ABA in Schools - Module 4: A Collaborative Model
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Ronnie Detrich and Jennifer Rumfola examine the classroom details that shape how a behavior intervention plan is implemented. Module 4 uses staffing barriers, a worked pica case and school measurement examples to explore collaboration between the behavior analyst and the people carrying out the plan.
Catalogue presenter credits: Ronnie Detrich, Jennifer Rumfola.
The implementation discussion considers who carries out each step, staffing shortages, teacher input and connections to assessment findings. Cultural examples examine family practices and decision-making, including the limits of broad cultural assumptions.
The pica case connects assessment comparisons to a portable staff plan, and replacement-behavior examples examine function and reinforcement. The final discussion considers measures that staff can collect during high-risk classroom periods; deeper measurement and implementation-integrity content was deferred to the next module.
What does this recording cover?
- Implementation planning covers staff roles, timing, resource constraints and contingency plans.
- Cultural considerations include family-specific questions about practices and decision-making.
- The pica case links assessment comparisons with the components of a concise staff plan.
- Replacement-behavior examples examine behavioral function, reinforcement and practice under classroom conditions.
- Measurement options include episodes, occurrence or nonoccurrence, ratings and permanent products.
Recording context: The recording date is not supplied. Research, professional requirements and examples reflect the discussion at the time of delivery.
Three selected learner comments
The six-item evaluation mean was 4.29/5 across 17 complete responses, from 79 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.
Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.
I appreciated the case study and example of navigating through the school "process"
Course evaluation response, 2025
examples for replacement behaviors in older students such as middle and high school students
Course evaluation response, 2024
Give more case studies
Course evaluation response, 2023
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MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
Continuing Education Credits
Meet the Presenters
Ronnie Detrich, Ph.D., has been providing behavior analytic services for over 50 years. His work can be characterized as thorough-going behavior analysis drawing from the conceptual, experimental, and applied branches of our discipline.
In recent years, Ronnie’s work has focused on the challenges of achieving adequate levels of treatment integrity in large systems, the role of the evidence-based practice movement in behavior analysis, and the large-scale implementation of effective practices in public schools. He is a trustee of the Cambridge Center for Behavioral Studies and is on the editorial boards of Perspectives in Behavior Science and Exceptional Children. He serves as an Associate Editor for the Journal of Positive Behavior Intervention. Ronnie has also served on the editorial board of Behavior Analysis in Practice and was the Coordinator of ABAI’s Practice Board.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to support individuals with autism and their educational teams.
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