Collaboration and Capacity Standards for School-based Behavior Analysts

School-based Board Certified Behavior Analysts (BCBA) are uniquely trained to disseminate behavior analytic principles throughout multi-tiered systems of supports (MTSS). However, given the cost, effort, resources, and expertise needed to develop function-based assessments, the primary responsibility for school-based BCBAs remains focused on programming support for students receiving special education support or tier 3. When implemented consistently and with high treatment fidelity, MTSS may proactively keep students in the least restrictive environment and sustain workload capacity for school personnel. Navigating service provision in school settings is complex, and the quality of services across each tiered level of support may vary due to competing contingencies. This may be further exacerbated by limited guidance for school-based BCBAs on navigating service provision beyond tier 3. Thus, discussing collaborative practices that will support school-based BCBAs in providing quality services across MTSS is essential. This manuscript will begin by providing a brief historical and contemporary overview of the MTSS framework, then discuss collaboration and capacity standards across each tiered level of support for school-based BCBAs as indirect behavior change agents. This manuscript emphasizes collaborative and quality assurance practices as essential components to support school-based BCBAs in effectively navigating the MTSS framework.