School-based behavior analysts (SBBAs) are specially trained in the science of behavior, and their employment in school districts to support both students and other educators is growing. Despite behavior analysis being practiced in schools for over 60 years, very little is known about SBBAs, including their roles and responsibilities, needed supports, and their application of behavior science to educational settings. The current study used qualitative, grounded theory methodology to gather interview data from 15 current SBBAs in the United States to develop a model to assist with increasing understanding of these professionals in their roles as SBBAs. The generated model included the subcategories of role definition, contextual alignment, and support structures. In addition, these subcategories are situated within the context of social factors and perceptions as well as emotional responses and perceived efficacy. Implications for research and practice are discussed.
Layden et al. (Fri,) studied this question.