Does Maryland require autism training for school staff? What Maryland law asks, and where outside training fits
The short answer
In the Maryland statutes and regulations reviewed for this page, we found no requirement for school staff to complete autism training. Maryland law tells the State Superintendent to adopt positive behavioral intervention training requirements for teachers, administrators, paraprofessionals, aides and other employees who interact routinely with students; that statute puts the duty on the State Superintendent and does not name autism. Maryland's student behavior intervention rules require training for staff designated to use restraint or seclusion and for staff identified as a school-wide resource. Teachers renewing an Initial Professional, Professional or Advanced Professional License generally must complete professional development that includes strategies for teaching students with disabilities or differentiated instruction.
What we found
On October 29, 2026, we read the Maryland Education Article's student behavior intervention subtitle (§§ 7-1101 through 7-1107) and its trauma-informed approach section (§ 7-427.1) on the General Assembly's site. We also read the state board's rules on student behavior interventions (COMAR 13A.08.04) and on teacher license renewal (COMAR 13A.12.02) in the official Code of Maryland Regulations. In Education Article §§ 7-1101 through 7-1107 and § 7-427.1, COMAR 13A.08.04, and COMAR 13A.12.02.04 through .06, we found no requirement for school staff to complete autism training and no mention of autism.
The closest statute is Education Article § 7-1107(a):
"the State Superintendent shall, in consultation with representatives of institutions of higher education and the Professional Standards and Teacher Education Board under Title 6, Subtitle 7 of this article, adopt positive behavioral intervention training requirements for teachers, administrators, behavioral health specialists, paraprofessionals, aides, and any other employees who interact routinely with students."
The requirements must include positive behavioral interventions, strategies and supports that, among other things:
"(1) Are evidence–based;"
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"(2) Include trauma–informed interventions and strategies for de–escalation;"
Under subsection (d)(1), the requirements "shall be the basis of a program of professional development that the State Superintendent shall share with school employees from public agencies and nonpublic schools." The statute does not set hours or a schedule for staff. We did not find, on an official state page, the requirements the State Superintendent has adopted under this section.
Each public agency and nonpublic school must also report to the state every year, by December 1, on steps taken to encourage positive behavioral interventions, including "The professional development provided to designated school personnel related to positive behavioral interventions, strategies, and supports and trauma–informed interventions for the prior school year" (§ 7-1104(b)(1)). In this subtitle, a "public agency" includes the state education department and each local school system, and a "nonpublic school" is one that "receives funds from the Department for the purpose of providing special education and related services to students with disabilities" (§ 7-1101).
Source: Md. Code, Educ. § 7-1107; § 7-1104; § 7-1101.
Related training rules for Maryland school staff
### Staff designated to use restraint or seclusion COMAR 13A.08.04.06C(1):
"Each public agency and nonpublic school shall provide professional development to school personnel designated by a school administrator to use restraint or seclusion on this chapter and the appropriate implementation of policies and procedures developed in accordance with §A of this regulation ."
Those staff, and the personnel each public agency and nonpublic school identifies at the beginning of each school year as a school-wide resource on exclusion, restraint and seclusion, "shall receive training in current professionally accepted practices and standards" on a list of topics. The list includes:
"(a) Positive behavior interventions strategies and supports, including methods for identifying and defusing potentially dangerous behavior;"
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"(c) Functional behavior assessment and behavior intervention planning;"
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"(i) Individualized behavior interventions based on student characteristics, including disability, medical history, and past trauma."
The list also covers trauma-informed intervention, exclusion, restraint and alternatives to restraint, seclusion, symptoms of physical distress and positional asphyxia, and first aid and CPR. The training "shall include a written examination and physical demonstration of proficiency in the described skills and competencies" (.06C(4)). COMAR 13A.08.04.05 also says "The use of seclusion is prohibited in public agencies"; nonpublic schools may use it only under the separate conditions in .05B. The .06C training duty covers personnel designated to use restraint or seclusion and personnel identified as a school-wide resource, not all staff. Regulations .05 to .07 do not apply to the Juvenile Services Education Program (.01B). Our course does not teach restraint or crisis intervention.
Source: COMAR 13A.08.04.06; COMAR 13A.08.04.05; COMAR 13A.08.04.01.
### Teachers renewing a license Initial Professional, Professional and Advanced Professional teacher licenses renew for five-year terms on completion of professional development points under an individual professional development plan (COMAR 13A.12.02.04B). One clock hour equals one point. Under COMAR 13A.12.02.06F, an educator who earns a National Board Certificate from the National Board of Professional Teaching Standards may present it when renewing a Maryland Educator License as a substitute for the requirements in .06B. COMAR 13A.12.02.06B:
"Educators applying to renew an Initial Professional, Professional, or Advanced Professional License shall complete a minimum of 90 PDPs that shall include:"
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"(3) Strategies for teaching students with disabilities, or differentiated instruction for students with diverse learning needs; and"
The 90 points must also include content or pedagogy in an area on the educator's license, English as a Second Language, Sheltered English or Bilingual Education, and culturally responsive teaching or diverse student identities in education. Educators working in a Maryland local school system, state-operated school or nonpublic school approved under COMAR 13A.09.10 must obtain their supervisor's approval of their proposed individual professional development plan (COMAR 13A.12.02.05B(1)).
Source: COMAR 13A.12.02.06; COMAR 13A.12.02.04; COMAR 13A.12.02.05.
Where outside training fits
Section 7-1107 does not name a provider; it tells the State Superintendent to adopt the requirements and share a professional development program. The restraint and seclusion rule tells each public agency and nonpublic school to provide the professional development; it does not name a provider. For license renewal, the rule says: "The Department shall accept professional development activities approved by the Department, Maryland local school system, State Agency, a Maryland approved nonpublic school, or another state department of education" (COMAR 13A.12.02.06E(9)(a)). We offer this course as introductory ABA training. We do not claim that it is approved under any Maryland rule, that it counts toward license renewal points or any professional development requirement, or that it meets any training requirement under § 7-1107 or COMAR 13A.08.04. Before buying outside training for a Maryland requirement, ask your local school system or the Maryland State 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 Maryland 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 system'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.