F1H: What Does “School Readiness” Really Mean? Bridging the Gap Between Clinics and Classrooms

For early learners, ABA programs often emphasize “school readiness”. However, the definition of school readiness can differ substantially between clinical and educational settings. As a result, children may demonstrate mastery of targeted skills in therapy yet struggle to meet the functional demands of a classroom environment, and clinicians may devote considerable time to achieving outcomes that do not lead to classroom success.

This presentation examines the disconnect between clinic-based programming and school based expectations. Common barriers to skill generalization including differences in staff to student ratios, instructional pacing, classroom structure, and clinicians’ familiarity with academic and behavioral standards will be explored. Participants will critically review commonly targeted behavior analytic goals and identify gaps that may limit successful transitions to school.

The session will offer practical strategies for aligning clinical goals with classroom expectations and fostering collaboration among clinicians, educators, and families. Attendees will leave with concrete tools for designing meaningful, functional school readiness goals that better support children’s successful entry into and participation in educational settings.

Learning Outcomes:

Participants will develop an operationalized definition of school readiness and identify the core component behaviors necessary for successful participation in a classroom setting.

Participants will evaluate common behavior analytic school readiness goals and identify missing or underemphasized skills that may hinder generalization to school environments.

Participants will develop contextually appropriate skill acquisition goals and instructional formats that support generalization and a successful transition from clinical intervention to school based instruction.

Speakers