Covert Behavior: The Hidden Driver of Overt Behaviors

Using recent discoveries in neuroscience, interpersonal neurobiology, and polyvagal theory, this CEU experience reframes behavior as a state-based phenomenon, not just a skill deficit or compliance issue. We’ll explore how covert variables like physiological arousal, threat detection, sensory load, and emotional states quietly shape overt behaviors long before consequences ever enter the picture.

Expect science, yes, but also humanity. We’ll laugh a little, reflect honestly, and challenge the idea that “calm behavior” automatically equals “regulated nervous systems.” You’ll leave with practical ways to recognize nervous system overload, adjust your own state as a clinician, and design interventions that prioritize safety, connection, and dignity alongside effectiveness.

This is not about abandoning ABA.
It’s about evolving it.

More compassion.
More precision.
More neruro-behavioral informed care.

Because when we change what’s happening inside, behavior doesn’t need to scream to be understood.

Learning Objectives:

• Differentiate between overt behaviors and covert nervous system processes, including physiological arousal, threat responses, and sensory load, and explain how these covert variables influence observable behavior.
• Identify behavioral patterns that indicate nervous system overload, even when overt behavior appears compliant, withdrawn, or “successful” by traditional measures.
• Apply nervous-system-informed strategies within ABA frameworks to support regulation, reduce escalation, and increase learner readiness without relying on increased control or coercion.
• Evaluate their own role as a regulating variable by assessing how clinician state, tone, pacing, and presence can function as antecedents that either support or disrupt learner regulation.

Presenter Bio:
As a Therapist and Board Certified Behavior Analyst working in families’ homes, schools, clinics, and in the community I noticed an astounding trend: the more progress the parents made on their goals, the more progress their child made.

When parents were not making progress on their goals, it would usually be caused by not being able to respond from intention but react from default parenting mode.

Especially in times of high stress, fatigues, or chaos in the home.

Parents would give me a look that says, “Well duh I know to respond that way but it’s just hard to do in the moment.”

This “want to” but “can’t do it” gap got me wondering. What is missing?

Then I stumbled upon Jai’s Parent Coaching Curriculum and in it was Dr. Siegel and Tina Payne Bryson’s discoveries in interpersonal neurobiology!

As a BCBA, this caused some cognitive dissonance at first but when I tried the techniques of co-regulation and validation with my clients, it made me fall in love with my work all over again! It was the emotional and humane part of my work. I got to tell the parents I work with about these beautiful concepts and boy were they interested and ready to implement these loving concepts.

Coincidentally, around the same time, Courtney and Jonathan Tarbox wrote a research paper on Kind Extinction which demonstrated that validation (ie. arbitrary reinforcement) can serve as an effective procedure to decrease target behavior.

Some parents still had a difficult time with co-regulating which made them less likely to soothe with validating statements and holding space for their young one’s emotions. What else could be missing?

This presentation is my answer 🙂