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It contrasts IEP team functions with clinic service provider duties, including evaluation, FBA/PBIP requirements, supervision, tiered interventions, and ongoing data collection. The material also describes first days on a contracted case, common protocol breakdowns, and how legal frameworks, funding sources, and consent/communication shape service delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aba-in-schools-part-i-school-vs-clinic-roles-and-services/412563/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aba-in-schools-part-i-school-vs-clinic-roles-and-services/412563.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do clinic BCBA responsibilities differ when supporting a school-based case?","Question",{"text":112,"@type":113},"Clinic BCBA responsibilities must align with IEP-driven requirements and school team processes. Unlike a clinic model, the school team’s protocols for evaluation and behavioral planning (including FBA/PBIP) cannot be replaced by clinic-only treatment plans.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What should the school team do when the required FBA and PBIP are missing?",{"text":117,"@type":113},"The school team must draft their own FBA and PBIP for the child’s IEP. This ensures the IEP behavior plan is formally developed within the school’s obligations rather than relying solely on insurance-based clinic services.",{"name":119,"@type":110,"acceptedAnswer":120},"What legal and funding factors guide services in schools versus clinics?",{"text":121,"@type":113},"School services are guided by federal laws and school/district policies (including IDEA, 504, ADA) and state/federal funds. Clinic services are guided by functional assessment practices and insurance funding and policies, including Health Care Authority considerations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},412563,1791118364,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","ABA in Schools: It’s a Different World  \nDr. Vanessa Tucker Tucker Consulting, LLC April 10th, 2024  \nWelcome!  \n• Introductions and CEUs  \n• Exploring role differences  \n• School obligations and operational differences  \n• Goals for 2 nd session  \n• Quick poll: Who is in the room?  \nRole Differences  \nOff the Rails?  \nYou are a clinic BCBA that primarily handles complex cases in schools. Another BCBA before you has left and you inherit their caseload. One of themis a school case where there is a full time RBT (6 hours a day) in the classroom supporting a 5 year old child who demonstrates interfering behaviors. This ABA service is being paid for by insurance. You begin a fade plan by reducing the RBT to 3 hours a day (and putting him on another student for the other 3) . You then learn that the team has no FBA or PBIP, and has been using the clinic’s treatment plan . Upon learning this, you ask the school team to draft their own FBA and PBIP for this child’s IEP. During a recent meeting where your clinic’s director of school services suggests to the team that our services should move to a consult model, you are met with considerable criticism . The psychologist states that the child needs this and that the clinic needs to work with the school to make sure that he’s getting his services. The director states that the school needs to provide a FAPE and should not rely on insurance-based services to provide them .  \nYour thoughts?  \nSchool vs. Clinic Roles  \nIEP Team member  \nService provider  \nBehavior specialist Supporting cert in charge Supervision of behavior techs Tiered interventions  \nRelated services provider FBA/PBIP (coaching) Working alongside  \nLicensed provider-leader Assessment-treatment plan  \nProgram plan-delegation Ongoing data collection and analysis  \nSupervision of behavior techs  \nParent training and coaching  \nConsultation for other settings  \nFirst Days of School  \nYour clinic has assigned you to a contracted school case . In this case, there will be a clinic RBT who will provide behavior support services to a student in a self-contained classroom . This student is complex with challenging behaviors that include aggression and elopement . You meet the teacher that morning, who has 12 students on her caseload and five full time paraprofessionals-two of whom are 1:1’s. The RBT is to work alongside one of these paraprofessionals. For the next 4 weeks you communicate primarily with the RBT and the parents about the student, their progress and programming, which you designed and are running through Central Reach. At the end of week 5, the teacher is upset and calls a meeting. She states that you have not followed the proper protocol for meeting the IEP needs of this student .  \nWhat happened?  \nWhat Guides Services?  \nSchool  \n• IDEA, 504, ADA  \n• Evaluation  \n• IEP  \n• IEP team  \n• School and district policies  \n• State and federal funds  \nClinic  \n• Functional assessment  \n• BCBA/BCaBA  \n• Treatment plan  \n• Graphed progress data  \n• Insurance funding and policies  \n• Health Care Authority  \nProcess Details  \nEvaluation  \nIEP  \nServices  \nData collection  \nReEvaluation  \nFundamental Differences  \n• Federal Laws (IDEA, etc.)  \n• Scope of practice  \n• Ethics  \n• Insurance funding and hours  \n• Lines of “report”(who is in charge)  \n• Consent-nature and frequency  \n• Communication  \nHierarchy in School Systems  \nFederal and State Laws  \nState Department  \nSchool Board  \nSuperintendent  \nDistrict Leadership  \nPrincipal  \nCertificated Staff  \nClassified","cbCaickkVP8SNYUE","https://ap.wps.com/l/cbCaickkVP8SNYUE","pdf",477170,11,"English","# Introductions and CEUs\n## Exploring role differences\n## School obligations and operational differences\n## Goals for 2nd session\n# Role Differences\n## Off the Rails?\n# School vs. Clinic Roles\n## IEP Team member\n## Service provider\n## Behavior specialist and supervision\n## Related services provider\n# First Days of School\n## What happened?\n# What Guides Services?\n## School\n## Clinic\n# Process Details\n## Evaluation\n## IEP\n## Services\n## Data collection\n## ReEvaluation\n# Fundamental Differences\n## Federal Laws (IDEA, etc.)\n## Scope of practice and ethics\n## Insurance funding and hours\n## Communication\n# Hierarchy in School Systems\n## Federal and State Laws\n## State Department\n## School Board\n## Superintendent\n## District Leadership\n## Principal\n## Certificated Staff\n## Classified","[{\"question\":\"Why do clinic BCBA responsibilities differ when supporting a school-based case?\",\"answer\":\"Clinic BCBA responsibilities must align with IEP-driven requirements and school team processes. Unlike a clinic model, the school team’s protocols for evaluation and behavioral planning (including FBA/PBIP) cannot be replaced by clinic-only treatment plans.\"},{\"question\":\"What should the school team do when the required FBA and PBIP are missing?\",\"answer\":\"The school team must draft their own FBA and PBIP for the child’s IEP. This ensures the IEP behavior plan is formally developed within the school’s obligations rather than relying solely on insurance-based clinic services.\"},{\"question\":\"What legal and funding factors guide services in schools versus clinics?\",\"answer\":\"School services are guided by federal laws and school/district policies (including IDEA, 504, ADA) and state/federal funds. Clinic services are guided by functional assessment practices and insurance funding and policies, including Health Care Authority considerations.\"}]","ABA in Schools - Part I - School vs. Clinic Roles and Services | PDF",1790592019,28]