Understanding the Barriers to Successfully Integrating RBTs in School Classrooms becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines, busy classrooms and teacher-managed routines. In the Barriers to Successfully Integrating RBTs in School Classrooms, 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 Florida Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →There is a great deal of confusion from district to district and school to school on the Florida law that gives parents the right to integrate private instructional personnel into their child's school. Equally significant are the barriers that BCBAs and RBTs face when seeking to support students and collaborate with school staff. Attend this session to learn about the intent of the law and how RBTs can offer a great deal of support to students in schools struggling to hire desperately needed staff. In July of 2023, HB 795 passed the Florida Legislature granting Registered Behavior Technicians (RBTs) the ability to provide services as "private instructional personnel" in public schools. While this created an opportunity for parents to have trained behavior support personnel in the classroom, there has been a significant disparity in the implementation of the law across the state of Florida. Within the same district, it's not uncommon for one school to be extremely welcoming to RBTs, while the school down the street puts significant limitations on access to the educational setting. In addition, schools that have not been educated on the intent of the law or the role of the BCBA and RBT, often provide little to no guidance on how to integrate private professionals within the classroom and instead look to RBTs to act as "aids" or "personal teachers" to the students they are there to support. During this panel discussion, we seek to shed light on the collaboration that this law intended and how it has enormous potential for the students we hope to support. This panel brings together a diverse group of stakeholders to address the barriers and benefits of RBTs in Florida classrooms. Stacey Hoaglund, the President of the Autism Society of Florida and educational consultant for more than two decades, will share the intent of the law and importance of collaboration. Dr Jack Scott, Executive Director of FAU CARD will provide background on the training components for new BCBAs to provide supervision and direction for school RBTs. Raquel Pernas, a BCBA who previously acted as an RBT in one of the largest school systems in the US, will share her experience as an RBT in public school classrooms. Shannon Hube, a parent and schoolteacher, will address the disparities she sees from both roles.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 0 | — |
Stacey Hoaglund has served the autism community for 25 years as a disability consultant, advocate, and trainer. She is the President of the Autism Society of Florida, coordinator of the Florida Partners in Policymaking program, advocate with Family Network on Disabilities and founding editor of the Autism Notebook Magazine. She holds decades of experience in advocacy, project development and community collaboration. Stacey has been recognized by the Florida Commission on the Status of Women and the National Points of Light Committee for her work in creating systems change across the US on topics of inclusive education, diversity in the workplace, legislative processes, and conflict resolution. Above all else, Stacey is the proud parent of a young man with autism.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.
No credit card required. Cancel anytime.
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.