California's yearly behavior training for staff of certified nonpublic schools and agencies (Cal. Educ. Code § 56366.1(a)(4)): what the law asks, and where outside training fits
The short answer
California requires certified nonpublic, nonsectarian schools and agencies to train all staff who have contact or interaction with pupils during the schoolday annually, and new staff within 30 days of employment, in evidence-based practices and interventions specific to their pupils' behavioral needs. Our Education Code search found no autism-specific staff training mandate for public school districts; related staff development and youth behavioral health requirements are described below. California also requires special education staff development programs, and § 49428.2 requires covered agencies to certify youth behavioral health training for specified percentages of employees with direct pupil contact in grades 7 to 12 by July 1, 2029, subject to statutory exceptions and an alternative approach.
What the law says
California Education Code § 56366.1 sets what a nonpublic, nonsectarian school or agency must include in its application for state certification. Paragraph (4)(A)(i) requires:
"Commencing with the 2020–21 school year, documentation that the nonpublic, nonsectarian school or agency will train staff who will have contact or interaction with pupils during the schoolday in the use of evidence-based practices and interventions specific to the unique behavioral needs of the nonpublic, nonsectarian school’s or agency’s pupil population. The training shall be provided within 30 days of employment to new staff who have any contact or interaction with pupils during the schoolday, and annually to all staff who have any contact or interaction with pupils during the schoolday."
The content of the training "shall include, but is not limited to, all of the following":
"(i) Positive behavioral intervention and supports, including collection, analysis, and use of data to inform, plan, and implement behavioral supports."
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"(ii) How to understand and address challenging behaviors, including evidence-based strategies for preventing those behaviors."
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"(iii) Evidence-based interventions for reducing and replacing challenging behaviors, including de-escalation techniques."
The training must be taught in a manner consistent with the development and implementation of individualized education programs, and consistent with California's restraint and seclusion article. The contracting local educational agency must verify the school's or agency's compliance, and the school or agency reports that verification to the state Superintendent each year with its annual certification documents. The school or agency must keep written records of the training and provide written verification on request.
This duty applies to certified nonpublic, nonsectarian schools and agencies. It does not apply to public school district staff.
Source: Cal. Educ. Code § 56366.1.
What we found for public school district staff
On October 29, 2026, we read the full text of the California Education Code, from the Legislature's own data, for autism, positive behavior, behavior intervention and de-escalation. We read the sections on restraint and seclusion, behavioral interventions for students with exceptional needs, special education staff development, paraeducators and instructional aides, and teacher professional growth. We found no Education Code section that requires public school district staff to complete autism training. None of the Education Code sections containing "autis" that we reviewed establishes a staff autism-training duty.
Related training rules for California school staff
### Special education staff development Education Code § 56240:
"Staff development programs shall be provided for regular and special education teachers, administrators, certificated and classified employees, volunteers, community advisory committee members and, as appropriate, members of the district and county governing boards."
Those programs must include "Provision of opportunities for all school personnel, paraprofessionals, and volunteers to participate in ongoing development activities pursuant to a systematic identification of pupil and personnel needs" (§ 56241(a)). These sections do not name autism or behavior, and they set no hours. A related section states the Legislature's intent that a local educational agency give regular classroom teachers serving individuals with exceptional needs "appropriate training each year relating to the needs of those individuals" (§ 56243). That is a statement of intent, not a set requirement.
Source: § 56240; § 56241; § 56243.
### Behavioral interventions for students with exceptional needs The behavioral intervention chapter of the Education Code states the Legislature's intent:
"That training programs be developed and implemented in institutions of higher education that train teachers and that in-service training programs be made available as necessary in school districts and county offices of education to ensure that adequately trained staff are available to work effectively with the behavioral intervention needs of individuals with exceptional needs."
This is intent language (§ 56520(b)(5)). It identifies a behavioral intervention purpose but sets no minimum training hours, prescribed curriculum or fixed schedule for district staff.
Source: § 56520.
### Youth behavioral health training, grades 7 to 12 Education Code § 49428.2(c):
"Subject to subdivision (d), on or before July 1, 2029, a local educational agency shall certify to the department that 100 percent of its certificated employees and 40 percent of its classified employees, who have direct contact with pupils in any of grades 7 to 12, have received youth behavioral health training at least one time, in accordance with all of the following:"
Here a "local educational agency" is a county office of education, school district, state special school or charter school that serves pupils in any of grades 7 to 12. The training covers risk factors and warning signs of behavioral health problems in adolescents, early intervention, how to help an adolescent in crisis, and when to make referrals. The section defines youth behavioral health disorders as "pupil mental health and substance use disorders." A local educational agency may meet subdivision (c) through a policy describing an alternative approach consistent with that subdivision's goals that better meets pupils' needs (§ 49428.2(e)). The section becomes inoperative on July 1, 2030. This is mental health and substance use training, not autism training. Our course does not cover youth behavioral health or crisis intervention.
Source: § 49428.2.
### Restraint and seclusion California's restraint and seclusion article (§§ 49005 to 49006.4) says an educational provider "may use seclusion or a behavioral restraint only to control behavior that poses a clear and present danger of serious physical harm to the pupil or others that cannot be immediately prevented by a response that is less restrictive" (§ 49005.4), and "shall avoid, whenever possible, the use of seclusion or behavioral restraint techniques" (§ 49005.6). We found no staff training requirement in this article. Our course does not teach restraint or crisis intervention.
### Autism authorization for teaching assignments The Commission on Teacher Credentialing issues an Added Authorization in Special Education in Autism Spectrum Disorders. The Commission says these authorizations "require specific advanced preparation for the teacher and are only available through completion of a Commission-approved program based on Commission-approved standards." This is a credential authorization, not a general training requirement for all school staff.
Source: CTC leaflet CL-890, Added Authorizations in Special Education.
Where outside training fits
Section 56366.1 says the training "shall be selected and conducted by the nonpublic, nonsectarian school or agency" and must "Be conducted by persons licensed or certified in fields related to the evidence-based practices and interventions being taught." Its required content includes de-escalation techniques, which our course does not teach. We offer this course as introductory ABA training. We do not claim that it satisfies § 56366.1, § 49428.2 or any other California requirement, that it counts toward any staff development or training requirement, or that it is approved by the state. Before buying outside training for a California requirement, ask your contracting local educational agency, your district or the California Department of Education how it evaluates outside courses.
What our Intro to ABA Level 1 course covers
The Intro to ABA Level 1 course teaches methods and techniques of Applied Behavior Analysis (ABA) for parents and caregivers, teachers, paraprofessionals and behavior technicians who work with a child every day. Topics include what autism is, what ABA is, pairing, errorless teaching and prompting, and active student responding. Complete the course and pass its 40-question final exam with a score of at least 80%. Completing this course earns a Special Learning certificate of completion. That certificate is not a continuing education (CE) certificate. It is basic training in ABA methods for daily practice, not a professional credential. We do not claim California state approval or continuing education credit for this course.
A paraprofessional who took it wrote: "I want to learn everything I can to help my student succeed in the public school system. I found Special Learning's ABA level 1 course so fascinating and inspiring."
Two ways to start
- For one person: try the first two sessions free for 7 days; account creation is required, with no payment information requested. The full course costs $199, paid once, with no subscription or recurring charge. Activate your license code within 90 days of purchase; the published completion window is 10 weeks after activation. You may request a later start date, no later than three months after purchase. Start the free sessions
- For your school's staff: tell us how many people need training and when, and we will send a quote; each participant who completes the course and passes its 40-question final exam with a score of at least 80% earns an individual certificate of completion. Ask for a school quote
Last reviewed: October 29, 2026.