In-School ABA Therapy in Miami-Dade: Schools We Serve

BCBA‑led and data‑driven – Treatment plans are developed and supervised by Board Certified Behavior Analysts (BCBAs) with advanced training.

Integrated with classroom goals – We align ABA targets with IEP goals and school expectations to support real progress in class.

Bilingual and culturally aware – Services are available in English and Spanish to serve Miami’s diverse families and school communities.

All BCBAs and RBTs serving special needs schools have completed Level II background checks, and documentation is securely kept on file.

Background-check documentation is available to provide to any special needs school requesting verification for school-based ABA services.

We collaborate closely with school administration, ESE directors, and related service providers to ensure our team fully aligns with your campus safety and compliance policies.

Classroom routines (circle time, centers, transitions)

Early communication and social play

Reducing disruptive behaviors that interfere with learning

All BCBAs and RBTs providing services in private preschools are Level II background checked, with documents kept on file.

We can promptly provide proof of Level II clearance and other required paperwork when requested by preschool directors or owners.

1:1 classroom shadowing

Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs)

IEP meeting attendance and parent advocacy

Teacher training and coaching on ABA strategies

All BCBAs (supervisors) who provide services in public schools have completed required background checks and hold Miami-Dade County Public Schools (M-DCPS) badges to enter school campuses.

Many of our RBTs also hold M-DCPS badges, allowing them to deliver 1:1 support directly in the classroom.

When a new RBT needs access, we assist with the background-check and badging process, typically helping them secure a badge within about a two‑week timeframe, depending on district processing times.

1:1 and small-group ABA support for students with ASD or behavior needs

Support integrating ABA strategies with school‑wide frameworks like PBIS and MTSS

Classroom observations, teacher consultation, and ongoing data sharing

All BCBAs and RBTs working in charter schools are Level II background checked, with documents maintained on file.

Upon request, we provide background-check documentation and proof of liability insurance to meet charter network compliance requirements.

All supervising BCBAs entering Catholic schools have completed required background checks and been cleared by the Archdiocese of Miami to provide services on campus.

RBTs are quickly background checked and cleared as needed when a new student requires in-school ABA therapy.

Both BCBAs and RBTs complete Virtus training, as required by the Archdiocese, prior to working in Catholic schools—helping ensure child safety and alignment with Archdiocesan standards.

All BCBAs and RBTs assigned to private schools are Level II background checked, and documentation is kept on file.

We can provide verification letters, Level II background documentation, and other credentialing materials to any private school requesting information.

Our team coordinates directly with heads of school, deans, and student support teams to meet campus‑specific safety and onboarding requirements.

Thorough credentialing & background checks – Level II background checks for all BCBAs and RBTs, school badges where required (including Miami-Dade County Public Schools), Archdiocesan clearance, and Virtus training for Catholic schools.

Clear documentation & easy communication – We maintain documentation on file and can provide it quickly for audits, licensing visits, or internal reviews.

Experience across school types – Our practitioners have supported students in public, charter, private, and faith-based schools throughout Miami-Dade, and are familiar with local policies and PBIS/MTSS initiatives.

Collaborative, not disruptive – Therapists blend into the school environment, follow campus rules, and communicate regularly with teachers and administrators to ensure our presence enhances—not interrupts—classroom routines.

Focus on independence over time – Our long‑term goal is to fade support as students gain skills, so they can participate more independently alongside their peers.