How do we introduce Applied Behavior Analysis (ABA) to administrators?

We know that ABA is not exclusive to our students with autism, but how can we introduce ABA to administrators to impact, positive outcomes for all of our students? Are there articles or books that you recommend for administrators? Well, while there probably are, but so anyway, the second part is much harder for me than the first part. So I think it's really important to... I think administrators need two things, one, they need to have a better understanding of what ABA is and what it is not. And then number two, they need to understand the potential impact of using abia on their lives and the lives of the people in their districts. I think that, you know, it's almost in this world of fake news kind of thing that people are like, oh, it's just ADHD. The thing that is what mad autism moms want. And they just don't understand it. No. There's volumes of evidence showing its effectiveness. So when you have an individual that is going to get suspended from your school, maybe some behavioral practices, they keep them in school, which is going to overall help your district rates. I don't believe that. I mean, I think that everybody gets into the field to do the right thing, but I think a very candid administrator level. What are your contingencies? One of the most powerful contingencies are how you're viewed in terms of the numbers for your district. So I have a great colleague. I have this guy, Brandon Franklin, and he has a team of behavior analysts that were just hired in district and in a large school district. And they were just working with kids that were didn't have disabilities or kids at risk. And so they worked diligently to get these kids to help these kids stay in school. They're able to reduce suspension rates. And that turned the administrator on like, wow, we've been trying all these other things. And this work. And now they're hiring about seven more for their district. And so that's a great example of have to show administrators don't like us. Teachers don't have time to read the articles. So we have to show them evidence that right there, we have to say, OK, give this guy a chance. We'll see what we do with this child, with this small group of kids that we're working with and show them the numbers, show them the data, I think also helps to have internal people. So if you have a trusted person within the district or a teacher that has a strong behavioral analytic background as a co administrator or a stethoscope as a specialist and is able to carry the message of like, look, you misunderstand what applied behavior analysis is. You know, most of what we're doing is related to behavior analysis. We need a person to help us with these most intensive kids. We need a person, then that needs the help. Our teachers working will increase fidelity. And I'm shifting to talking about the behavior of board certified behavior analyst position. But I think the two things are helping get rid of myths for them, helping them, shake those early 90s rumors. A bunch of behavioral is trying to get into school districts and working with parents, threatening to sue, to really saying these are really helpful, thoughtful people committed just like our teachers are. And it would benefit us as a district to help that to work with them. And the number two, once you get in the door, you make sure that they have some use of. Let them graph and demonstrate the effectiveness of what they're there, their inclusion within that school setting. And administrators respond to that. They're just like the rest of us. And we like to put everybody outside of our levels out of touch. Nobody knows what we're doing, but administrators have the same thing. They're being bombarded constantly by people above them and below them. Right in terms of whatever hierarchy. And they just want to say, oh, something's working right. So we can show them that I think and make their lives a little better. I think that it helps open the door.