LRE Transition: Transitioning students from a more restrictive school placement to a less restrictive school placement to help ensure student success in the new environment. This includes support from a behavior analyst and/or RBT to conduct observations in both settings, aiding with establishing reinforcement systems and data collection methods, training and coaching of any FBA or PBSP to maintain compliance with students’ current IEP, and facilitates communication between both school placements.
Classroom Coaching: The behavior analyst will observe the classroom and work with the teacher and administration, if appropriate, to develop a plan to support the behavioral needs of the classroom. This may include reinforcement systems, structures and routines, visual aids and supports, ABA-based skill acquisition strategies, schedules, physical arrangements, fidelity checks, classroom data support, classroom observations, and/or general intervention suggestions. This service is not student specific; it is focused on general classroom systems.
Specific ABA Support: The behavior analyst will collaborate with the case manager, LEA, and/or student specific teaching staff to develop individualized support for students. This may include, development of a safety plan, fidelity checks on existing PBSP’s, creation of a crisis plan for a student with a PBSP or in the interim while a PBSP is being created, PBSP data support, PBSP document and/or goal revision after student observations, creation of a student specific reinforcement system, data analysis and interpretation, student specific general intervention suggestions or specific PBSP support, observations, and/or assistance with VB assessments. This is a student specific service with a focus on assisting students with behaviors that impede their learning.
FBA/PBSP
FBA: The district services team will conduct a functional behavior assessment to determine the environmental factors maintaining behaviors that impede learning within the school environment. This may include interview with relevant staff members, a review of records, indirect assessments completed by relevant staff, data collection, direct observations, and presentation at the RR/IEP meeting.
PBSP Development Only: The district services team will develop a PBSP based on a completed FBA and present the plan at the IEP meeting.
PBSP with Coaching: The district services team will develop a PBSP based on a completed FBA and present the plan at the IEP meeting. After development, the behavior specialist will model implementation and coach the staff who work with the student in order to ensure fidelity.
Registered Behavior Technician (RBT)
Registered Behavior Technicians (RBT’s) can provide support in multiple ways. They can be contracted with a school district to provide daily or hourly support for individual students or for multiple students within a school. This can include modeling, coaching, and implementing strategies within students PBSP’s, assisting staff members with data collection, providing behavioral support during academic periods, transferring skills within the PBSP to staff members to ensure accuracy and effectiveness, assisting with implementation of VB, and assistance with implementing positive reinforcement systems. All RBT’s are required to receive monthly supervision from a Behavior Analyst, the supervision of the RBT would be included in their hourly or daily contract. This supervision would not provide behavioral analytic services for the school district; it would only ensure the competency of the RBT in implementing behavioral strategies and adhering to PBSP’s that were previously established.
