Empowering LSAs: How BCBA Consultation Enhances Learning Support

Imagine being asked to support a child with highly individualized needs—without a clear plan, or the tools to interpret their behavior. Many LSAs find themselves in this exact position. That’s where behavior analysis and consultation from a BCBA can transform their experience—and the child’s.

The Important Role of the LSA

In many educational settings, Learning Support Assistants (LSAs) play a vital role in supporting children with additional needs to succeed at school. Whether they're supporting a child with autism, ADHD, a language delay, or behavioral challenges, LSAs are often the adult who spends the most direct time with the child throughout their school day.

But while LSAs bring dedication, compassion, and consistency to their work, they do not always posess the tools or training to interpret why a child is engaging in a particular behavior—or how to respond in a way that supports long-term learning and independence.

This is where collaboration with a Board Certified Behavior Analyst (BCBA) can make a meaningful difference.

What is a BCBA, and What Do They Actually Do?

A BCBA (Board Certified Behavior Analyst) is a professional trained in the science of behavior—how it works, why it happens, and how we can support meaningful change.

They don’t come in with magic solutions. Instead, they work alongside an LSA, therapist or parent to:

• Understand what’s driving a child’s behavior

• Create clear, realistic strategies for support

• Coach you through using those strategies confidently

• Monitor what’s working (and what needs tweaking)

In short: they aim to take the guesswork out of your day.

Support for LSAs

If you work as a Learning Support Assistant (LSA), you know how important your role is in a child’s day. You’re the steady presence—helping them navigate tasks, stay engaged, manage emotions, and feel safe in the classroom.

But let’s be honest. Some days are hard and you might find yourself wondering what to do. That’s where BCBA consultation comes in.

What Does This Look Like in Practice?

A typical BCBA–LSA collaboration might include:

• Functional Behavior Assessment (FBA): Understanding the purpose behind the child’s behavior (e.g., is the child trying to escape a task? Seeking attention?) and providing evidence based strategies to address it.

• Individualized Support Plans: Simple, clear strategies that help the LSA respond consistently. These plans are written with the classroom and real-world routines in mind.

• Training and Coaching: LSAs might be taught how to prompt a skill, use reinforcement effectively, or implement proactive strategies like visual schedules or reinforcement based strategies.

• Feedback: Feedback from a BCBA isn’t formal or overwhelming—it’s practical, timely, and tailored to what’s actually happening around the child. Whether shared during a quick conversation, an online meeting, or a follow-up message, it helps guide the adults involved toward small adjustments that make a big difference. The goal is to build confidence, support good decisions, and keep progress moving in the right direction.

• Troubleshooting & Check ins: Something as simple as a weekly, biweekly or monthly check in can provide an opportunity for the LSA to troubleshoot challenges and develop their skills when it comes to supporting the children they work with.

Why Is This So Valuable for the LSA?

When BCBAs and LSAs work together, LSAs may experience:

• More confidence and competence in their role (Giangreco, Suter & Doyle, 2011)

• Less reactivity and more proactivity in their response to behavior (Crone, Hawken, & Horner, 2010; Scheuermann, Webber, Boutot, & Goodwin, 2003)

• Reduced burnout, such as experiencing stress (Ghere & York-Barr, 2007; Rispoli, Neely, Lang & Ganz, 2011) and anxiety (Chopra et al., 2004) surrounding their role.

• The opportunity to upskill, receive training and develop as a professional.

  
  

What About the Child?

At the heart of this partnership is the child—and the benefits of behavior-analytic support are backed by decades of research.

When LSAs are supported by a BCBA and trained to implement evidence-based strategies, children are more likely to experience:

• Fewer challenging behaviors (Ingram, Lewis-Palmer, & Sugai, 2005; Hanley, Iwata, & McCord, 2003)

• Faster learning of new skills (Lovaas, 1987; Koegel et al., 1999; Reichow et al., 2018)

• More consistent and predictable environments (Stokes & Baer, 1977; McClannahan & Krantz, 1997)

• Improved inclusion outcomes (Carr et al., 2002; Wong et al., 2015)

  
  

A Collaborative, Respectful Approach

At Solas, we believe that LSAs bring invaluable support and consistency to the child’s school life—and that any strategy or plan must be developed with them, not handed down to them. When BCBAs listen to the insights of LSAs, and LSAs are given the tools to apply behavior analytic strategies confidently, the result is a respectful and effective partnership that truly supports the child.

Want to Learn More?

If you’re a parent, LSA or educator interested in BCBA support, or if you know someone who may benefit, reach out to us at Solas and book a free consultation. We’re always happy to chat about what meaningful support can look like in your setting.

https://www.solaslanguage.com/free-consultation

References

Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., ... & Fox, L. (2002). Positive Behavior Support: Evolution of an Applied Science. Journal of Positive Behavior Interventions, 4(1), 4–16.

Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., Berg de Balderas, H., & Carroll, D. (2004). The paraprofessional-teacher connection: A survey of paraprofessionals who support students with language and learning disabilities. Bilingual Research Journal, 28(2), 377–399.

Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to Problem Behavior in Schools: The Behavior Education Program. Guilford Press.

Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs: Hidden costs and promising practices. Remedial and Special Education, 28(1), 21–32.

Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2011). Paraprofessionals in inclusive schools: A review of recent research.Journal of Educational and Psychological Consultation, 21(1), 41–57.

Hanley, G.P., Iwata, B.A., & McCord, B.E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185.

Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224–236.

Koegel, L.K., Koegel, R.L., & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576–594.

Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–9.

McClannahan, L.E., & Krantz, P.J. (1997). Teaching Conversation to Children with Autism: Scripts and Script Fading. Woodbine House.

Reichow, B., Barton, E.E., Boyd, B.A., & Odom, S.L. (2018). Early Intensive Behavioral Intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, (5).

Rispoli, M., Neely, L., Lang, R., & Ganz, J. (2011). Training paraprofessionals to implement interventions for students with autism spectrum disorders: A review of the literature. Research in Autism Spectrum Disorders, 5(3), 830–843.

Scheuermann, B., Webber, J., Boutot, A., & Goodwin, M. (2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 197–206.

Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367.

Wong, C., Odom, S.L., Hume, K.A., Cox, A.W., Fettig, A., Kucharczyk, S., ... & Schultz, T.R. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.