About the PaTTAN Autism Initiative
What is PAI?
The PaTTAN Autism Initiative (PAI) helps Pennsylvania schools better support students with autism by providing training, coaching, and evidence-based strategies (including Applied Behavior Analysis, or ABA) to educators and school teams. Their goal is to improve student outcomes by building strong, sustainable practices within schools.
What classrooms does PAI support?
The PaTTAN Autism Initiative (PAI) supports a wide range of educational settings serving students with autism and other complex learning needs. PAI's primary partnership model is through Anchor Classrooms, which are selected by a Local Education Agency (LEA) through an application process. In these classrooms, PAI works alongside teams to support systemic change, helping build sustainable, evidence-based practices that can be replicated across programs and schools.
PAI's support is not limited to Anchor Classrooms. PAI can also provide consultation, training, and technical assistance to non-Anchor Classrooms within participating LEAs. This may include any classroom serving students who could benefit from evidence-based practices related to communication, instruction, behavior support, social skills, activities of daily living (ADLs), and independence.
ABA basics and terminology
What is ABA?
Applied Behavior Analysis (ABA) is a science that helps us understand how people learn and how behavior is influenced by the environment. ABA examines the relationships between behavior and environmental events and uses evidence-based strategies to teach new skills, increase independence, and support meaningful participation at home, in school, and in the community. ABA focuses on understanding why behaviors occur and using positive, individualized approaches to help people succeed.
What is a BCBA?
A Board-Certified Behavior Analyst (BCBA) is a professional who is trained and certified in Applied Behavior Analysis (ABA). BCBAs assess individual needs, develop Functional Behavior Assessments (FBAs) & Positive Behavior Support Plans (PBSPs), analyze data, and work with families, educators, and other professionals to help individuals reach their goals. They use evidence-based practices to support learning, communication, independence, and positive behavior change.
What is an RBT?
A Registered Behavior Technician (RBT) is a trained professional who provides direct ABA services. RBTs teach skills, support behavior goals, and collect data under the supervision of a Board-Certified Behavior Analyst (BCBA).
What is reinforcement and why is it so important?
Reinforcement is anything that increases the likelihood that a behavior will happen again in the future. In simple terms, when something meaningful or rewarding happens after a behavior, that behavior is more likely to occur again.
Reinforcement is important because it is one of the most effective ways people learn new skills and develop positive habits. In ABA, reinforcement is used to encourage learning, build independence, and support meaningful behavior change by recognizing and rewarding progress.
Examples of reinforcement in the classroom:
- A student raises their hand before speaking and receives praise from the teacher.
- A student completes an assignment and earns extra free time.
- A student follows directions and receives a sticker or token toward a larger reward.
Examples in everyday life (natural environment):
- A child asks for a snack and receives the snack.
- An adult goes to work and receives a paycheck.
- A person exercises regularly and begins to feel healthier and stronger.
What is a Variable Ratio (VR) schedule?
A Variable Ratio (VR) schedule means reinforcement is delivered after an unpredictable number of responses or behaviors. For example, a student may earn reinforcement after 2 responses, then 4, then 3. VR schedules are often used after a skill is established to promote independence, persistence, and more natural patterns of reinforcement. The goal is to gradually reduce how often reinforcement is provided while maintaining student success. The number of responses required varies but follows a predetermined average over time.
What is the difference between how ABA defines punishment and a natural consequence?
In ABA, the term punishment has a technical meaning. It refers to a consequence that follows a behavior and results in that behavior decreasing in the future. This definition is based on the effect of the consequence on future behavior, not on whether the consequence seems harsh, negative, or disciplinary.
A natural consequence is an outcome that occurs as part of the typical environment or routine, rather than something added for the purpose of reducing behavior. For example, if a student refuses to complete an activity, they may not access the materials or outcomes connected to that activity. If a student throws a toy and breaks it, the toy may no longer be available.
However, teams should be cautious. If a consequence is intentionally arranged or used because it decreases a target behavior, it may function as punishment under the ABA definition and may require additional review, documentation, and compliance with school, district, IEP, and Pennsylvania Chapter 14 requirements.
Educators should not use punishment procedures casually or without appropriate oversight. When addressing behavior, teams should prioritize positive, instructional, and reinforcement-based strategies, including teaching replacement skills, adjusting antecedents, and reinforcing appropriate behavior. When there is uncertainty, teams should consult with appropriate supervisors, behavior specialists, and special education leadership to ensure procedures are educationally appropriate, individualized, and compliant with applicable regulations.
Classroom practice and staffing
Do teachers need to be ABA certified or trained to use ABA strategies?
No. Teachers do not need to be certified behavior analysts to use ABA-based strategies in their classrooms. Many effective educational practices, such as reinforcement, prompting, data collection, and systematic instruction, are grounded in the science of Applied Behavior Analysis (ABA) and are commonly used by educators.
However, ABA is a science, and like any science, it is important to understand the principles behind the practices being used. The effectiveness of ABA-based strategies depends on thoughtful implementation, ongoing assessment, and making instructional decisions based on student needs and data.
There are a variety of professional development opportunities and certifications available for educators who wish to deepen their knowledge of ABA. While certification is not required for most classroom educators, ongoing learning can help teachers better understand how to apply evidence-based practices effectively and ethically.
Classrooms supported by the PaTTAN Autism Initiative (PAI) receive coaching, consultation, and professional learning designed to help teams develop a deeper understanding of behavioral principles and evidence-based instructional practices. This support helps educators make informed decisions that promote meaningful outcomes for students.
What role do paraprofessionals play in the implementation of evidence-based practices?
Paraprofessionals play an integral part in supporting the implementation of evidence-based instructional practices. Working under the direction of certified staff and within their assigned roles, paraprofessionals often help provide instructional opportunities, support student engagement, assist with data collection, facilitate participation in classroom activities, and promote skill development across the school day.
Because paraprofessionals frequently spend significant time supporting students throughout daily routines, they can help ensure that instructional strategies, reinforcement systems, communication and behavior support are implemented consistently across settings and activities. Their involvement often increases the number of opportunities students have to practice and generalize skills in meaningful contexts.
The specific responsibilities of paraprofessionals may vary based on district policies, classroom structure, student needs, and local educational agency (LEA) expectations. Therefore, questions regarding the exact duties, responsibilities, and scope of practice for paraprofessionals within a particular classroom or district should be directed to the individual's LEA, administrator, or supervising educational team.
Ultimately, effective implementation of evidence-based practices is a collaborative effort, and paraprofessionals are often key members of the instructional team supporting student success throughout the school day.
How do these programs run for middle and high school classrooms?
Across all age levels, instruction should focus on meaningful, functional skills. As students get older, the targets often shift to reflect age-relevant activities, environments, and future goals. Teams can use real-life experiences — such as shopping, vocational training, school routines, or community outings — to identify communication, social, academic, and independent living skills that can be taught by using task analyses through instruction, self-advocacy, and natural learning opportunities. The goal is to ensure that instruction is meaningful, relevant, and applicable to the student's everyday life.
Training, materials, and resources
What types of support are available for my district through PaTTAN?
PaTTAN offers a range of support to help Local Education Agencies (LEAs) meet the needs of students with disabilities and strengthen educational practices. Available supports include:
- Professional Development: In-person and virtual training on topics such as specially designed instruction, behavior support, inclusive practices, literacy, mathematics, and other evidence-based educational practices.
- Critical Supports: Short-term, intensive assistance to address urgent needs, including job-embedded coaching, technical assistance, and support for special education classrooms and staff.
- Emergent Supports: Targeted professional development and coaching designed to address specific areas for improvement identified by the district.
- Systemic Supports: Long-term, collaborative partnerships with district and school leaders to develop sustainable systems and practices that improve outcomes for students with disabilities.
Follow the link below for additional information and to apply.
Customized Professional Development and Technical Assistance
What training opportunities are available for administrators, educators, paraprofessionals, parents, caregivers, and other professionals?
PaTTAN (Pennsylvania Training and Technical Assistance Network) offers a variety of professional learning opportunities for administrators, educators, paraprofessionals, parents, caregivers, and related service providers. Trainings are available in multiple formats, including workshops, webinars, conferences, online courses, and other professional development opportunities.
Topics include, but are not limited to, autism, behavior support, communication, evidence-based instructional practices, inclusive education, special education, assistive technology, social-emotional learning, and other areas that support student success.
Training opportunities are updated regularly and can be found on the PaTTAN Events Calendar:
PaTTAN Events Calendar
Do you have training for advanced programs beyond what is taught in Establishing Component Skills through Evidence-Based Practices?
Yes. For educators looking to build on the skills taught in Establishing Component Skills through Evidence-Based Practices, PaTTAN offers Beyond the Basics: Expanding Language Skills for Intermediate and Advanced Learners.
This training focuses on extending instructional protocols to teach more complex language and listener responding skills, including tacts of actions, features, functions, classes, adjectives, and prepositions. Participants also learn about joint control procedures to support recall and more advanced language development, as well as assessment and data collection procedures to guide instructional decision-making for intermediate and advanced learners.
This training is intended as a continuation of foundational programming and provides educators with tools and strategies for teaching more complex communication and language skills.
Beyond the Basics: Expanding Language Skills for Intermediate and Advanced Learners
Is there training for advanced manding programs, such as mands for missing items or mands for information?
At this time, there is not a training specifically dedicated to advanced manding programs such as mands for missing items, mands for information, or other advanced mand repertoires. However, some of these concepts are addressed within
Beyond the Basics: Expanding Language Skills for Intermediate and Advanced Learners. This training focuses on developing more complex language repertoires and reviews instructional procedures for advanced language skills, assessment, data collection, and programming decisions for intermediate and advanced learners.
For educators specifically interested in advanced manding skills, the PAI Resource File also contains teaching protocols and resources for programs such as mands for missing items and other communication skills. While these topics may not currently have a stand-alone training, the available protocols can be used alongside broader language development trainings to support implementation.
Beyond the Basics: Expanding Language Skills for Intermediate and Advanced Learners
Where can we find materials for the classroom, such as printed 3x5 cards and skill tracking sheets?
You do not need to create your own materials unless you prefer to. Pre-made materials are available in the PAI Resource File.
The cards can be printed directly onto colored cardstock that corresponds with each operant, or printed on white cardstock and color-coded by outlining them with markers. Some teachers choose to use pre-made cards, while others prefer to create their own versions. Either option is perfectly acceptable — use whichever approach is most practical and effective for your classroom.
PAI Resource File
Who should I contact if I have questions about response forms, speech-generating devices (SGDs), processing delays, or other speech and language topics?
Your first step should be to collaborate with your local educational team, including your speech-language pathologist (SLP) and other members of the student's educational team. These professionals can help determine appropriate communication supports and instructional strategies based on the student's individual needs.
For additional guidance and resources, you may also contact the PaTTAN
Speech-Language Initiative:
Amy Foor
PaTTAN Speech-Language Initiative
AFoor@pattan.net
Who should I contact if I have questions about auditory processing, sensory supports, motor planning, or other occupational therapy or physical therapy topics?
Your first step should be to collaborate with your local educational team, including your occupational therapist (OT), physical therapist (PT), and other members of the student's educational team. These professionals can help determine appropriate support and instructional strategies based on the student's individual needs.
For additional guidance and resources, you may also contact the appropriate PaTTAN initiative:
Jennifer Hess
PaTTAN Physical Therapy Initiative
JHess@pattan.net
Elizabeth Konde
PaTTAN Occupational Therapy Initiative
EKonde@pattan.net