State Senate reviews amendment for private ABA therapy in schools

In a recent meeting of the House Education and Public Works Committee's K-12 Subcommittee, significant discussions centered around the challenges families face in accessing Applied Behavior Analysis (ABA) services for children with autism in school settings. The meeting, held on April 8, 2025, highlighted the collaborative efforts of various stakeholders, including school boards, administrators, teachers, and families, to address these pressing issues.

The primary focus was on an amendment to a bill that aims to streamline the provision of ABA therapy in schools. This amendment narrows the definition of private providers to those specifically offering ABA services, responding to concerns from various provider groups about billing and service delivery within educational environments. The amendment also emphasizes that services must be medically necessary and directly related to functional limitations associated with an autism diagnosis, aligning with existing state insurance requirements.

One of the key outcomes of the meeting was the establishment of specific guidelines for school districts to follow when reviewing requests for ABA services. Currently, there is inconsistency among districts regarding the processing of these requests, with some showing resistance despite state advisories. The proposed guidelines are intended to create a more uniform approach, potentially serving as a model for other services requested under the Americans with Disabilities Act (ADA).

Additionally, the meeting addressed the development of a model policy by the State Board of Education, which would include a written agreement between school districts and private providers. This agreement would outline critical details such as the services provided, the schedule of visits, and the qualifications of the providers, ensuring transparency and accountability.

However, concerns were raised during the meeting about the implications of the amendment for children requiring therapies beyond ABA. A representative expressed apprehension that the focus on ABA services might inadvertently limit access for students needing other types of therapy, such as physical or occupational therapy. This highlights the ongoing debate about balancing the needs of various student populations while ensuring that all children receive the support they require in educational settings.

As the committee continues to refine the bill, the discussions underscore the importance of collaboration among stakeholders to ensure that all students, particularly those with special needs, have access to necessary services in schools. The anticipated next steps include further deliberation on the bill and continued engagement with families and providers to address any unresolved issues.