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<p>The partnership between Board Certified Behavior Analysts (BCBAs) and schools in transitioning autistic (We intentionally use both identity-first (e.g., “autistic child”) and person-first language (e.g., “child with autism”) to respect the diverse language preferences of autistic individuals, caregivers, and professionals.) children from Intensive Behavioral Intervention (IBI) to public school is not well-documented. This qualitative study used focus groups to explore the experiences of nine BCBAs with this transition, examining facilitators, barriers, current practices, and recommendations for improvement. BCBAs described relationship-building and rapport as essential for successful transitions but noted that limited collaboration, knowledge gaps, and compensation issues often hindered their efforts. To address these barriers, this study provides practical tools to help BCBAs implement best practices and strengthen partnerships with schools. These findings underscore the need for future research and policy development to enhance transition support for autistic learners and their families.</p>

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Navigating the Transition: Behavior Analysts’ Insights on Supporting Autistic Children Moving From Intensive Behavior Intervention to Public School

  • 期刊论文

  • 发表日期：

    2025年9月12日

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  • Ban S. Haidar,
  • Hedda Meadan

摘要

The partnership between Board Certified Behavior Analysts (BCBAs) and schools in transitioning autistic (We intentionally use both identity-first (e.g., “autistic child”) and person-first language (e.g., “child with autism”) to respect the diverse language preferences of autistic individuals, caregivers, and professionals.) children from Intensive Behavioral Intervention (IBI) to public school is not well-documented. This qualitative study used focus groups to explore the experiences of nine BCBAs with this transition, examining facilitators, barriers, current practices, and recommendations for improvement. BCBAs described relationship-building and rapport as essential for successful transitions but noted that limited collaboration, knowledge gaps, and compensation issues often hindered their efforts. To address these barriers, this study provides practical tools to help BCBAs implement best practices and strengthen partnerships with schools. These findings underscore the need for future research and policy development to enhance transition support for autistic learners and their families.