Episode #192: School-Based BCBAs with Melissa Connor-Santos

There’s been a noticeable shift in the field of behavior analysis, with more BCBAs being hired as full-time employees in public schools. This is a big change from the past, when BCBAs were typically brought in as outside consultants. Schools are now seeing the benefits of having these experts on staff to support students with specialized needs directly in their school environment, rather than sending them out of the district. Today, I spoke with Melissa Connor-Santos, someone I connected with on LinkedIn who is deeply passionate about improving behavior-analytic services for children in public schools. Melissa and I both believe in the power of public schools to provide the least restrictive environment for our learners, and she shared some valuable insights on how BCBAs can make the most impact in these settings.

Working as a BCBA in a public school comes with its own set of challenges and opportunities. Public schools are large systems where you might not have much control over certain decisions, so it’s crucial to focus on collaboration and relationship-building across the entire school team, from administrators to teachers and support staff. To thrive in this environment, BCBAs need to refine their skills to fit this setting. Melissa emphasized the importance of finding a mentor, even if they’re not a BCBA, but someone with experience in public schools who can provide guidance. She also warns that while public forums and online (Facebook) groups can be helpful, they need to be used wisely and carefully. And above all, sticking to the ethics code is non-negotiable—it’s the foundation of our work and crucial for maintaining trust and effectiveness in the school community.

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