The 3 Behavior Priorities for Every BCBA in August
Because “do all the things” isn’t a real strategy.
August can feel like behavior bootcamp.
You’re supporting 15 teachers, fielding 47 emails, trying to finish one more FBA, and wondering how you're supposed to build relationships, design systems, and somehow not burn out before Labor Day.
If you’re feeling pulled in every direction—you're not alone.
That’s why now is the time to zoom out and get clear on your priorities. Not the "would be nice" list. Not the shiny new initiative. The core behavior priorities that will make everything else easier later.
Let’s break it down.
Priority #1: Build Teacher Buy-In Before Behavior Breakdowns
Before you write a single BIP or run a single reinforcement system, your #1 job is building relationships.
When teachers feel supported, seen, and empowered—not judged—they’re way more likely to follow through with strategies, ask for help early, and stay consistent with supports.
What this looks like in action:
Co-teach or model one proactive strategy with each teacher (e.g., behavior-specific praise, transitions, visuals)
Use quick wins: help set up a simple reinforcement system or co-create classroom expectations
Drop by with coffee or post-its instead of clipboards
Behavior Principle: You’re shaping adult behavior before you’re changing student behavior.
Priority #2: Observe Before You Intervene
The most helpful BCBAs in August aren’t the ones writing 6 BIPs in a week—they’re the ones gathering good context.
Instead of jumping straight into solutions, slow down and get curious:
What classroom systems are in place (or missing)?
Are expectations clearly taught and reinforced?
What triggers or patterns are showing up?
Use informal observations, brief teacher check-ins, and environmental scans to identify system-level gaps. These are the things that, if fixed early, prevent 80% of behavior problems later.3. The problem isn’t always the student.
Hard pill to swallow, I know. But sometimes the issue is the environment, the lack of proactive structure, unclear expectations, or inconsistent adult responses. When we widen the lens, we often see a systems-level problem—not a student-level one.
Priority #3: Set Up Systems That Can Run Without You
It’s tempting to “just help out” for now—running token systems, managing one-on-ones, or being the reinforcer delivery person.
But if the system depends on you, it’s not a system—it’s a stopgap.
This is the perfect month to:
Build simple, low-lift reinforcement systems that teachers and paras can manage
Create shared visuals, routines, or prompts that staff can use daily
Train staff on one small skill at a time (e.g., how to give a prompt, how to reinforce, how to collect one piece of data)
Bonus Tip: Every time you set up a system, ask: “Could this run without me next week?” If not, simplify.
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Final Thought
You don’t have to do it all in August.
You just have to do the right things—well.
✔️ Build trust.
✔️ Observe before you act.
✔️ Set up systems that last longer than your clipboard.
You've got this—and you’re not doing it alone.
