Collaborative Practices of Behavior Analysts in School Settings: Evidence from the Field
School BCBAs get no teamwork training, but district-hired ones still collaborate heavily.
01Research in Context
What this study did
Light-Shriner et al. (2025) sent a survey to school-linked BCBAs. They asked how much collaboration training the BCBAs got and how much they actually team with teachers, psychologists, and parents.
The team used a stats tool called latent class analysis. It sorted the BCBAs into three clear collaboration styles.
What they found
Most BCBAs said they never had a single class on collaboration. Yet district-employed BCBAs still worked closely with school teams every week.
The stats grouped BCBAs into three profiles: high team players, selective collaborators, and solo workers.
How this fits with other research
Snyder et al. (2024) found the same gap. Their survey showed BCBAs and school psychologists share duties but clash on philosophy. Both studies agree: BCBAs collaborate without formal training.
LaFrance et al. (2019) predicted this mess. Their review warned that turf wars start when roles overlap but philosophies differ. The new survey proves they were right.
Colombo et al. (2021) uncovered another blind spot. Their survey showed half of BCBAs face severe-behavior cases with zero prep. Light-Shriner et al. now show the same thing happens with teamwork: BCBAs jump in untrained.
Why it matters
You probably never took a collaboration course, yet you sit in IEP meetings every week. Start small: open your next meeting by asking each team member to state one shared goal for the student. This tiny move cuts philosophy clashes and boosts buy-in without extra training.
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02At a glance
03Original abstract
Based on the most recent Ethics Code for Behavior Analysts Behavior Analyst Certification Board, (2020), board certified behavior analysts (BCBAs) are required to engage in collaborative practices with other related service professionals. However, the extent to which BCBAs are trained in collaborative practices and have opportunities to implement such practices is unknown. We examined training experiences in collaborative practice, and the frequency of collaborative practices for behavior analysts who have been associated with school environments. Using latent class analysis (LCA), three profile models emerged within our results that describe the frequency of collaborative practices. Participating BCBAs reported little to no training in collaborative practices. It should be noted that BCBAs employed by public school districts report engaging in high-level collaborative practices. Future research is needed to determine the quality of training in collaborative practices for behavior analysts and ways to support implementation efforts in accordance with the Ethics Code.
Behavior Analysis in Practice, 2025 · doi:10.1007/s40617-023-00883-0