ABA in Schools


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  • Autism Guidebook for Washington State: A Resource for Individuals, Families, and Professionals (WA DOH 2010)

    Comprehensive resource with information and recommended strategies for caring for children with autism in Washington State. Includes references to various federal laws and state agencies. The guidelines are intended to serve as an informational tool to assist in the navigation of available treatments and services, including education.

    • Chapter 5 Essential Components of Instruction starts on page 33
      (Applied Behavior Analysis is on page 41)
    • Chapter 6 Essential Components of an Instructional Program starts on page 47
    • Chapter 7 Community Transition starts on page 75


  • An Educator’s Manual to Evidence-based Practice and Autism, 2nd Edition

    Follow the links to download this free guide. This invaluable resource includes the current state of research findings, professional judgment and data-based clinical decision making, values and preferences of families, and capacity building. Each chapter sets a course for advancing the efforts of school systems to engage in evidence-based practice for their students on the autism spectrum. The updated manual also features results of the National Standards Project, Phase 2, including information about the 14 Established Interventions for children and adolescents that have the most research support, produce beneficial outcomes, and are known to be effective.



  • The Puzzle of Autism

    A brief and clear informational guide for all education personnel who work with students with ASD. The guide explains common autistic characteristics and suggests effective classroom strategies for improving the communication, sensory, social, and behavioral skills of children who have autism.



  • OSEP Letter to McDowell, re: Related Services

    Sent on August 2, 2018, this informal guidance clarifies that the list of related services listed in the federal statute is non-exhaustive; meaning that if a student’s IEP team determines that a particular service is an appropriate related service and is needed in order to provide the student a FAPE, then that service must be reflected in the student’s IEP, and the service provided at no cost to the parents.



  • Dear Colleague Letter, July 6, 2015

    This guidance from The U.S. Dept. of Education, Office of Special Education and Rehabilitative Services (OSERS) is about students with ASD not receiving SLP services when ABA is being provided. It serves as a reminder that speech and language services still need to be considered even when ABA is being provided as a service in a student’s IEP. (Not exactly on point but infers ABA can be provided in school to students with autism)

  • Washington Administrative Code relevant to getting ABA in school:



  • OSPI Model Forms

    See number 13; Consent to Bill Private Insurance.
    This form gives permission for school districts to bill a student’s private insurance for services provided during the school day that are required as part of the student’s IEP.


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