Document Type

Report

Publication Date

2026

DOI

10.25776/255f-c879

Pages

1-59 pp.

Abstract

Public schools face significant challenges, including rising student behavioral needs, chronic absenteeism, and high rates of teacher burnout. These issues are interconnected with and inextricably linked to a need for effective, evidence-based behavioral supports. Educators frequently enter the field lacking the necessary skills and training to manage complex student behavior, often resulting in a reliance on punitive practices that exacerbate problems.

This paper proposes that the expertise of school-based behavior analysts (SBBAs), who are Board Certified Behavior Analysts® (BCBAs®) specializing in education, offers a powerful, underutilized solution. SBBAs are trained in applied behavior analysis (ABA), a data-driven science focused on applying behavioral principles to create socially significant change. SBBAs are uniquely positioned to:

·Elevate Evidence-Based Practices (EBPs): Applying deep knowledge of the science of behavior is vital for improving skill acquisition and reducing interfering behaviors for all students.

·Drive Systems-Level Change: Transitioning from addressing individual student needs to becoming integral partners in Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS).

·Build Staff Capacity: Utilizing Organizational Behavior Management (OBM) to provide systematic coaching, and performance management, thereby improving staff retention and implementation fidelity.

·Enrich Data-Based Decision Making: Analyzing data to identify systemic trends, pinpoint root causes, and evaluate the efficacy of school and district-wide programs.

Rights

© 2026. THIS WORK IS LICENSED UNDER A CC BY-NC 4.0 LICENSE. YOU ARE PERMITTED TO COPY, SHARE, AND ADAPT THE MATERIAL FOR NONCOMMERCIAL PURPOSES IF YOU GIVE APPROPRIATE CREDIT AND INDICATE IF CHANGES WERE MADE.

Original Publication Citation

Virginia Public Schools Behavior Analyst Network. (2026). Considerations for school leaders in leveraging school-based behavior analysts for systematic improvement in public education. https://doi.org/10.25776/255f-c879

ORCID

0000-0001-9111-4991 (Layden)

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