If your child recently completed an ABA assessment or is receiving ABA therapy, you’re likely already seeing how personalized behavior strategies and structured learning can support their growth. But what happens when your child walks into the classroom, where expectations, routines, and environments are very different from those at home or in therapy? ABA and accomodations go hand in hand, and you’ll need support to advocate for your child.
This is where collaboration with your child’s school becomes crucial. Whether your child is in general education, special education, or a combination of both, schools can—and should—work with families to create consistent support systems. These systems often include accommodations tailored to the child’s needs and, in some cases, formal plans such as an IEP (Individualized Education Program) or 504 Plan.
In this blog, you’ll learn how to talk to your child’s school about ABA therapy, how to use the results of an ABA assessment in these conversations, and how to advocate confidently and clearly for the accommodations your child deserves.
Why the ABA Assessment Matters
An ABA assessment is typically conducted by a Board Certified Behavior Analyst (BCBA) and includes detailed observations, skills testing, and input from caregivers. The goal is to understand your child’s strengths and challenges across areas like communication, social interaction, self-regulation, play, and daily living skills.
This assessment forms the foundation for your child’s ABA treatment plan. But it can also be incredibly valuable for school teams. When shared appropriately, it helps educators understand how your child learns, what motivates them, and what supports they need to thrive.
Step 1: Prepare for the Conversation
Start by getting organized. Here’s what to bring to your initial school meeting:
- A copy of the ABA assessment summary or treatment plan
- A list of your child’s current goals and behaviors being targeted in therapy
- Examples of successful strategies used at home or in sessions
- A list of desired accommodations (we’ll go into detail shortly)
- Any relevant documentation such as a diagnosis, previous evaluations, or behavior reports
Pro tip: Highlight key sections of the ABA report that are most relevant to school (e.g., classroom behavior, transitions, peer interaction).
Step 2: Request a Formal Meeting
Reach out to your child’s teacher, school counselor, or special education coordinator to request a meeting. If your child doesn’t already have an IEP or 504 Plan, this meeting can be the first step in exploring eligibility.
Here’s a sample email you can send:
Dear [Teacher/Coordinator],
I’d like to schedule a meeting to discuss ways we can support [Child’s Name] at school. [Child] is currently receiving ABA therapy, and we have a recent assessment that outlines helpful strategies and goals. I’d love to explore how we can align support at school and home for greater consistency. Please let me know your availability.
Step 3: Be Clear and Collaborative When Explaining ABA
Not every teacher or school staff member is familiar with ABA—or they may have misconceptions about it. Aim to explain ABA simply and positively, focusing on its individualized nature and focus on skill-building.
You might say:
“ABA therapy focuses on teaching skills in small, achievable steps while understanding what motivates behavior. For example, [Child] is working on asking for help instead of shutting down. We’ve seen great progress using visual cues and reinforcement, and we’d love to share some of what’s working at home.”
Avoid overly clinical language, and stay away from judgmental or demanding tones. The goal is collaboration, not confrontation.
Step 4: Share Specific Accommodations
This is where the ABA assessment becomes especially helpful. The report likely outlines what your child needs to be successful:
Here are common accommodations you can suggest based on ABA insights:
- Visual supports: Schedules, step-by-step instructions, or visual timers
- Behavior support plan (BSP): A proactive plan for handling behavior challenges
- Frequent breaks: Especially helpful for attention or sensory needs
- Alternative communication systems: Such as AAC devices, sign language, or PECS
- Reduced distractions: Preferential seating or a quiet corner for breaks
- Modified assignments: Allowing extra time or reduced workload based on attention or processing needs
- Safe space for emotional regulation: A place to cool down when overstimulated
When presenting accommodations, tie each one back to a goal or observation in the ABA assessment. For example:
“The ABA team noted that [Child] becomes overwhelmed during transitions. A visual schedule and 2-minute transition warnings have helped reduce meltdowns at home.”
Step 5: Discuss Consistency Across Environments
ABA therapy works best when there is consistency across home, therapy, and school. Ask how the school currently handles behavioral support and how you might align strategies.
Questions to ask:
- “Does the school use token systems or reinforcement charts?”
- “Would it be possible for us to provide the same visuals used in therapy?”
- “Can we review behavior data together every few weeks to track patterns?”
If appropriate, consider inviting your child’s BCBA to an IEP meeting or to consult with the school team. Many ABA providers are happy to collaborate with educators, and their involvement can be a powerful support.
Step 6: Understand the Difference Between an IEP and a 504 Plan
If your child qualifies under IDEA, they may be eligible for an IEP, which includes goals, special education services, and accommodations. If they don’t qualify for an IEP but still need support, a 504 Plan offers accommodations without specialized instruction.
Your ABA assessment can be used to help determine eligibility for either plan. Be prepared to advocate for an educational evaluation if your child hasn’t already received one. This evaluation will help the school understand whether your child’s needs impact their learning.
Step 7: Follow Up and Keep Communicating
After the initial meeting, continue the conversation. Send updates from therapy, share new goals, and ask how accommodations are working in the classroom. You’re not being a nuisance—you’re being an advocate.
Ask for:
- Regular progress reports
- Copies of any behavior incident documentation
- Opportunities for joint planning with the school and your ABA provider
Step 8: Trust Your Instincts
If you feel the school is resistant, remember that you are your child’s strongest advocate. You have the right to request support, bring in professionals, and ask questions until you feel confident your child’s needs are being met.
Use the ABA assessment as your north star—it’s objective, professional, and focused on your child’s unique strengths and challenges.
Final Thoughts: You and the School Are on the Same Team with ABA and Accommodations
The goal isn’t perfection—it’s partnership. By using insights from your child’s ABA assessment and approaching the school with clear communication, empathy, and preparation, you can build a support system that sets your child up for success.
You don’t have to be an expert in education law or behavior science to advocate effectively. You just have to know your child, understand their needs, and be willing to speak up for them. And that’s exactly what you’re doing.
