Guide for RBTs Supporting Students in Schools

Working as an RBT in the school environment is a whole different level of ABA! When we step into the classroom setting, we’re merging into a place that has its own structure, routines, and personalities. There are three essential things to remember when working in the schools:

1. Remember your Role

   
   

As RBTs, we’re there to provide behavioral support, not educational support. It’s natural to want to provide educational support to our client and be up to academic standards, but it’s not our responsibility. The truth is that academic instruction belongs to the teacher. Our responsibility and role as RBTs is to target the behaviors and skills that allow the client to access instruction successfully. 

Each client has their individualized goals to target in the classroom. Common goals may look like raising hand to gain the teacher’s attention, staying on task, and engaging appropriately with peers. We’re there to ensure these goals are being met, not to replace the teacher.

2. You Are a Guest in the Classroom

   
   

You’re being invited into the classroom to support your client. Classrooms are designed and managed by the teacher. Showing respect goes a long way in building trust and collaboration that will support your client’s academic journey. It’s important to be nondisruptive to the students, adapt your implementation to the class flow and schedule, and keep respectful and professional communication towards the school staff you’re working with. When teachers feel respected, they are much more open to collaboration, feedback, and mutual problem-solving.

3. Focus on Your Client

   
   

In a classroom setting, it’s completely normal for other students to talk to you, ask for help, or try to include you in whatever they’re doing. Kids are curious and friendly, that’s part of the environment. One helpful approach is to redirect interactions back to your client whenever appropriate. If another student wants to show you a drawing or invite you into play, gently shift the moment so it becomes a chance for your client to practice social skills.

Redirection can also go towards their teacher if they’re making a request like tying shoes, opening a bag of chips, or asking a question about the work. These small redirections protect your boundaries, support the classroom flow, and create meaningful learning opportunities for your client.

When we step into the school environment, keeping these three things in mind allows us to support our clients in the best way possible. When we honor our role, respect the classroom, and keep our focus on our client, we create an environment where real growth can happen. Ultimately, the hope is for our clients to flourish in this setting, to grow so confident, capable, and independent that one day, they won’t need additional support and can be in school on their own.