However, its widespread adoption is still limited due to factors such as resource availability, staffing, and varying understanding of its benefits. Despite these challenges, there are clear trends indicating a growing presence of ABA services in public education. This underscores the need for increased awareness and understanding of ABA services, motivating us to commit to promoting ABA in schools.
Awareness for ABA Services is Growing
Scientific evidence strongly supports ABA, with numerous studies demonstrating its effectiveness in improving communication, social skills, and adaptive behaviors in individuals with autism and other developmental disorders. Research has consistently shown that ABA-based interventions can significantly improve targeted behaviors, especially when implemented intensively and early in a child’s development. Some schools recognize that behavioral interventions like ABA can be key to helping students with autism or other developmental disabilities achieve educational goals, but many others resist ABA.
Why Do Some Schools Resist ABA?
There are a couple of reasons why some schools resist ABA. First, hiring and maintaining Board Certified Behavior Analysts (BCBAs) or contracting with ABA providers can be costly, posing a financial challenge for schools. However, under the Individuals with Disabilities Education Act (IDEA), schools are still required to provide a “free and appropriate public education” (FAPE), which includes any services necessary to support a student’s academic progress, including ABA, if deemed essential. Second, resistance to ABA often stems from philosophical differences. Some administrators and educators prefer alternative approaches, perceiving ABA as too structured or exclusive. For instance, schools may implement Positive Behavioral Interventions and Supports (PBIS), a school-wide framework to improve student behavior and foster a positive learning environment. Despite similar names, ABA and PBIS differ significantly: ABA is scientific, highly individualized, and intensive, while PBIS is more generalized and preventive. There are far fewer studies of PBIS, but one recent study found it partially effective in reducing challenging behaviors in students with emotional or behavioral disorders but with less impact on students with intellectual or developmental disabilities. In contrast, ABA has shown stronger results across the disability groups.
Bringing ABA to School
If your child has a disability that you believe could be improved through ABA therapies that are integrated with their school, there may be some options. The first place to start is with an Individualized Education Plan (IEP). This legally binding document is often developed for public school students with disabilities, outlining personalized learning goals and the specific special education services and supports the school will provide to help the student succeed academically. Schools typically provide special education services, speech therapy, and occupational therapy as part of the IEP but may not consider ABA as a standard intervention unless specifically requested by parents and supported by evaluations.
If your child has already been shown to benefit from ABA therapies, consider sending a written request to the school asking for an IEP meeting to discuss your child’s need for ABA services. It’s important to document this request for tracking purposes. In your letter, be specific in your request for ABA services as part of your child’s IEP, emphasizing the educational goals ABA would help meet.
Build your Case
Considering the expense and ABA’s unfamiliarity to many school administrators, it is important to provide documentation of need. Bring any relevant evaluations or documentation from medical or psychological professionals recommending ABA therapy for your child. These can support your argument that ABA will help your child achieve their educational goals. Additionally, you may present any private ABA evaluations or observations demonstrating how ABA has benefited your child outside of school.
Another step to build your case is discussing the need for a Functional Behavior Assessment in the school setting. The FBA evaluates how a student’s behavior impacts their learning in that environment. The school setting presents unique stimuli, social dynamics, and academic expectations that directly influence the student’s behavior, which might differ significantly from behaviors observed at home or in clinical settings. Conducting the FBA in school ensures the assessment captures the environmental factors, triggers, and consequences of the behavior in real time, allowing the development of effective behavior intervention plans (BIPs) tailored to the specific school context.
Team Support
Work with the IEP team to set measurable goals for your child’s behavior and learning. If the team agrees that ABA services are necessary to meet these goals, they can be added to the IEP. Ensure ABA goals are clear and include details about the type of services, frequency, and who will provide them. An IEP team can also probably help you navigate the complex system of disability services and the rights that all kids have to a fair and appropriate education
Know your Rights
As mentioned, schools often refuse to support ABA services because of their cost, unfamiliarity, or a belief that other approaches are better. Parental advocacy is crucial in obtaining ABA services, but good advocacy rests on understanding rights. If ABA therapy is deemed necessary for the student to benefit from their education, and the school refuses to provide it, parents can pursue mediation or due process hearings under the Individuals with Disabilities Education Act (IDEA). IDEA is a federal law designed to ensure that children with disabilities, including those with autism, receive a free and appropriate public education (FAPE) tailored to their unique needs.
Parents can first request mediation, a less formal way to resolve disagreements with the school. Mediation involves a neutral third party who helps both the parents and the school reach a mutually agreeable solution. It is voluntary and confidential; both parties must agree to the terms. The goal is to avoid going to a formal hearing while ensuring the child’s needs are met.
Parents can file for a due process hearing if mediation fails or is not pursued. This is a formal legal proceeding, like a court trial, where parents and the school district present evidence and arguments before an impartial hearing officer. The hearing officer decides whether the school is meeting its obligations under IDEA. During this process, parents must demonstrate that ABA therapy is necessary for their child to receive FAPE. This typically involves presenting documentation from medical professionals, behavior analysts, or educational experts showing that ABA is critical for the child’s development.
In many cases, the parents bear the burden of proof, meaning they must show that the current educational plan does not provide FAPE without ABA services. Expert testimony, behavioral data, and medical recommendations are often used to build this case. The school will also present its case, possibly arguing that the therapy is unnecessary or that other interventions or services would be appropriate.
If the hearing officer rules in favor of the parents, the school may be required to provide the requested ABA services as part of their IEP. In some cases, schools have offered to cover the cost of private ABA therapy if it cannot be offered in school. If the school wins, the parents can still appeal the decision in federal or state court.
Parents should also be aware that they are entitled to a Notice of Procedural Safeguards, which outlines their legal rights under IDEA, including requesting a hearing or filing a complaint. Finally, public schools are obligated to identify and evaluate students who may have disabilities. If ABA services are necessary for a child’s education, they should be considered during this evaluation.
Conclusion
Securing ABA services in a public school setting can be complex and time-consuming, often requiring persistent advocacy, thorough documentation, and sometimes legal representation from professionals familiar with special education law. However, given the strong evidence supporting ABA’s effectiveness in helping children with disabilities improve their behavior and academic outcomes, successfully integrating these services can have a profound impact on a child’s ability to thrive in their educational environment. The effort invested in navigating the system can lead to significant long-term benefits for the child’s learning and development, making the process worthwhile.