To the Members of the Lawrence County Board of Education:

I am writing to you as a parent and advocate for children with autism in our district. Our schools are filled with dedicated, compassionate educators who work tirelessly for their students. However, for children on the autism spectrum, traditional classroom support alone may not meet all their needs.

This is why we are requesting that the Board allow ABA companies to send Registered Behavior Technicians (RBTs) into the school setting to work directly with students who have autism. This support is not meant to replace or interfere with our preschool teachers or the classroom experience. Rather, it is intended to enhance learning opportunities and ensure every child can fully participate in their education.

RBTs bring specialized training in communication, social skills, behavioral support, and sensory regulation. Their presence in the classroom allows students with autism to remain engaged, reduces stress on teachers, and ensures that Individualized Education Plan (IEP) goals are supported consistently across home and school.

Allowing RBTs in schools will strengthen collaboration, not competition. It is a partnership—teachers bring their expertise in education, and RBTs bring their expertise in autism-specific support. Together, they can provide a well-rounded, inclusive learning environment for all.

I urge you to consider this request not only as an educational policy decision but as an opportunity to make our schools more inclusive, supportive, and responsive to the diverse needs of our students.

Thank you for your time, your service to our district, and your commitment to the success of every child.

Sincerely,
DeLaney Wireman-Skaggs 

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Petition

Subject: Allowing ABA Companies to Provide RBT Support for Students with Autism in the School Setting

We, the undersigned parents, guardians, and community members, respectfully petition the Lawrence County Board of Education to allow Applied Behavior Analysis (ABA) companies to provide Registered Behavior Technicians (RBTs) to accompany students with autism in the school environment.

This request is not intended to diminish or interfere with the role of our dedicated preschool teachers, aides, or support staff. Instead, it is designed to enhance the educational experience for students with autism by ensuring they have individualized, evidence-based support that addresses their unique learning needs.

RBTs work under the supervision of a Board Certified Behavior Analyst (BCBA) and are trained to:
 • Support communication, social, and self-regulation skills.
 • Reduce barriers to learning caused by behavioral or sensory challenges.
 • Facilitate participation in classroom activities alongside peers.
 • Provide strategies that align with the child’s IEP goals and complement teacher-led instruction.

Benefits of Allowing RBTs in the Classroom:
 • Increased Engagement: Helps students stay on task and participate fully.
 • Teacher Support: Reduces classroom disruptions and assists with implementing strategies.
 • Consistency Across Environments: Skills learned at home and in therapy are reinforced in school.
 • IEP Goal Progress: Supports specific, measurable goals already approved by the school.
 • Peer Inclusion: Encourages meaningful interaction between students with autism and their classmates.

We believe this collaborative approach will strengthen the classroom as a whole, supporting teachers while ensuring that all children have the opportunity to learn, grow, and thrive.

We respectfully urge the Board to adopt a policy allowing approved ABA providers to send RBTs into school with students who require them, ensuring that these services work in harmony with school staff to meet the needs of our most vulnerable learners.

Signed,
DeLaney Wireman
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Parent & Community Testimonies:

“When my child’s RBT is present, she participates more, feels less overwhelmed, and has fewer meltdowns. Her teacher has more time for the whole class.” – Parent of a 4-year-old

“The RBT doesn’t take away from my teaching—they make it easier for me to reach every student.” – Preschool Teacher

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 • This is about collaboration, not replacement.
 • RBTs follow the student—not the class—and focus solely on that child’s needs.
 • Many other districts already allow this, with measurable positive outcomes.
 • It costs the district nothing—services are provided by the child’s ABA provider.
 • Inclusion is a legal and moral responsibility; this helps achieve it effectively.