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ABA on Tap continues the brew with Holly Blais (Part 2 of 2):
A school can be loud with “problems” and still be full of useful information, if you know how to listen. ABA on Tap resumes their chat with Dr. Holly Blais to talk about school-based ABA and why the fastest way to fail as a BCBA is to walk in thinking you can manage people, fix teachers, or control a classroom. The only behavior we can truly control is our own, so we start with what actually moves the needle: relationships, context, and the conditions educators work under every day.
The brew turns practical about functional behavior assessment in schools, including how to spot adult and system variables that quietly maintain student behavior. Dr. Blais explains why cookie-cutter tools like universal token boards can make a teacher’s job impossible, and why “ecologically valid skills” matter more than checking off generic social skills goals. We also dig into psychoeducational evaluations and standardized scores: when they help, when they harm, and how a trauma-informed, equity-focused lens keeps us from reducing a kid to a number.
From ACT and psychological flexibility with teachers, to writing IEP goals that measure what we want to see increase, to district-level MTSS work that actually fits a community, this conversation stays grounded in what schools can sustain. We even tackle the brutal loop of attendance problems plus zero tolerance suspensions, and what a broader, more restorative approach can look like.
Subscribe for more conversations on ABA in schools, share this with a colleague who’s trying to do systems work the right way, and leave a review if it helps. What’s the “noise” in your school that you want to understand better?
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