School-Based Transdisciplinary Teaming to Maximize Behavioral Supports

Reilly et al. (2025) drew a four-step roadmap for school BCBAs who want their interventions to stick. Step one: learn how the school really works—bell schedules, teacher jargon, district policies. Step two: build real rapport with teachers, speech therapists, and principals. Step three: write down who does what so no one guesses. Step four: swap feedback often so the plan keeps fitting the classroom.

The paper is conceptual, so there are no numbers. Instead, the authors show how each step boosts social validity—the chance that teachers will keep using the plan after the BCBA walks away. They give concrete moves, like co-writing goal sheets and holding five-minute end-of-week huddles.

Vollmer et al. (2025) sing the same tune: social validity must live inside daily practice, not a one-time survey. Where Vollmer urges BCBAs to audit themselves, Reilly gives the teamwork script to do it.

Čolić et al. (2025) extend the idea to immigrant families. They plug Reilly’s four-step cycle into IEP meetings and add bilingual communication checks. Together, the two papers form a bigger collaboration picture—school staff plus families.

Hugh-Pennie et al. (2022) widen the lens again. They map ABA tactics onto culturally relevant pedagogy so teams reduce racial discipline gaps. Use Reilly’s teaming model to deliver Hugh-Pennie’s culturally responsive strategies and you get plans that are both usable and fair.

Most school interventions die when the BCBA leaves. Reilly’s four steps give you a reusable checklist to keep plans alive. Start Monday: ask your teacher partner to list her top three classroom pain points, then match each one to a behavior goal you can track together. Five minutes earns you weeks of buy-in.