If you’re a parent with a child receiving both clinic-based services and special education support, you’ve probably experienced the frustration of trying to get everyone on the same page. You might go through the painstaking process of scheduling your private BCBA (Board Certified Behavior Analyst) to attend an IEP meeting, only to have the school team dismiss their insights or data because it’s a “different environment.”
It’s frustrating—especially when your child is making real, measurable progress in the clinic. You want the IEP team to see that and work together to generalize those gains into the school setting. However, the reality is that schools and clinics often operate under different paradigms, and it can sometimes feel like they’re speaking completely different languages.
But here’s the good news: With the right strategies, you can bridge this gap and turn that frustration into productive collaboration. This article will walk you through the reasons behind these differences and offer actionable tips to foster better communication and teamwork between your BCBA and the school.
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Why Does This Happen?
Before diving into solutions, it’s important to understand why school teams might dismiss the input from your BCBA. It’s rarely a case of them not wanting your child to succeed, but more about systemic and logistical challenges.
Different Environments, Different Expectations
Schools and clinics often have distinct focuses and goals. In a clinical setting, your child might work 1:1 with a BCBA or therapist, receiving individualized, intensive support. In a classroom, however, the dynamics are entirely different. Teachers juggle multiple students with varied needs, and the support your child receives may not be as personalized or immediate.Varying Perspectives on Data
The way a BCBA collects and interprets data may differ from how school personnel assess student progress. Schools often rely on broader assessments or standardized tests, while BCBAs tend to focus on granular, behavior-based data. It’s not that one is better than the other—they just serve different purposes.Lack of Familiarity with ABA
Applied Behavior Analysis (ABA) is a specialized field, and not all educators are trained in it. When a BCBA presents data or suggestions, school staff might struggle to understand the context or see how it applies to the classroom setting. As a result, they may dismiss the input without fully grasping its potential benefits.
Strategies to Move Forward
While these differences are real, they don’t have to stand in the way of your child’s progress. Here are some strategies you can use to bridge the gap and ensure the conversation stays focused on your child’s success.
Keep the Focus on the Common Goal: Your Child’s Success
It’s easy for school and clinic teams to get bogged down in the differences between settings. However, the key is to redirect the conversation to what everyone cares about: your child’s success. Remind the IEP team that progress in any setting is progress, and the ultimate goal is to help your child generalize those skills across environments. When you bring the conversation back to what’s best for your child, it becomes harder for anyone to dismiss valuable insights.
You can say something like:
“I understand the school environment is different, but my child is making great progress on [specific goal] in the clinic. How can we work together to build on this in the classroom?“
This keeps the focus on problem-solving rather than creating a divide.
Ask for Specific Examples
Sometimes, when the school team says, “That won’t work in the classroom,” it’s more of a general reaction than a thought-out conclusion. Ask them to provide specifics.
For example:
“Can you tell me why you think this strategy wouldn’t work in the classroom? Are there specific obstacles we need to address?“
This prompts the team to think critically and articulate their concerns. Once those concerns are on the table, you can work together to address them.
Encourage Observation Days
A great way to bridge the gap between clinic and school is by allowing your BCBA to observe your child in the classroom setting. This can help the BCBA see what’s working (or not) and make more tailored recommendations. Some schools may push back on this idea, but it’s worth proposing as a way to promote collaboration.
You could say:
“It would be really helpful if our BCBA could observe my child in class to better understand how their clinic progress can be applied here. Would it be possible to schedule a visit?“
This shows you’re committed to working with the school, not against them, and it can help everyone see the bigger picture.
It may also be possible to request that school visit the clinic to observe interventions in place in that setting. At the very least, your clinic team may be able to video the use of interventions to be viewed by your school team. Seeing these things in action can make a big different to their acceptance by other teams.
Propose Trial Periods
If the school team seems resistant to trying clinic-based strategies, suggest a trial period. This allows everyone to gather data and evaluate the effectiveness of the proposed interventions in the school environment. By framing it as a short-term experiment, you can often get buy-in from a hesitant IEP team.
For example:
“How about we try this approach for four weeks and then review the data to see if it’s working?“
Trial periods make it clear that you’re open to adjustment based on results, which can ease concerns from the school team.
Highlight Similarities Between Goals
Even though the settings may be different, the overarching goals often overlap. If your BCBA is working on communication skills, social interactions, or behavioral regulation, these are likely areas of focus in the school as well. Highlight the overlap to emphasize that both the clinic and the school are working toward the same outcomes.
You might say:
“I see that both the clinic and the school are targeting social skills for [your child’s name]. How can we make sure these approaches complement each other?“
Framing the conversation around shared goals can build a sense of teamwork and reduce friction.
Shifting the Mindset: Collaboration is Key
At the end of the day, the best outcomes for your child will come from collaboration between all the professionals involved in their care. While it’s understandable to feel frustrated when the school dismisses your BCBA’s input, focusing on building a bridge between the two teams can make a world of difference. Your role as a parent is crucial here, as you can advocate for better communication and more creative problem-solving.
It’s not always easy, but the effort is worth it. When everyone comes together—school staff, your BCBA, and you as the parent—your child stands to benefit the most. Remember, progress in one setting is valuable, and with the right strategies, that progress can be generalized to other environments.
