Fair-Pair skill building in school based supports

Context: Historically I consulted for multiple districts and had several functions providing behavioral supports within the school system but I stepped away from doing that on a daily/weekly/monthly level back in 2015 so it has been a while since I was extremally active in that space although I still get a couple learners a year but they tend to be at the tail end of the most severe situation that schools pretty much are at the point of willing to try anything legal and ethical. But in talking to other behavior analysts, it appears that they are having a really hard time getting their fair-pairs written in to IEP's and that they are having to work through the other team members to get the fair-pairs written in to their sections. They can still put them in their BSP/BIP but they have near zero control over frequency requirements of practice/etc, since it is removed from the IEP requirements. My fear when I was primally in this space was the behavior analyst role on the team would be reduced to "behavior reduction", it sounds like this is starting to formally happen at least in some districts. When behavior reduction is a biproduct of behavioral expansion, anything that limits behavioral expansion from occurring is scary to me.

Question: Is it your experience that getting support for skill building for fair-pairs in the school system is not happening readily? If so how are you approaching this in your role?

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