Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the Board Certified Behavior Analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and more effective utilization of behavior analytic practices in inclusion-oriented schools. In addition to discussing the conceptualization of behavior analytic services as a related service and the role of both Board Certified Assistant Behavior Analysts and Registered Behavior Technicians as paraprofessionals under the Individuals with Disabilities Education Act, we provide a set of guidelines for related services decision-making practices useful within a collaborative teamwork framework, including behavior analysts, and offer areas for future research.

尽管行为分析实践已广泛应用于学校以支持残疾学生，但关于在包容性学校中使用这些实践的指导仍然有限，更具体地说，委员会认证行为分析师在提供相关服务方面的作用仍然有限。本文的目的是鼓励利益相关者之间的讨论，希望能在包容导向的学校中更清晰地概念化和更有效地利用行为分析实践。除了讨论作为相关服务的行为分析服务的概念化以及根据《残疾人教育法》获得的认证助理行为分析师和注册行为技术员作为辅助专业人员的作用，