District BCBAs describe restraint-reduction work, referral process and classroom support

At the Feb. 25 Hazel Park Board of Education meeting, district staff introduced two Board-Certified Behavior Analysts (BCBAs) and outlined how they are being used across the district to reduce restraints and seclusions, train paraprofessionals and support teachers.

Elizabeth Tosto, introduced as the district BCBA, and Anne Parker, identified as a BCBA assigned to Edison, described the certification requirements for BCBAs and summarized services they provide: consultation, classroom observation and modeling, functional behavior assessment, development of behavior intervention plans (BIPs), data systems to measure intervention effectiveness, and caregiver training when needed.

Tosto and Parker said they are integrated into the district’s KIPP (key-identified personnel) crisis team. They said the BCBAs help make real-time decisions when staff must determine whether restraint or seclusion is necessary, focusing decisions on imminent harm and safety. The presenters said the district has adopted a restraint-free, trauma-informed crisis management model (referred to as UKERU training) and that Edison staff trained on the approach have reported a marked reduction in restraint and seclusion incidents.

District presenters reported that since September 2024, roughly 45 students across the district had school teams request BCBA-level assistance; every school has used BCBA consultation at least once this school year. They described Edison as a center-based program serving roughly 100 students (K–12) with more severe challenging behaviors and said targeted incentives and point systems there have increased student participation and decreased time outside the classroom.

The BCBAs outlined the district referral process: building-level Request for Assistance teams should exhaust Tier 1 and Tier 2 interventions and submit a Google referral form with demographic information, behavior specifics, antecedents, prior interventions and any available data. BCBAs said they typically perform multiple observations, interview teachers, design practical data collection methods, draft behavior support plans, provide classroom modeling and staff coaching, then fade direct services as teams demonstrate progress.

Board members asked about data, funding, and training scope. Administration highlighted a related, positive financial effect: workers’ compensation claims at Edison had fallen by about 50% in a recent period, which the district expected could reduce premiums in future years.

Ending: The board heard the BCBAs’ report as informational and the district said it would continue districtwide training, expand paraprofessional Registered Behavior Technician (RBT) opportunities, and provide periodic updates on outcomes and data.