Schools Need Behavior Analysts. But Are They Getting Results?

Across Ohio, school districts are facing increasingly difficult financial decisions. Rising educational costs, growing behavioral and mental health needs, and unsuccessful school levies have placed significant pressure on public education. At the same time, districts are investing substantial resources in behavioral consultation, special education, and specialized programming. As communities examine how educational dollars are being spent, we believe it is time to ask an important question: Are we measuring the outcomes of these investments, or simply how much we spend?

At Community Behavior Consulting (CBC), we firmly believe that Board Certified Behavior Analysts (BCBAs) belong in schools. Having partnered many school districts, we have seen firsthand the difference effective behavioral intervention can make. However, simply hiring a BCBA or increasing consultation hours does not guarantee better outcomes. The value of behavioral services should be measured by improvements in student functioning, increased staff competency, and the development of sustainable systems of support.

One of our most meaningful examples involves a student who entered kindergarten with significant behavioral challenges, a history of trauma, and complex mental health needs. The educational team was considering an out-of-district placement. CBC initially provided support for nearly the entire school day, but our goal was never to maintain that level of service indefinitely. We focused on effective intervention, data collection, staff training, and building the team's capacity to support the student independently. Within approximately four months, CBC's direct support decreased from nearly 100% of the school day to approximately 25%. The student remained in the home district, and the educational team developed the skills necessary to provide ongoing support. The district invested approximately $12,000 in CBC's services, compared to a potential specialized placement estimated at $25,000–$90,000 annually. While this represents potential cost avoidance rather than verified savings, it demonstrates how effective intervention can benefit both students and district budgets.

Behavioral challenges can generate substantial additional expenses, including increased paraprofessional staffing, special education referrals and evaluations, crisis responses, staff turnover, specialized programming, and out-of-district placements. These supports are often necessary, and students must always receive the services they are entitled to and need. However, districts should also examine whether some of these expenses could be prevented or reduced through earlier, more effective behavioral intervention. Quality instruction and effective behavioral support should not only improve student outcomes but also help schools use their resources more efficiently over time.

We have seen examples of districts substantially increasing spending on outside behavioral providers. In one local comparison, annual expenditures increased from approximately $60,000 during CBC's involvement to more than $150,000 across outside ABA providers in a later period. Increased spending is not necessarily inappropriate, particularly when student needs or service levels change. However, it should prompt an examination of whether the additional investment is producing better outcomes.

Financial accountability should be part of that evaluation. Are districts seeing changes in the need for one-on-one staffing, crisis intervention, specialized placements, or additional services? Are behavioral consultation investments building long-term capacity, or are districts becoming increasingly dependent on outside providers?

This conversation should also extend beyond school district budgets. Public education, educational scholarship programs, Medicaid, and private insurance all fund services for children with behavioral and developmental needs. Although these systems have different responsibilities, we should consistently be examining whether investments are producing meaningful progress, improving independence, and providing effective, individualized services.

Parents also deserve to understand these outcomes. When a child is struggling in school, families should be empowered to ask whether effective interventions have been implemented, whether progress is being measured, and whether the educational team has a plan to increase the child's independence and participation. Effective behavioral intervention is not only good for an individual student; it can strengthen an entire school's ability to support children with diverse needs.

School-based behavioral consultation requires more than clinical expertise in ABA. It requires an understanding of special education, educational placement, classroom instruction, staff training, and the realities of public education. At CBC, we recognize that some students require intensive, ongoing services and that reducing support is not always appropriate. Our goal is never to reduce services simply to save money. Rather, we believe the intensity and duration of services should be guided by student needs, objective data, and demonstrated progress.

As Ohio districts face increasing financial scrutiny, we believe behavioral health providers should be prepared to demonstrate the value of their services. At CBC, we look forward to sharing additional examples of student progress, successful reductions in intensive support, staff capacity building, and financially sustainable behavioral programming.Effective behavioral intervention and responsible financial stewardship are not competing priorities. When done well, they support one another.