That is what BCBA stands for, Emilysmama. And they are costly. They go through some program and I'm not sure by which board they get certification through. This is not something that you can do as a college degree. It's some other program, or at least this is what I understand.
Gamommaof2- You have posted for quite some time that the school has wanted Emily in the sp ed class for more time during the day for quite some time. I believe now you say she goes for 50 mins a day and it has worked well. It has been my experience when a child is resourced out of the regular class for sp ed services, that they aren't pulled out more than 2 hours a school day, maximum of 2 1/2 hours a day. Is their only reason always behavior? What about her learning levels and academic levels? Did she ever get an aide, I think I remember you saying that she did, but I'm not sure. If the school staff are wanting more time in sp ed classes because of her academics and behavior, I would encourage you to listen to their plan. I totally understand your wishes for her to be around NT kids and to be able to learn correct behaviors from them. But there are tons of times during the school day for this to happen even if you let her go into the sp ed room for academic instruction. She could be included in center time, pe, lunch, library, computer, art, music, story time, nap time, anytime that her class is doing something besides sitting at their desk doing work. During work time in the regular class, she could go to the sp ed time and get instruction. Then she could go back to the regular room when all the children are socializing and participate. Also, if you start that now, while she is still in K and so young (she might not be K but I am thinking that is correct) she can work her way back to doing more academics in the regular class. Otherwise, it might turn out that later on down the road, there is absoulutely no choice but to let her go to the sp ed class because everything is so overwhelming for her in later grades. The thought process of starting this early is so that the goal can be to learn to be included more in the general classroom. This could be something you might could map out breifly with the team so that you feel better about knowing their goal is to put her back in the regular class as she can handle it.
I wouldn't necessacarily look at as the school trying to bully you into putting her in sp ed more during the day. Like I asked before, think about the reasons they are giving you. If behavior is the only reason, then you are right, they need training if they think they can't implement a positive behavior intervention plan. If behavior is the only concern, then there should be other things tried before pulling her out more during the day. But if behavior isn't the only concern, it might be worth a try.
I do want to add that sometimes it is necesscary for children with behavior problems to be in a smaller group enviornment in order to reduce some behaviors. Don't totally shut the door on the idea because in the long run, being in a smaller group might be how she learns best. Think about what she is doing in the regular room and after the behavior person does the behavior assessment, determine for yourself if she is doing these behaviors because she is overwhelmed. Then think about what she must feel like being overwhelmed. Even though the thought of more time in sp ed is not pleasing for mulitple reasons, it's not always such a bad thing. I am just playing devil's advocate here.
Also, I want to point out that I am all for making the regular ed teahcer comply with whatever is appropriate for your daughter to have success in her classroom. If you feel in your heart that this matter is simply not getting better because the teacher doesn't know what she is doing, then your right, it's not fair for your daughter to be stuck in a sp ed class because of the reg ed teacher's weaknesses. I just didn't want you to think I was taking the school's side by saying all this. You know what is right and wrong for your daughter and what the strengths and weaknesses are in her education plan. Just keep an open mind as other options are explored for your daughter's sake.
Good luck and keep us updated about what is happening as you advocate for your daughter. One more thing, the parent mentor that your school has now is only good for you if they have knowledge in special ed and the laws and procedural safeguards. If this person's job is what I am thinking it is, that person isn't going to be any help to you at all. Most of the time parent mentors are hired and put into place to interact with parents about all functions of the school, not to be an advocate for services.
I can speak to what a BCBA is as I just earned my a few months ago. It stands for Board Certified Behavior Analyst and we have extensive training in applied behavior analysis which is more than just discrete trial teaching (that is just a small part of it). We look at behavior to figure out what the function of a particular behavior serves (escape, getting attention, avoiding something, sensory, getting something) and then write positive behavior plan to teach the child appropriate behaviors to serve that same function. The result is a socially acceptable replacement behavior the child is more successful with. The issue is that a BCBA can write all the plans in the world, but the school has to implement it on a consistent basis or it won't work. Some districts do have BCBA's on staff (although they are few and far between), sometimes you can find a psych who also has a BCBA and then there are very expensive private agencies that have them. You can search the BABC website for BCBA's in your area. Let me know if I can help you !www.bacb.com
I read a bit further on about the qualifications for the BCBA and this is what I had to do.
1 - you need a Masters degree in a relevant field (mine is a masters is special ed with a concentration in behavioral disorders)
2 - complete a 5 course sequence at an approved university that covers ethics, research design, interventions, consultant methods, and other intervention course.
3 - complete a 9 or 18 month internship where at least 20 hours a week is devoted to the area of behavior analysis with supervision by a current BCBA every other weeks.
4 - passing a comprehensive exam on behavior analysis. (cost of 5 to take)
If you really want to know more, again just check out their website.
I believe "BCBA" just stands for Board Certified Behavior Analyst. My daughter see's one for ABA therapy and she had to be a Board Certified therapist for my insurance to pay her. She charges quite a bit (0 per hour) but my insurance pays for 25 hours a month. And her invoices always say "BCBA" beside her name.
I really don't have much to add, but to say in our state on the DPI site, it specifically states that a FBA should be done anytime a child is having a problem. It should be complete and usually have more than one person observe and report. Also it is stated very distinctly, that the plan should ALWAYS be POSITIVE in nature. Not knowing what to do is really not an excuse for not implementing a postivie plan (IMO). Then they need training. [QUOTE=Emilysmama2003]I believe "BCBA" just stands for Board Certified Behavior Analyst. My daughter see's one for ABA therapy and she had to be a Board Certified therapist for my insurance to pay her. She charges quite a bit (0 per hour) but my insurance pays for 25 hours a month. And her invoices always say "BCBA" beside her name.
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Emilysmama2003 -- who is your insurance provider, if you don't mind sharing?
I went to my Bi weekly meeting and last meeting we said that our dd could go into special ed room for 50min a day and which she is doing great. But in the regular ed class she still cant keep her hands to herself sometimes hit other students refuses to do work. We had a behaviorist come out which the school payed for but only for 2 hours and gave a very basic report since they didnt give her a week to observe like they should have. They say she is doing so great in special ed and the special ed lady feels that since she is doing so well that she in a round about way told me that she wants more time with her since she is learning so well and doesnt have meltdowns. Here is my question, I want her in the typical class so that she can learn from the typicals and not be bullied into having her in special ed class because they really dont know how to put a plan together to get my dd to behave in regular class. We just got a Parent Mentor for our school is that someone who would be on my side to help me? Everyone in the IEP meeting were all for her being in special ed. Has anyone delt with this? I have called and left a message for the behaviorist to see how much she charges to have her comeout agian. I think this school either doesnt have the money or doesnt want to spend the money to help my dd progress in a typical envirment. Some give me some good ideas. Request that a BCBA be brought in to consult with the inclusion teacher. Have a Functional Behavioral Assessment done and have the BCBA create and individual postive behavior intervention plan for your daughter. Have the BCBA continue to consult regularly with the classroom teacher to make SURE the teacher is implementing the plan appropriately. And make sure ALL consquences are postive ones. Punishment usually backfires with ASD kids.
The school has a copy of it,and I dont think they really know how to implement it. All they keep telling me is that my dd is still having behavioral issues in the regular ed class and I just think they dont want her in there and just want her in special ed all day because that is the easiest for them.I will ask for the BCBA.
I'm not sure what the letters all stand for, but it is a trained behavior consultant. These folks have lots of knowledge about autism because guess what kinds of kids tend to NEED behavioral consultation? This is the pro who can read the functional behavioral assessment, create a behavior plan based on the assessment, teach ALL the adults in your child's life how to implement the behavior plan, adjust it so that YOU can be taught to implement a home-based version and come back to make SURE everyone is still on the same page, month after month. What happened to the information the "lady who came out for 1 day and 2 hours" gathered?We did have a Functional Behavioral Assessment done but the school only paid for the lady to come out for 1 day and for 2 hours. What is a BCBA? They sure need someone to come out and hold there hands and walk through what they need to do in certain situtation.A couple of thoughts....what you want is to get an evaluation of her behavior. If the school has ALREADY done its evaluation of her behavior, you can ask for an OUTSIDE evaluation. Go to www.wrightslaw.com and search Independent Educational Evaluation. Then look at what they write about getting one at DIstrict expense. YOu have to put your request in writing, but a request for an IEE CANNOT be met with a "no." There are only two possible answers from the District -- "yes" or "we're taking you to a hearing." A HEARING is way more expensive for them and since, if they take you to a hearing, the burden of proof is on them. They are unlikely to be able to prove that a second opinion is not warranted, especially since Least Restrictive Environment is at stake here. They can try to convince you to rescind your request in writing, but you don't have to. That's the way to get them to pay for bringing in YOUR CHOICE of BCBA or psychologist.
Another thought....this placement may be the wrong one. See if you can visit both her classes and any classes the SD is suggesting might be more appropriate. Not every child actually belongs in regular ed every single year. She might actually do better placed elsewhere.
Thanks for all your input. Right now I am trying to figure out how to get the school to pay for the Behavorist to come out and do a full eval on our daughter to find what the fine line for her behavior is.
Wray,to answer your question in our IEP meetings its always about her behavior in the regular ed class and then how great she is doing in the special ed room.