DoBetter 2025 Bundle

Executive functioning plays a vital role in how we navigate our day-to-day lives, but it’s often overlooked in behavior analytic programming. In this interactive 2-hour webinar, we’ll break down what executive functioning really is and why it matters. You’ll learn how to assess executive functioning in meaningful ways, develop goals that meet medical necessity criteria, and design interventions that promote flexibility and adaptability. Through real-world examples and practical tips, this webinar will leave you feeling confident in creating programs that truly support your clients’ growth. Learning Objectives:

• The participant will be able to explain executive functioning and its importance in behavior analytic services
• The participant will be able to use assessment strategies to identify executive functioning needs and guide goal development.
• The participant will be able to explain how to write medically necessary goals that address executive functioning
• The participant will be able to explain at least 2 programming strategies to promote flexibility and adaptability

Presenter: Megan Deleon (Miller) Dr. Megan DeLeon (Miller) is a renowned behavior analyst, author, and speaker. As the creator of the Do Better Movement and founder of the Do Better Collective, she is dedicated to advancing the field of behavior analysis. With a Ph.D. in Special Education and Behavior Analysis from The Ohio State University, and years of experience as an adjunct professor, Dr. DeLeon is a respected expert in her field. In addition to co-authoring several journal publications and book chapters, she is the co-author of the influential book “7 Steps to Earning Instructional Control.” Her passion for empowering others in the field led her to launch the #dobetter professional development movement in 2018, offering training and resources through an online community, webinars, and a podcast. As an invited speaker for organizations worldwide, Dr. DeLeon shares her expertise in best practices for early intervention and addressing challenging behavior. She is dedicated to making a meaningful impact on the field of behavior analysis and the lives of those it serves.

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As the field of Applied Behavior Analysis continues to evolve and integrate trauma informed practices, practitioners are increasingly encountering challenges such as burnout, compassion fatigue, and blocked care.  This presentation will delve into critical issues, providing comprehensive understanding of signs, symptoms, and behavioral analytic treatment strategies. By recognizing and knowing how to address symptoms related to these conditions, ABA professionals can enhance their own well being, improve client outcomes and build compassionate practice standards. Learning Objectives

• Define Trauma.
• Identify an assessment tool specific to trauma.
• Compare compassion fatigue and burn out.
• Identify 4 types of blocked care.
• Identify behavior analytic strategies to address symptoms related to these conditions.

Presenter(s): Cami is a private practice owner and Board Certified Behavior Analyst who practices in Utah. She has 19 years experience working in clinical , community, and home based settings providing services to individuals with a variety of disabilities and complex behavioral needs. She has extensive experience working with families, school teams, and related service providers. Cami’s lived experience as a foster and adoptive parent fuels her passion for trauma informed care in ABA.

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Goldiamond introduced the Constructional Approach in his seminal 1974 paper as an orientation which aims to directly produce desirable repertoires– rather than focusing on decelerating repertoires deemed problematic. The Constructional Approach has recently gained popularity due to many reasons. Some questions still remain: Within the constructional approach, how are goals selected? After they are selected, how are programs created to teach those goals? This session will introduce pragmatic ways to select goals, and tips on creating programs that build on existing repertoires and strengths, and harness the power of stimulus control and reinforcement contingencies that are already in place. Several case examples, including autistic children, will be provided to illustrate the programing process with learners of differing abilities and goals— across a range of topics from handwriting to exposure treatment. This presentation will focus on the important details commonly left out of major presentations– but these details make all the difference. Learning Objectives:

• Identify at least 3 important considerations for selecting constructional goals.
• Identify at least 3 important considerations for creating constructional programs.
• Given a case presentation, attendees will be able to select a constructional goal and sketch out a constructional program to teach that goal.

Presenter: Awab Abdel-Jalil, BCBA Awab Abdel-Jalil is the senior behavior analysis researcher at Upstate Caring Partners and a current Ph.D. student at Endicott College under Dr. T. V. Joe Layng’s mentorship. Awab began his study of behavior analysis as an undergraduate at the University of North Texas and carried his passion for the science into the graduate program. On the graduate level, he completed his Master’s thesis under Dr. Jesús Rosales-Ruiz’s guidance. Awab recently co-authored the book Nonlinear Contingency Analysis: Going Beyond Cognition and Behavior in Clinical Practice, two papers on a nonlinear constructional approach to assent, and a systematic literature review on exposure therapies for medical procedures. He’s given over 30 symposia, workshops, and papers at major behavioral science conferences on several topics including nonlinear contingency analysis, the constructional approach, assent, emotions, problem solving, and exposure therapy. He’s also currently an adjunct instructor for Endicott College’s Master ABA program, and a Distinguished Scholar for the Cambridge Center for Behavioral Studies.

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FREE LIVE WEBINAR - REGISTER HERE (CEs for purchase; included free for members) May 13, 2025 at 12-2pm EST

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Integrating Montessori Principles with Applied Behavior Analysis (ABA): Enhancing Practice, Program Design, and Client Experience This Continuing Education Unit (CEU) event will provide an exploration of the Montessori method and its potential to complement the principles and practices of Applied Behavior Analysis (ABA). Participants will examine how incorporating Montessori-based strategies can enhance practitioner effectiveness, improve program design, and create a more enriching experience for clients. Through this session, attendees will gain a understanding of key Montessori principles, such as self-directed learning, individualized education, and the significance of a carefully prepared environment that fosters independence, intrinsic motivation, and skill mastery. The discussion will highlight the alignment between Montessori and ABA approaches, particularly in promoting autonomy, structured learning, and adaptive skill development. Additionally, this event will explore practical applications of Montessori-inspired strategies within ABA-based programs, demonstrating how these approaches can be tailored to diverse learning needs. Participants will leave with actionable insights on integrating Montessori techniques into their practice, enhancing both engagement and outcomes for clients. This session is ideal for behavior analysts, educators, therapists, and other professionals seeking innovative ways to enrich their interventions while maintaining evidence-based practices.

This webinar explores how a structured teaching protocol addressing prerequisite skills equips not only behavior analysts with an evidence-based guide, but also caregivers and educators with the tools they need to maintain behavior change. By focusing on teaching prerequisite skills before introducing complex behavioral interventions, behavior analysts can build confidence and competence to support lasting change. Data demonstrates that prioritizing foundational skills results in greater adherence to interventions, improved implementation of behavioral recommendations, and overall better outcomes.  This directly results in not only increased learning opportunities but stronger connections and more joy! For behavior analysts, this approach offers a structured pathway to assess and ensure necessary skills are attained before training of complex behavioral interventions. Structured training protocols allow behavior analysts to conduct purposeful and efficient training sessions that empower caregivers and educators to shift their perspectives based on an understanding of foundational, behavioral principles. By fostering confidence in caregivers and educators, behavior analysts can cultivate sustainable changes that result in adherence to the essential skills needed to develop an environment that promotes prosocial behavior. Data from a single-subject design displays that focusing on foundational skills promotes generalization across skills resulting in consistent application. These results highlight the importance of strategies rooted in data-driven decision-making, practical support, and relationship building. For behavior analysts, this approach not only enhances their ability to influence desired change but also reinforces their role as effective collaborators. This webinar invites attendees to reframe how they approach behavioral training sessions with caregivers and educators by bridging the gap between evidence-based practices and compassion. By addressing foundational skills first, behavior analysts can lead with confidence, foster collaboration, and ultimately create meaningful, lasting change.n not only increased learning opportunities but stronger connections and more joy! In this CEU event, participants will learn how to:

• Develop Effective Behavioral Training Protocols: Create training protocols that identify prerequisite skills needed to support and promote desired behavioral outcomes for caregivers, teachers, or other professionals.
• Enhance Training Strategies: Learn how to not only describe and model key skills but also teach the underlying reasoning behind each technique to promote better adherence and long-term mastery.
• Monitor Progress and Efficacy: Implement strategic data collection to assess intervention effectiveness, while using multiple baseline data to track generalization across skills and adherence.

Presenter Bio Hello! I am Bailey Payne. I have a master’s in Clinical Psychology from Pittsburg State University in Kansas and am a board certified behavior analyst. My professional experience includes working as a psychologist at a state hospital, an autism specialist for the Kansas Autism Waiver, a project therapist with the University of Kansas Lifespan Institute, a behavioral specialist with The May Institute of Autism, and a licensed behavior analyst serving the Bowling Green, Kentucky community (consultant for 2 school districts, consultant for a Head Start provider, and an instructor at Western Kentucky University). I am passionate about reaching people in their natural environments!

  *Attend Live Zoom event (REGISTER NOW) on Aug 26, 2025 at 5-7pm EST for free (Purchase to receive 2 Learning CEUs and Recording) This webinar is a comprehensive event that addresses the urgent need for contemporary behavior analysts, therapists, and educators to adopt trauma-informed and compassion-driven methodologies that respect and foster the well-being of autistic individuals. Covering an array of crucial topics, it includes a historical overview of stereotypy, evidence-based interventions, trauma-informed functional assessments, and the development of effective, preferred treatment plans that emphasise safety, dignity, and respect for neurodivergent children. These topics are particularly relevant today as the field of behaviour analysis evolves to incorporate a more holistic and empathetic approach to managing behaviours commonly categorised as stereotypy, often misunderstood and intrusively intervened in traditional therapeutic environments. The incorporation of compassion-driven ABA practices is essential for addressing the underlying needs associated with stereotypy. This approach not only aligns with the current ethical standards but also addresses the increasing recognition of the importance of nurturing methodologies that go beyond mere behaviour modification. By integrating trauma-informed care, the workshop ensures that participants are equipped with evidence driven strategies that enhance their ability to create supportive, effective interventions. This is profoundly relevant to behaviour analysis as it highlights the necessity of evolving traditional practices to include compassionate interventions that prioritise understanding the individual experiences of neurodivergent populations. By emphasising compassionate care, we aim to foster a deeper connection between practitioners and clients, facilitating more effective and meaningful outcomes. Participants will leave with enhanced skills and a renewed perspective on how to employ ABA techniques that respect and amplify the voices and needs of those they serve, marking a pivotal advancement in behavioural therapy. Learning Objectives

• participants should be able to conduct ecological and functional assessments that are trauma-informed and neuro-affirming, ensuring they respect and integrate the voice and choice of the child when analyzing stereotypic behaviors.
• participants will be ableable to accurately identify and self-monitor their behavior to align with trauma-informed principles when connecting with learners, recognize signs of withdrawal of assent during interventions for stereotypy, and reframe their understanding of the function that stereotypy serves for children with autism.
• participants should be able to utilize evidence-based behavior interventions to develop effective, preferred, and person-centered treatment plans for stereotypy that incorporate compassion-driven practices. At the conclusion of this workshop, participants will learn to describe and implement procedures for gaining stimulus control over stereotypy, enhancing the functionality and adaptiveness of interventions for neurodivergent children.
• participants will be equipped to actively engage caregivers in the treatment process, employing culturally sensitive strategies to ensure inclusive and supportive programming for children with autism.

*This presentation comes with a learner handbook to support the learning.   Presenter Bio Karishma Khullar Khullar, BCBA I’m Karishma Khullar, the founder and director of EmpowerBx. As a Board Certified Behaviour Analyst with experience across India, the Cayman Islands, and Australia, I am dedicated to empowering neurodivergent individuals and their families through evidence-based practices that foster growth and connection. In addition to being a Behaviour Analyst, I am also a Data-Driven Scientist – committed to using data to inform and refine my approach. I support neurodivergent individuals through trauma-informed behaviour analysis that prioritises safety, dignity, trust, and meaningful rapport in every interaction.

  *Attend Live Zoom event (REGISTER NOW) on Sep 09, 2025 at 12-2pm EST for free (Purchase to receive 2 Learning CEUs and Recording) nterfering behaviors are prevalent among the learners we work with. Understanding why they occur prior to treating it is at the heart of Applied Behavior Analysis (ABA). Ensuring we understand our learners’ behavior before we change them and minimizing the probability of escalation is at the heart of compassionate ABA (Hanley 2012; Hanley et al., 2014; Rodriguez et al., 2023). Addressing complex behaviors requires us to understand the variables beyond the four basic functions. To understand the function(s) of challenging behaviors, clinicians and school professionals often conduct descriptive assessments as part of the functional behavior assessment (FBA). However, practitioners often break apart the unit of analysis (antecedent-behavior-consequence or ABC) when interpreting data. Furthermore, the strength of the correlation is often not evaluated as part of the descriptive assessment. While descriptive assessment has great utility in many contexts, continuing to take ABC data and observing escalation of severe dangerous behaviors when conducting an FBA is perhaps uncompassionate (Hanley, 2024). This presentation will discuss the prevalence of interfering behaviors in individuals diagnosed with autism and similar developmental disabilities. Attendees will learn about the limitations of conducting descriptive assessments. And if clinicians decide to include a descriptive assessment as part of an FBA, they will learn a more valid way to conducting one. Attendees will learn about an alternative technology to understanding and treatment of challenging behaviors that focuses on safety, televisibility, and rapport (Ghaemmaghami et al., 2024; Iovino et al., 2022). Participants will also be given the tools to make the shift towards assent-based and trauma-sensitive approaches to keeping both students and staff safe (Slaton et al., 2024). Learning Objectives:

• Participants will be able to identify the functions less commonly discussed in the literature.
• Participants will be able to describe how to respond to interfering behaviors in a variety of contexts that are more aligned with compassionate, assent-based, and culturally-responsive values.
• Participants will be able to identify limitations of descriptive assessments and conduct a more valid assessment that includes evaluating the entire unit of analysis (ABC) and a space-contingency analysis to evaluate the strength of correlations.

Presenter Bio: Celia L. Heyman is a doctoral level Board Certified Behavior Analyst. She provides consultation to clinics, families, and school districts. Celia’s clinical work involves the dissemination of the practical functional assessment and skill-based treatment to address interfering behaviors. She is a lead consultant with FTF Behavioral Consulting and is a full-time faculty with Capella University’s graduate Applied Behavior Analysis program. Her research interests include emergent learning instruction incorporating stimulus equivalence and RFT, and a functional analytic approach to Acceptance Commitment Training. Celia was a guest editor on the special issue covering compassion for the Behavior Analysis in Practice journal. She serves on the Development Committee of the B.F. Skinner Foundation and is the Student Activities Chairperson for the World Behavior Analysis Day Alliance. Pervading all her activities is a passion for disseminating more ethical, compassionate, and effective treatment based on the science of ABA. Celia enjoys mentoring and tutoring aspiring behavior analysts. In her spare time, she has cultivated a Facebook community studying group, consisting of over 60,000 members worldwide.  

  The primary talking point of this event will focus on our practice as a science and our struggle with expanding our work into other areas of practice. The primary point of this talk will be to illuminate the struggles and barriers that behavior analysis experiences, including the barriers we have created ourselves. This will also serve as a call to action to “do better” both internally and externally as a field of practice.

Learning Objectives
Describe current barriers to the practice of behavior analysis within the field
Describe current barriers to practicing behavior analysis “outside” of the field
Identify key skills and resources necessary to expand behavior analysis into other areas of practice
Establish a plan of action for improving behavior analytic repertoires that will advance the field
Reflect on current repertoires to identify personal goals for skill improvement

Presenter Bio Shane T. Spiker is a BCBA-D in Ormond Beach, Florida. Shane received his MS of Psychology in 2012 and his second MS in applied Psychology in 2016. In May 2019, he graduated with his PhD in Clinical Psychology with a concentration on instructional design. He has been providing services in the field of ABA since 2010, with the majority of his experience with autistic learners and other disabilities. Shane specializes working with teens and adults with dangerous problem behavior, sexual behavior, and medically complex individuals in the home and community based setting. Primarily, Shane serves as the Clinical Training and Safety Director at PBS, Corp. Shane previously served as the Vice President of the Sexual Behavior: Research and Practice SIG through ABAI. He has written and published several articles related to behavior analysis and practice. Additionally, he serves as a co-instructor at Florida Institute of Technology, Arizona State University and Regis College, where he teaches graduate level coursework. He enjoys reading and appreciates a really good cup of coffee.

  In the wake of the 2020 pandemic, Upstate Caring Partners, a prominent nonprofit agency in Upstate NY serving individuals with intellectual and developmental disabilities (IDD) in both day and residential services, embarked on an ambitious journey to revolutionize its culture and service model. The goal was to foster a Happy, Relaxed, and Engaged environment for both the people they support and their employees. Building on the Clinical Department’s prior success with Dr. Greg Hanley’s Practical Functional Assessment (PFA) and Skills-Based Treatment (SBT), the agency transitioned from a caretaking model to a comprehensive, value-driven, and evidence-based treatment and teaching approach. Central to this new model are Dr. Greg Hanley’s Universal Protocol, PFA/SBT, and the Essential for Living curriculum developed by Dr. Patrick McGreevy and Troy Fry. The core principle driving this initiative is the creation of a more compassionate culture that prioritizes dignity, safety, and rapport. Since 2017, Upstate Caring Partners has continued to make significant shifts despite numerous challenges. In this “Where Are They Now?” style update, this presentation will take you on a epic ride through the good, the bad, and the ugly. You’ll get the inside scoop on the barriers faced, the innovative treatments put into practice, and the methods used to measure outcomes. We’ll share the juicy details of the lessons learned and give you a sneak peek into the future direction of the agency’s efforts. Join us for this behind-the-scenes look at how Upstate Caring Partners is making shift happen, step-by-step!

Learning Objectives
Participants will identify how we use our Universal Protocols to create Happy, Relaxed, and Engaged for individuals in treatment.
Participants will identify how we use Everyday Engagement for those not in treatment.
Participants will identify about Dr. Pat McGreevy’s Essentials for Living Assessment and Curriculum as a roadmap to meaningful outcomes.
Participants will identify about Dr. Greg Hanley’s Practical Functional Assessment and Skill-Based Treatment as a means to get to meaningful outcomes.
Participants will learn about our global outcome indicators that we are using to assess the success of this new model.

Presenter Bios Dr. Mara Vanderzell is a licensed clinical psychologist and licensed behavior analyst in New York State who currently serves as the Senior Vice President of Behavior Analysis at Upstate Caring Partners in central New York and is a lead consultant with FTF Behavioral Consulting in Worcester, MA. She received her PhD in Clinical Psychology from the State University of New York at Stony Brook under the supervision of Edward G. Carr, PhD, BCBA-D. Her doctoral dissertation focused on context-based, practical intervention strategies for challenging behavior displayed by individuals with developmental disabilities in home and community settings. Dr. Vanderzell completed her APA-accredited pre-doctoral internship at The May Institute, Inc. in Massachusetts. She has worked in the field of developmental disabilities for over 20 years with more than 10 of those years being a Board Certified Behavior Analyst. She continues to publish research and present her findings at state, national, and international conferences. Her research interests include severe problem behavior, practical functional assessment and skill-based treatment, and systems support. Jon Horn, M.A., LBA, BCBA, is the Vice President of Behavior Analysis at Upstate Caring Partners (UCP) in Central New York. With over 19 years of experience, Jon has worked with children and adults across community, school, and residential settings, holding both administrative and clinical roles. In 2017, he joined UCP’s Tradewinds Education Center, to support a pivotal transition to a behavior-analytic model of education. Following the model’s success, Jon transitioned to UCP’s Adult Division in 2020 to broaden the use of safe, respectful, and evidence-based ABA in both day and residential services. This mission continues and now includes UCP’s Children’s Residential Programs. Jon and his team are dedicated to pioneering compassionate ABA that yields effective, sustainable outcomes in the environments that matter most. Dr. Erik Jacobson (Dr. J) is the Chief Clinical Officer at Upstate Caring Partners. In that role, he oversees a professionally diverse Clinical Department of 50+ staff. He is a licensed psychologist and certified school psychologist. He received his doctorate in Clinical-Community Psychology from the University of South Carolina. Over the past 20+ years, Erik has provided a range of assessment, diagnostic, and treatment services to children, adolescents, and adults with varying degrees of developmental and co-occuring psychiatric disabilities through outpatient, residential, and school settings. Over the past several years, Erik has overseen the behavior analytic transformation of Upstate Cerebral Palsy’s Clinical Department. This transformation has included innovative training, assessment and treatment practices, research, and employment of the most Board Certified Behavior Analysts in Central New York.