It happened again—this time in Kansas, where the Manhattan-Ogden school board voted to ban “outside agencies,” including ABA therapists, from providing services in classrooms during the school day. The decision, made by a narrow 4-3 vote, came despite heartfelt testimony from parents, students, and advocates about how one-on-one ABA support can transform lives for children with autism. Board members who opposed the policy described it as a “difficult vote,” and families are now left facing some tough choices: either reduce their child’s ABA therapy hours, homeschool, or move to a private or district-level program.
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this story should be on your radar. It’s not unique to Kansas. Across the U.S., more districts are limiting or even banning in-class ABA providers—often because of past breakdowns in collaboration.
Real-World Impact: What Families and Students Lose
The pain in these stories is real. One mother described how her daughter, Ruby, struggled for years until ABA support helped her learn, play, and make friends in the school setting. Another student’s friend, Taylor, testified about the positive effect Ruby’s ABA therapist had—not just on Ruby, but on the whole classroom. These are the kinds of stories that rarely make headlines, but they’re the reality for countless families.
Removing ABA therapists from the classroom doesn’t just affect one child. It ripples outward—impacting teachers, peers, and the overall school environment. Families lose options, and for many, those options were the difference between progress and isolation.
Why This Happens: Not Malice, But Missteps
“I’ve seen this play out firsthand. When we ran our practice in northern Virginia, we enjoyed a strong partnership with the local schools. We could come in, collaborate, and really make a difference for kids. But that changed when some outside providers started showing up and telling school staff how to do their jobs. Suddenly, it wasn’t a team effort anymore—the teachers felt blamed and pushed aside, even though they were doing their best. That’s not how you build trust or a lasting relationship with a school community. We’re supposed to be there as helpers, asking, ‘How can we support you?’—not as outsiders pointing fingers. Unfortunately, this isn’t just a one-off problem; it’s something I see happening across the field.”
Most districts don’t ban ABA providers out of spite. The problem usually starts with a handful of negative experiences—ABA companies acting like they run the classroom, creating confusion about who’s in charge, or failing to collaborate. When school staff feel threatened or disrespected, everyone loses.
What the Kansas Policy Actually Says
According to The Mercury, the new policy bans “outside agencies” from providing in-class services during the school day. The board approved a special education curriculum that uses ABA principles, but without third-party therapists present. Some board members pushed for more flexible language, suggesting “outside agencies may be permitted to provide services… on an individual basis,” but the stricter ban passed on the first reading.
Legal concerns and the lack of a clear memorandum of understanding (MOU) between districts and ABA providers are also major barriers. Advocates warn that unless schools and ABA companies find a path forward, families will face hard decisions about whether their children can stay in their neighborhood schools.
The Bigger Picture: What ABA Providers Must Learn
This isn’t just a Kansas problem. It’s a wake-up call for the entire ABA industry. If we want to be invited into schools, we need to lead with humility, respect, and a genuine willingness to partner. That means training our staff not just in clinical excellence, but in how to work as part of a multidisciplinary team. It means showing up to support—not to take over.
As more ABA businesses scale, it’s easy to lose sight of the community relationships that make in-school services possible. But the lesson here is simple: collaboration isn’t optional. It’s the only way forward.
Practical Steps for ABA Practice Owners
- Revisit your school partnership strategy. Make sure your team is trained in school collaboration—not just ABA best practices. Build in regular check-ins and feedback loops.
- Develop a clear Memorandum of Understanding. Work with districts to establish clear roles, responsibilities, and boundaries. Address legal, ethical, and practical concerns up front.
- Foster a “how can we help?” mindset. Teach your staff to approach schools as allies, not critics. Every interaction should build trust.
- Support families through transitions. If policy changes force a shift in service delivery, help families navigate their options and advocate for continuity of care.
Final Thoughts: The Cost of Losing Access
It’s easy to get discouraged by policies like this. But these moments are also opportunities for ABA providers to raise the standard. When we do the hard work of partnership—when we lead with ethics and humility—we show districts, families, and our entire field what’s possible.
The question for every ABA company should be: Are we truly supporting schools and families, or are we just providing a service? The answer will shape the future of in-school ABA for years to come.
Useful Source
- Original news story: https://themercury.com/news/usd-383-approves-policy-removing-behavior-therapists-from-schools/article_e0f95de0-79b7-49aa-b9f7-14fe13171496.html
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