Leading with Behavior: The Role of BCBAs in Building Tiered Systems of Support Across a Public School District belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines. In Leading with Behavior: The Role of BCBAs in Building Tiered Systems of Support Across a Public School District, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Board Certified Behavior Analysts (BCBAs) have the potential to serve as key leaders in shaping effective behavior support systems in public education. In this session, two Behavior Coordinators will share how they led the implementation of a district-wide, multi-tiered system of support for behavior across 43 schools. Emphasizing Tier 1 and Tier 2 practices, presenters will highlight how strategic staff deployment, continuous training, and data-driven decision making improved outcomes for students and reduced the need for intensive 1:1 supports. Attendees will gain practical tools to position BCBAs as behavior leaders in schools—driving systemic change, empowering educators, and ensuring students receive support from qualified personnel.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Dr. Sherrill is an experienced educator and district-level behavior specialist with a strong background in special education and applied behavior analysis. She began her career as a special education teacher, later serving as a Special Populations Coordinator before transitioning into her current role as a Behavior Coordinator. Dr. Sherrill holds a Master’s degree in Vision Impairments and Applied Behavior Analysis, as well as a Doctorate in Educational Leadership. In her current position, she supports students from Pre-K through 12th grade across the district, providing systems-level leadership in developing and implementing multi-tiered behavior supports. Her work focuses on building staff capacity, ensuring students with behavioral needs are served by qualified professionals, and using data-driven strategies to reduce reliance on intensive supports. Dr. Sherrill is passionate about creating inclusive environments where all students can thrive.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
244 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.