School-Based Inclusion Program
Why Do We Call It the “Inclusion Program”?
Every student deserves the right to a free and appropriate public education, and to feel included, valued and supported. We believe meaningful support should help students access not only education, but also connection, participation, confidence, and belonging.
For us, inclusion means more than physical presence in a classroom. It means helping students build the skills, confidence, and supports needed to participate meaningfully, connect with others, and access experiences that matter to them.
Through individualized, student-contered supports, we work to remove barriers and create environments where students can learn, grow, and belong.
Our role is to help create the conditions where students can thrive, while supporting them in becoming positive agents of change in their own lives.
Supporting Our Students Where They Learn & Grow
The GMBC School-Based Inclusion Program works with students right in their public school!
Our School-Based Inclusion Program supports students directly within their public school environments, helping them access meaningful educational, social, and community experiences while building skills for long term growth.
We believe support should be individualized, engaging, and grounded in dignity, trust and collaboration. Rather than focusing on compliance as an outcome, our approach blends a scientific foundation in ABA with person-centered, trauma-informed, and compassion-forward practices that prioritize assent, active student participation, and meaningful engagement.
We use a client centered and skills based approach to help students build independence, strengthen relationships, and access the educational environment in ways that are meaningful, supportive, and fun!
Supporting Our Students Where They Learn & Grow
The GMBC School-Based Inclusion Program works with students right in their public school!
Our School-Based Inclusion Program supports students directly within their public school environments, helping them access meaningful educational, social, and community experiences while building skills for long term growth.
We believe support should be individualized, engaging, and grounded in dignity, trust and collaboration. Rather than focusing on compliance as an outcome, our approach blends a scientific foundation in ABA with person-centered, trauma-informed, and compassion-forward practices that prioritize assent, active student participation, and meaningful engagement.
We use a client centered and skills based approach to help students build independence, strengthen relationships, and access the educational environment in ways that are meaningful, supportive, and fun!
How Support Works
Collaborative Team Design
Students are supported by a collaborative team designed to provide individualized care, meaningful relationships, and consistent support to assist students in accessing their education.
In addition to the following, to support safety and preparedness, all staff are trained in emergency crisis intervention as well as CPR and First Aid.
Behavior Consultants (Clinicians):
Our Behavior Consultants collaborate with school teams, the student, and their family, to develop individualized behavior support plans that build skills and increase access to meaningful educational, social, and life experiences. Consultants also use ongoing data and collaboration to help guide decision making and adjust supports as students grow.
Our Behavior Consultants, or also referred to as Clinicians, are at minimum, Masters level professionals who have knowledge of and experience in Applied Behavior Analysis. They may also be a Board Certified Behavior Analyst® (BCBA®) or a Board Certified Assistant Behavior Analyst® (BCaBA®)
GMBC provides ongoing supervision, training, and professional development to ensure clinicians are implementing compassionate, up-to-date, and evidence-based practices.
Behavior Instructors (BI’s):
Behavior Instructors provide direct, day-to-day support to students within the school setting. They implement individualized plans, help students build skills, collect meaningful data, and supports students in accessing learning, relationships, and participation in school life.
Program Support Instructor (PSI):
Program Support Instructors help train, coach, and support Behavior Instructors in their work with students. By strengthening staff support and supervision, PSIs help maintain consistency, deepen relationships, and expand the quality and reach of student support.
Services We Offer
In partnering with school districts and families, our mission and vision is to enhance our collaborative, professional relationship, while also improving the lives of children and families utilizing a compassionate approach to service delivery. We aim to support students in remaining in their community public school, accessing the least restrictive environment which is appropriate for them.
We implement evidence-based programming consisting of Applied Behavior Analysis (ABA), skills based training (SBT), compassionate care and trauma-informed practices. Our Clinicians provide direct training and supervision to our BI/BT’s, this occurs at a minimum weekly for each BI/BT working directly with a student. Additionally, our BI/BT’s receive training throughout the school year on various topics related to their work with students.
All programming is implemented in collaboration with the students treatment team, ensuring that we are in agreement with regards to goals, interventions and programming.
We provide an array of services to schools which includes:
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Functional Behavior Assessments (FBAs) are conducted to better understand the “why” behind challenging behaviors and the environmental factors that influence it.
An FBA may include interviews and questionnaires with team members and caregivers, review of relevant records, and direct observation of the student in natural settings, most often within the school environments. Through observation, collaboration, and data collection, clinicians work to understand the factors influencing behavior and identify opportunities to increase success, participation, safety, and quality of life.
The goal of an FBA is not simply to understand behavior, but to provide meaningful, practical recommendations that help students access more positive and supportive educational experiences. Recommendations are developed collaboratively and are intended to guide decision making rather than serve as mandates. School teams are encouraged to thoughtfully select interventions that best fit the student, staff, and environmental context.
We believe meaningful and sustainable change happens when supports are realistic, individualized, and implemented consistently. In many cases, fewer well implemented interventions are more effective than many strategies the environment may only be able to support temporarily, incompletely, and/or with intermittent application.
Following an FBA, teams will determine the most appropriate level of support for the student. This may include classroom strategies, staff supports, individualized planning, or referral to additional services, including direct school based support when appropriate.
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Consultation typically consists of assisting the school team in providing and creating an accessible learning environment to students. This may include supporting the school team in implementing interventions that arose from the FBA process, or it may include providing ongoing training and supervision to school staff who work with a student directly.
ABA consultation can include the creation of a Behavior Support Plan (BSP) and data sheets to guide school staffs’ work with a student. It can also include providing training (modeling and observation with feedback) on the BSP’s implementation by school staff.
Clinicians may serve on the student’s team providing data analysis, updates on treatment and/or additional recommendations on strategies and supports which may further promote a student’s success. Additionally, consultation may consist of collaboration with school teams on the creation and implementation of social skills programming, or building classroom supports, or building additional support strategies that increase access to meaningful educational experiences.
Because every student and school environment is different, consultation services are individualized and developed collaboratively to meet each team’s and student’s unique needs.
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While on to one support serves as a primary model within the GMBC Inclusion Program, we believe support should always be individualized, flexible, and responsive to student needs
We often say that almost anything is possible!
Direct support models may include: 1 (adult) and 1 (student)
1 adult supporting 1 student
2 adults supporting 1 student when higher levels of support are needed
1 adult supporting 2 students when students’ progress indicate need to fade to shared support
Our goal is to provide meaningful support while promoting skill building, independence, participation, and connection.
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Following assessment and collaboration, we develop individualized behavior support plans tailored to each student’s strengths, needs, goals, and learning environment. These plans focus on building meaningful skills, increasing access to education and social experiences, and creating supportive, proactive strategies for success.
Plans are developed collaboratively and are designed to evolve as students grow and needs change.
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In some settings, support extends beyond an individual student to the classroom environment as a whole. Through classroom-based consultation, modeling, systems support, and skill building, we work to strengthen learning environments that benefit all students.
This may include proactive classroom systems, relationship and rapport building, behavioral supports, staff coaching, and strategies that improve participation, regulations, and learning across the classroom community.
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GMBC staff are available to provide individualized training opportunities designed to meet the unique needs of school staff, teams, and districts. How this looks can vary depending on need, schedules, and timelines.
GMBC staff will collaborate with school staff to determine a program of training that is appropriate for them. GMBC is able to offer training of all kinds to schools - this can be directed towards individual school staff, specific school teams or groups, or done on a district level. GMBC is able to offer and facilitate training to meet each unique need.
Generally, GMBC staff provide training on Applied Behavior Analysis and related topics. However, individual staff may have additional competencies, knowledge and training in additional topics. School staff and GMBC staff will collaborate throughout the process, from planning, implementation, and any follow up which may be desired.
Getting Started & Referral Process
Referrals for GMBC services are typically initiated by the school district, often through the special education administrator or another designated member of the student’s educational team.
In many cases, school teams have identified that a student may benefit from more intensive behavioral support and reach out to GMBC to explore services that can help the student build skills, increase participation, and access meaningful educational experiences.
School teams can make referrals for GMBC School-Based Inclusion Program Services, with consent and agreement of parents and caregivers.
Our School Based Inclusion Program partners with schools to provide behavior analytic support to students who are experiencing challenges within the educational environment and may benefit from additional support to fully access their education.
Direct Student Support services encompass a one-on-one staff (Behavior Instructor) working directly with a student in their community public school, under the supervision and guidance of a clinician.
Following referral, GMBC collaborates with the school team and family to better understand the student’s strengths, needs, goals, and current supports in order to determine the most appropriate next steps and level of service.