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10 Things RBTs Hate About You: Reviewing RBT Feedback to Improve Our Supervision Skills – Group
Quality supervision is imperative to ensure both effective treatment to the populations we serve, as well as ensuring the proper development of the next generation of BCBAs. BCBAs often rely on past experience with their previous supervisors to guide their supervision styles, but an often overlooked source of feedback is directly from the RBTs we supervise. This presentation will review submissions by RBTs across the country, highlighting specific areas they feel their supervisors can improve.
Learning Objectives:
- Identify quality supervision practices
- Learn how to effectively deliver feedback
- Learn how to request and receive feedback.
- Use strategies based on behavior principles in their supervision practices
- Identify areas where RBTs feel they need the most support
- Improve supervisor-supervisee relationship building skills.
5 Commitments for Effective and Humane Service Delivery (group)
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In 1978, Montrose Wolf argued for the importance of incorporating social validity measures within the science of applied behavior analysis. Almost 50 years have passed since the publication of his seminal article in JABA and the field is still grappling with truly attending to the social significance of our interventions, especially as it relates to the autism community. Criticisms abound from autistic self-advocates and fields outside of behavior analysis (e.g., McGill & Robinson, 2020; Sandoval-Norton, & Shkedy, 2019; Wilkenfeld & McCarthy, 2020) that behavior analysis does not center the autistic perspective. In this interactive webinar, Dr. Megan Miller, BCBA-D will review 5 commitments behavior analysts can make for delivering effective and humane interventions and provide 3 key steps behavior analysts can take to center autistic voices within their service provision and facilitate best outcomes for their clients while collaborating as a team with families and stakeholders.
Learning Objectives:
- Attendees will be able to identify at least 1 concern that exists relating to traditional implementation of behavior analytic practices and the impacts on clients
- Attendees will be able to explain at least 1 shortcoming that currently exists in the field of behavior analysis relating to social validity as described by Wolf (1978)
- Attendees will be able to explain the importance of creating a shared agenda and provide 1 example
- Attendees will be able to explain at least 2 components of developing a connected and trusting relationship
- Attendees will be able to provide at least 1 example of being flexible within service delivery
8 Hour Required Supervision Training 2.0 – Group
This course meets the requirements for the 8 hour supervision training 2.0 required by the Behavior Analyst Certification Board. This training program is based on the BACB Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB. To access the supervisor training curriculum 2.0 from the BACB, click on this link and scroll to the appropriate section: https://www.bacb.com/supervision-resources/
A Compassionate Approach to Understanding and Addressing Interfering Behaviors (group)
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*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.
Refrences:
Cicoria, M. (2024, December 3). Deconstructing compassionate ABA (283). In Behavioral Observations Podcast. https://behavioralobservations.com/get-ceus
Ghaemmaghami, M., Ruppel, K., Cammilleri, A. P., Fiani, T., & Hanley, G. P. (2024). Toward compassion in the assessment and treatment of severe problem behavior. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-024-01012-1
Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5(1), 54-72.
Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L.A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16-36.
Iovino, L., Canniello, F., Simeoli, R., Gallucci, M., Benincasa, R., D’Elia, D., Hanley, G. P., Cammilieri, A. P. (2022). A new adaptation of the Interview-Informed Synthesized Contingency Analyses (IISCA): The performance-based IISCA. European Journal of Behavior Analysis, 23(2), 144–155. https://doi.org/10.1080/15021149.2022.2093596
Rodriguez, K. A., Tarbox, J., & Tarbox, C. (2023). Compassion in autism services: A preliminary framework for applied behavior analysis. Behavior Analysis in Practice, 16(4), 1034-1046. https://doi.org/ 10.1007/s40617-023-00816-x
Slaton, J. D., Davis, M., DePetris, D. A., Raftery, K. J., Daniele, S., & Caruso, C. M. (2024). Long-term effectiveness and generality of practical functional assessment and skill-based treatment. Journal of Applied Behavior Analysis, https://doi.10.1002/jabas.1090
ABA Business Bootcamp – Organizational Essentials, Leadership, Basic Finance for BCBAs – Group
Do you own an ABA business? Are you thinking of starting an ABA business? If your answer to one of these questions is “YES”, then this webinar is for you! Grab a venti latte and spend some time learning how to manage and grow your business! The webinar will be broken up in to 4 primary segments – Financial Metrics and Management, Talent Acquisition and Retention, Operational Efficiencies and Future Trends.
- Attendees will be able to identify the most important financial metrics they need to be monitoring, measuring and managing in their ABA business.
- Attendees will be able identify at least 5 strategies that can be used in their ABA business to create operational efficiencies.
- Attendees will be able to name at least 4 trends in the ABA services industry that are relevant to their business.
ABLLS-R, AFLS, VBMAPP, ESDM, PEAK!?!? Choosing the Right Assessment for Your Learner with Autism – Group
A variety of assessment options exist for identifying skills to target for learners diagnosed with Autism and other developmental disabilities. Many practitioners are trained on a specific assessment with little regard to the appropriateness of that assessment for the learner. This presentation discusses how to individualize the assessment process to create the most effective intervention program for each learner. Additionally, video examples are provided that demonstrate how to observe a learner and assess skills without using a commercially available assessment.
Participants will be able to:
- Describe at least 3 different commercially available assessments for learners with autism
- Identify at least 1 commercially available assessment for young learners with autism
- Define the term “core” assessment and explain how this can be used to develop intervention
- Describe the 4 different learner profiles and identify typical assessments/programs used for such profiles
- Conduct assessments with learners without using a commercially available assessment
- Identify at least 1 assessment that can be used to address barriers to learning
Addressing the Behavior Cusp Skills of Tolerating Routines Related to Health and Safety and Environmental Aversives – Group
People with Intellectual and Developmental Disabilities (IDD) are at risk for a high rate of medical problems and regular trauma from daily care to prevent and treat health and safety issues. Those who need the highest level of care often have the least access to it and face challenges with communication with medical providers and toleration of preventative and reactive care. Additionally, they face social isolation and the loss of additional skills with a narrow range of reinforcing activities, which often grows narrower the older they get if these tolerating skills are not addressed proactively.
After a thorough discussion of the ethics involved, we present a practical, evidence-based ethical decision-making process for selecting and designing curriculum for desensitization targets depending on the type of social significance for the learner including skills necessary for current and future health and safety as well as skills necessary to expand leisure activities and increase community access and involvement.
Discussion topics include the process of designing an assessment that determines social significance with client assent is the first step, and subsequent curriculum design including treatment packages such as Calm Counts, Skills Based Treatment and Essential for Living.
Learning Objectives:
- Attendees will identify ethical issues regarding selection and process for teaching these skills.
- Attendees will learn to assess what skills would be behavior cusps for a specific learner based on their health needs and family culture.
- Attendees will learn how to determine the most effective and ethical treatment procedure for health and safety routines, given their client’s profile and needs.
- Attendees will become familiar with current forms of procedural technology and guidance on how to combine those within a desensitization program.
- Attendees will plan for care coordination with caregivers and providers.
Aligning Parenting and Analysts Utilizing Connection and Self-Care (group)
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This webinar focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to navigate challenging behavior. Dr. Miller provides an overview of how to truly conduct functional assessment and analysis and reviews research in support of advancements in functional analysis technology such as the Interview Informed Synthesized Contingency Analysis (Hanley, 2015). She then provides a deeper dive into considerations relating to ethical and flexible application of extinction, addressing stereotypy, and maintaining analysis when designing behavior intervention plans. This webinar includes video examples and access to a google drive folder with example programs.
Participants will be able to:
- Describe the primary purpose of functional assessment
- Identify at least 1 benefit to using advancements in functional analysis technologies
- Explain at least 1 ethical consideration regarding extinction
- Explain 1 treatment option for stereotypy
- Describe the importance of maintaining analysis in developing behavior intervention plans
- Describe at least 1 general guideline to follow when addressing challenging behavior
An Overview of ACT and Using the ACT Matrix for Planning Values Based Goals – group
Join us for a profound exploration into the world of Acceptance and Commitment Therapy (ACT). In this webinar, Veronica Dunning dives deep into the heart of ACT, an integrative therapeutic approach that seamlessly weaves principles from behavioral analysis, mindfulness, and Relational Frame Theory (RFT).
Learning Objectives:
- Participants will be able to provide a brief explanation of RFT and derived relations.
- Participants will be able to describe mindfulness and experiential avoidance.
- Participants will able to describe at least one of the core processes of Acceptance and Commitment Training (ACT).
- Participants will be able to explain the importance of the hexaflex and the psychological flexibility model.
- Participants will be able to describe how to set goals using the ACT matrix.
Are You Training Analysts or Interventionists? Providing Effective and Ethical BACB Supervision – Group
The Behavior Analyst Certification Board provides guidelines to Board Certified Behavior Analysts for provision of effective supervision. However, discussions on social media forums such as Facebook raise concerns about the quality of supervision received by students in the field of Behavior Analysis. This webinar focuses on discussing key components in providing effective supervision, teaching supervisees to engage in problem solving using the evidence based practice framework, and how to promote behavior analytic skills over solely implementing interventions. The webinar provides information to attendees about how to provide effective supervision to supervisees in accordance with BACB® guidelines for supervision and the Professional and Ethical Compliance Code. A large focus is placed on teaching supervisees to problem solve, which is a required topic in the BACB® supervision curriculum.
Learning Objectives:
- Explain the difference between an analyst and interventionist
- Explain the 3 prongs of the Evidence-Based Practice Model
- Identify how the EBP model is different from empirically supported treatments.
- Explain how the BACB® PECC supports the use of the three pronged EBP model
- Train others to apply the 3 pronged EBP model
- Identify evidence-based methods for teaching problem solving
Assessing and Treating Patterns of Unwanted Behavior Maintained By Negative Reinforcement in Preschoolers: Eating, Sleeping, and Pooping, Oh My! (group)
Behavior analysts are uniquely trained to assess and address patterns of unwanted behavior maintained by negative reinforcement. Children are super efficient at using their behavior to delay, avoid, “control” (as parents and laypersons call it), or get out of non-preferred or difficult tasks. The answer to resolve the issues of potty training, sleeping, and bedtime MUST include plans to capitalize on negative reinforcement to strengthen participation, persistence, and cooperation in children as early as 2 years old and through adolescence.
At the end of this training, participants will:
- List at least 3 skills to teach children to prevent or replace unwanted patterns of behavior maintained by negative reinforcement.
- Explain how to assess unwanted patterns of behavior maintained by negative reinforcement.
- Develop a plan informed by an assessment of a client’s unwanted behaviors to address patterns of unwanted behavior maintained by negative reinforcement.
- Use common language to describe to parents and laypersons the process of assessing and treating patterns of unwanted behavior.
- Use assessment information provided to develop a plan to address a child’s severe constipation that has resulted from said child “refusing to poop on the toilet.”
Best Practices in Behavioral Skills Training, Functional Communication Training, and Demand Fading – Group
One of the core functions of a behavior analyst’s job is to determine how to arrange the environment to promote skill acquisition and reduction of challenging behavior. Functional communication training, demand fading, and behavioral skills training are all intervention packages that can be used to achieve this goal. The purpose of this webinar is to review the literature related to each of these intervention packages and provide video examples of how to successfully apply each of these strategies. A thorough analysis of these interventions is crucial in creating intervention environments that result in a happy and motivated learner and decrease the reliance on traditional extinction procedures. Participants receive access to example intervention protocols to support implementation of demand fading, functional communication training, and behavioral skills training.
Participants will be able:
- To summarize the research on demand fading
- To summarize the research on behavioral skills training
- To summarize the research on functional communication training
- To explain how demand fading can be used as an alternative to traditional extinction procedures and describe the steps to follow to successfully implement demand fading
- To explain the steps to implement to promote successful implementation of functional communication training
- To describe how behavioral skills training can be used with clients to promote acquisition of skills
Beyond the Basics: Innovative Instructional Practices for Supportive Learning (group)
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Teaching learners based on how they are responding in the moment, rather than rigidly following a pre-written set of steps, is critical to maximizing their learning potential. There are several key reasons why this is the case.
Firstly, learners are not machines that operate in a fixed, predictable manner. They are complex individuals with unique needs, motivations, and responses that can change from moment to moment. By rigidly following a pre-written set of steps, we run the risk of missing important cues and opportunities to adjust our teaching methods to the learner’s specific needs.
Secondly, by being responsive to the learner in the moment, we can create a more dynamic and engaging learning environment. Rather than feeling like they are being forced to adhere to a predetermined script, learners are more likely to feel that their needs and preferences are being taken into account. This, in turn, can lead to greater engagement, motivation, and ultimately better learning outcomes.
Thirdly, being responsive to the learner in the moment can help us identify and address potential barriers to learning. If we notice that the learner is struggling with a particular concept or task, we can adjust our approach to help them overcome these obstacles. This can help prevent frustration, disengagement, and ultimately, failure.
Finally, being responsive to the learner in the moment can help us develop a stronger rapport with them. By showing that we are attentive to their needs and responses, we can build trust and create a more positive learning environment. This, in turn, can lead to greater collaboration and a more fruitful learning experience for everyone involved.
In conclusion, teaching learners based on how they are responding in the moment is essential to maximizing their learning potential. By being responsive, we can create a more engaging and dynamic learning environment, identify and address potential barriers to learning, and build a stronger rapport with the learner.
Learning Objectives:
- Participants will be able to explain the limitations of rigidly following pre-written steps in teaching behavior analysis.
- Participants will be able to explain how to implement techniques to foster a dynamic and interactive learning atmosphere in behavior analysis sessions.
- Participants will be able to provide at least 1 reason why responsive teaching will prevent frustration, disengagement, and failure in behavior analysis sessions.
Break out of the Skinner Box! Evidence-based Practice, What It Is and What It Isn’t – Group
Behavior analysts are required to implement procedures based in the science of behavior analysis and derived from the research. Current trends within our field seem to focus on implementing “evidence- based” procedures, usually taken from a list of procedures recognized by a secondary entity such as What Works Clearinghouse as opposed to using an analytical and problem solving approach. The purpose of this presentation is to highlight some common practices within behavior analytic intervention and discuss the evidence-base relating to these practices. The presentation concludes with discussion of evidence- based practice as a problem-solving model and an example of this application with a child diagnosed with autism.
Learning Objectives:
- Participants will be able to summarize the research for at least 3 commonly used behavior analytic interventions
- Participants will be able to summarize the research for at least 2 less commonly used interventions
- Participants will be able to explain considerations that should be made when determining if something is evidence-based
- Participants will be able to explain the continuum of research from no research to well-established
- Participants will be able to describe and provide examples of resources versus interventions
- Participants will be able to describe the three prongs of the evidence-based practice model
Brewing Behavioral Success: Navigating Rule-Governed Behavior in Clinical Practice (Group)
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How often do you think about rule-governed behavior in your everyday behavior analytic practices? If you were like me, you talked about it as an interesting behavior phenomena but you learned very little about assessing, addressing, or using rule governed behavior as part of your behavior intervention and programming practices. For the past 10 years, I have explored the presence of rule governed behavior within clinical service delivery. In this webinar, I share how this exploration is informing my current coaching and practice.
Learning Objectives:
- Participants will gain an in-depth understanding of the concept of rule-governed behavior and its significance in clinical practice.
- Participants will learn to identify examples of rule-governed behavior in various clinical scenarios and understand its impact on client progress.
- Participants will identify strategies to effectively use rule-governed behavior as a tool to support and promote skill development in clients.
- Participants will provide at least 1 example of how to address and modify rule-governed behavior that may be hindering client progress.
- Participants will be able to make use of the resources provided to problem-solve at least 1 clinical case.
Bridging the Gap Between Analysis and Empathy (Group)
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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!
Building a Foundation for Effective and Ethical Treatment of Interfering Behavior – Group
In this presentation, Hillary Laney and Timothy Yeager will describe the literature supporting the recommended use of a functional analysis in practice for the treatment of interfering behavior. They will describe a framework for making evidence based decisions and apply that to the ethical decisions we should make surrounding functional analysis and subsequent treatment of interfering behavior.
Learning Objectives:
- Clinicians will understand an evidence-based decision making framework
- Clinicians will familiarize themselves with literature supporting the use of practical functional assessment
- Clinicians will understand the limitations of functional behavioral assessments and how they inform treatment decisions
- Clinicians will understand the ethical implications surrounding decision making with a functional analysis in practice
Building Resilience in ABA: A Trauma Informed Approach for Practitioners and Caregivers (Group)
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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.
Building Systems that Support Employee Wellness – group
Behavior science is powerful. As behaviorists, we use tools to build repertoires and relationships that facilitate meaningful change for the individuals we serve. All too often we neglect to give our professional relationships the same careful consideration. In this presentation, attendees will interact with the presenters to develop applicable strategies for identifying and promoting a healthy workplace. Together we will determine how to identify common problems among helping professionals, like burnout and care fatigue. We will explore strategies for supporting mental and physical well-being through supervisory relationships. Finally, we will discuss systems designed to encourage wellness in the workplace. Attendees will leave with actionable items to pursue organic engagement among colleagues.
LEARNING OBJECTIVES:
- The participants will define and identify signs of burnout and care fatigue
- The participants will identify strategies that encourage mental and physical wellness
- he participants will describe 3 ways to increase rates of organic participation in the supervisory relationship
PRESENTER BIOS
Emily Wilson, MA, BCBA, LBA, CCTSI
Emily’s behavior analytic practice is built on a diverse foundation of interests in the liberal arts and sciences. As an undergraduate at James Madison University, she studied Sociology with a minor in Religion. She is involved in politics and social activism. The daughter of a mental health counselor and an educator, she also routinely draws inspiration from evidence-based practices in parallel fields. She got her first job in Applied Behavior Analysis in 2012 and earned her master’s degree and board certification in 2016. She co-owns Blossom Behavioral Services in Newport News, VA. Her approach to service provision emphasizes learner assent and self-advocacy. Beyond the BCBA, Emily has additional training and experience in a variety of subject areas, including Precision Teaching, Organizational Behavior Management, Motivational Interviewing, Acceptance and Commitment Training, feeding and sleep interventions, as well as instruction on implementing several ABA-based assessment tools. She is certified to provide Early Intervention services in Virginia. Emily is also a Certified Clinical Trauma Specialist-Individual (CCTSI). Her diverse learning history is reflected in her clinical approach, which relies on a wide lens assessment to ultimately develop focused supportive interventions.
Elizabeth Matthews, BCBA
Elizabeth Matthews (Liz) is the Owner and Executive Director of EMG Consulting, established in 2008 and identified as one of Virginia’s 2023 Best Places to Work. After graduating from Wells College and Simmons College, she became a BCBA in 2006. Currently, Liz is a doctoral student at Virginia Commonwealth University, studying leadership. Liz has presented at multiple conferences including the Association for Applied Behavior Analysis International’s Annual Conference. Her volunteer work has earned her Sponsor of the Year from the Autism Society, Tidewater Virginia. Liz serves on the Virginia Association for Behavior Analysis board and is the board liaison to the association’s Diversity, Equity, and Inclusion Committee. Liz is a military spouse and lives in Virginia Beach with her husband Charles, son Peyton, and their golden retriever Gracie. Having watched behavior analysis grow exponentially in Virginia, Liz is passionate about ongoing networking, camaraderie, and quality communication for practitioners.
Calm Counts: Teaching Self-Calming in the Face of Stressors (Group)
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Many learners struggle to self-calm. Steve Ward and Emily Kearney will frame the topic and do a deep dive on “calm counts”.
Anxiety is a part of everyone’s life. We fear business deadlines, public speaking, social situations…sometimes to the point where we meet criteria for diagnosis with an Anxiety Disorder. 60-70% of people diagnosed with Autism Spectrum Disorder are also diagnosed with Anxiety Disorder. They may not fear deadlines, but may fear nail clippers, haircuts, swimming pools, intersections, ice machines, leaves on the ground, dogs, and more. Additionally, many of our students develop rigid and intense dislikes of things like throat-clearing, clapping, singing, toilets flushing, kitchen appliances, etc.
Exposure to potential stressors causes some learners to tense, such as by shallow breathing, and leads others to physically resist, cry, run away, and more. Left untreated, inability to cope with these stressors can become debilitating. Students can become unable to go to the mall without intensive supports. Parents can become afraid to take their children to birthday parties and other potentially enriching environments. Parents avoid necessary routine and emergent medical appointments or daily living skill routines. And students learn to escape of these stressors through increasingly unsafe behavior. Quality of life can be significantly limited.
The vast majority of people respond to signs of student stress by offering some sort of comfort. Professionals may recommend having a student squeeze a stress ball, count to 10, take some deep breaths, take a sip of water, chew on a tube, swing, or engage in some other activity intended to calm the student. These procedures are largely ineffective.
In this workshop, Steve Ward and Emily Kearney will explain why traditional methods fail in teaching students to cope with stressors and will provide a detailed description of an alternative approach that has produced dramatic improvements with hundreds of students: calm counts.
LEARNING OBJECTIVES:
- Describe the benefits the Calm Counts procedure has over the more traditional exposure or time-based toleration model.
- Explain why the Calm Counts procedure uses shaping rather than prompting.
- Identify at least 3 situations in which Calm Counts would not be advisable.
- Identify a context in which Calm Counts would be an appropriate intervention for a current client.
- Create a dimensions grid for a learner that will inform the shaping steps of a Calm Counts program.
ABOUT THE PRESENTERS:
About Steve Ward
Steve Ward, MA, BCBA has been working in the field of Behavior Analysis since 1995, and is currently co-owner of Whole Child Consulting, LLC. Steve has been consulting to teams around the world, addressing everything from early communication and physical aggression to vocational opportunities and inclusion in college courses.
Steve authored What You Need to Know about Motivation and Teaching Games: An In-depth Analysis, The Inventory of Good Learner Repertoires, and Teaching Good Learner Repertoires and co-authored Teaching Advanced Learner Repertoires, and Another 21 Games: This time, it’s personal…. These publications reflect Steve’s passion not only for what students learn, but also for the manner in which they learn it. Steve specializes in teaching learner repertoires, including social repertoires, incorporating knowledge from a variety of perspectives and remaining at all times behavioral in his own perspective.
About Emily Kearney
Emily (she/her) has worked in the field of ABA field 1999 using evidence-based practices with children and their families in homes, schools and the community. She received her master’s degree in special education from Sonoma State University in 2008, focusing on using ABA to increase prelinguistic communication among young children with atypical language development. Her current professional passions involve instructional design using a component/composite analysis to help learners get the most out of learning time with generative learning; designing teaching contexts based on client assent with a foundation of rapport; and teaching practitioners to make in-the-moment clinical adjustments and use shaping and the teaching context as the reinforcer. She is currently delving into Non-Linear Contingency Analysis. Emily enjoys working with the “newly minted BCBA” to support others in analyze behavior from a comprehensive lens and program accordingly.
Children are People Too – Group
Society in general is set up to maintain the power differences between adults and children, to the detriment of both. Children should be seen as fellow human beings, with their own agency and autonomy and as such, this should be supported and celebrated. If we are to achieve safe, meaningful and compassionate relationships with the children in our lives, we need to identify where we hold power and be ready to share this. This webinar will raise some important questions about how we can “Do Better” when it comes to helping the next generation.
Learning Objectives:
- The participant will be able to define “adultism” and what the “adult gaze” is.
- The participant will be able to explain what power differentials are between adults and children and how to reduce these.
- The participant will be able to explain why we should always comfort an upset child and how we might be predisposed to use extinction and/or punishment if we don’t.
- The participant will be able to provide examples of how “lagging skills” can impact a learner’s behaviour and why we need to be proactive, instead of reactive in our approach.
- The participant will be able to identify how adults demonstrate hypocrisy and double standards.
Compassionate ABA in an International Setting: Transforming Early Intervention Practices Internationally (Group)
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Early intervention Applied Behavior Analysis (ABA) services in the United Arab Emirates are growing at a fair pace. This webinar, presented by pioneers in the field, scrutinizes the distinctive challenges and prospects confronted by ABA professionals in the region, with a particular focus on cultivating compassionate ABA methodologies. Attendees will gain comprehensive insights into culturally sensitive approaches, fostering collaboration and addressing the contextual intricacies influencing ABA service provision. Through case studies and practical examples, this session seeks to equip ABA professionals with the tools to navigate and positively influence the developmental trajectories of young learners. Join us as we bridge the gap between evidence-based practices and working with clients and staff with diverse ethnic, linguistic, cultural and religious backgrounds, and fostering a compassionate approach to ABA service provision in the diverse and dynamic context of the UAE.
Learning Objectives:
- Be able to identify the differences between Learner compliance and Learner participation.
- Recognize the harmful effects of coercive ABA practices.
- Gain insight into the delivery of early intervention services in an international setting.
- Learn to collaborate compassionately with staff from diverse cultural and ethnic backgrounds.
- Learn to interact in a culturally sensitive manner with parents and families from diverse backgrounds.
About Nipa Bhuptani MEd, BCBA
With nearly 30 years of dedicated involvement in supporting learners with special educational and behavioral needs in the UAE, Nipa holds a Master’s in Special & Inclusive Education and is a BCaBA. As the Founder/Director of Applied & Behavioral Training Institutes (ABTi), she leads a team of over 30 ABA instructors. ABTi offers Early Intervention services based on the Competent Learner Model (CLM – USA) in nursery, school, and community settings, along with professional development training courses. Nipa and her team have successfully implemented and overseen numerous Behavioral Intervention programs for students with developmental disabilities across the UAE.
| https://www.facebook.com/ABTInstitute | |
| www.instagram.com/abtinstituteuae/ | |
| Website | www.abtinstitute.org |
| Linked In | www.linkedin.com/company/applied-behavioral-training-institute/ |
Connecting with Children During Difficult Moments: Tools for Honoring Assent and Assent Withdrawal – Group
This webinar explores considerations relating to understanding assent and assent withdrawal. Through a case study example, Dr. Miller demonstrates the nuances that exist when developing skillsets for clients around assent and assent withdrawal. Participants will have the opportunity to apply the content within interactive breakout rooms. A sample plan based on the case study is also provided to attendees.
Learning Objectives:
- Participants will be able to define assent
- Participants will be able to explain the role of Assent within the BACB Ethical Code
- Participants will be able to identify at least 1 skillset to assess relating to assent and assent withdrawal
- Participants will be to explain the importance of setting boundaries
- Participants will be able to identify a basic scope and sequence for teaching clients how to navigate boundaries
Constructionally Selecting and Programming for Learner Goals (Group)
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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.
Couch-to-Camp 2020: Online Conference (recorded) – Group
- Recorded conference
- Up to 21 Learning Type II BACB® CEUs available (2 Ethics & 2 Supervision CEUs included)
SPECIAL NOTE: This course does not offer a handout version of each session for notes
Could it Be Pain?: How to Assess Behavioral Patterns in ID and DD Clients (Group)
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This webinar will provide a primer on nonverbal behavior research, the use of the grimace facial expression to assess pain, and go over a study on pain physiological reactions in children without a diagnosis, with Autism and a group with Intellectual Disability. Then we will go over a comprehensive overview of lessor known behaviors that are associated with pain reactions for children and adults with Intellectual and Developmental Disabilities, and psychiatric conditions. Have you ever had a client exhibit a new set of behaviors that don’t align with the assumed function? Maybe it’s not attention. Maybe it’s medical. Integration of medical knowledge about pain into your behavior analytic practice could help solve some complicated cases that have yet been resolved and enhance clientele outcomes. Learn how to collaborate with medical practitioners with evidence-based assessments and ongoing behavioral data for in-depth analyses of complicated medical and behavioral interactions. Empower yourself and caregivers with a comprehensive way to assess pain.
At the end of this training, participants will:
- Understand what nonverbal communication is and how it applies to behavior analysis.
- Learn that culture can affect how nonverbal communication is displayed by in-group members.
- Learn about the grimace facial action/facial expression and how it’s used by the medical field to assess pain experienced by client, including those who are unable to vocalize their pain levels (either because they are typically nonvocal or are nonvocal due to pain medications after an operation).
- Understand how Autistics, people with intellectual disabilities, and/or have dual diagnosis have differentiating experiences with pain, and how those differences need to be accounted for when writing a behavior plan.
- A overview of pain literature that was put in an excel doc for participants, two pain articles from other fields, and a quick overview of the included Behavior Taxonomy Template.
Creating an Inclusive Workspace for a Neurodiverse WorkForce – Group
This webinar provides discussion around processes for supporting a neurodiverse workforce. After reviewing concepts relating to neurodiversity, a case study of application within Del Mar Center for Behavioral Health is provided.
Learning Objectives:
- Attendees will be able to demonstrate understanding of the concept of neurodiversity
- Attendees will be able to identify techniques for assessing the inclusivity of their environment
- Attendees will be able to list 1 strategy for creating an inclusive space within the physical environment
- Attendees will be able to to list 1 strategy for creating an inclusive space within the social environment
Cultivating Curious and Compassionate Behavior Analysts: An Immersive Ethics and Supervision Workshop Experience (group)
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Behavior analysts are well trained on how to assess the function of distressed behavior. However, this can sometimes occur at such a high level of objectivity and adherence to protocols that the safety and well-being of the learner is not maintained. Additionally, over focusing on function can result in missing key aspects of a comprehensive treatment plan for supporting a learner in their natural environment. This training focuses on going beyond the typical training provided on functions of behavior and behavioral assessment to provide attendees with a more comprehensive understanding of how to supervise and train others to navigate distressed behavior with compassion and curiosity. Through a series of experiential activities and case examples, Dr. Miller provides a deeper dive into considerations relating to ethical and flexible application of procedures to address distressed behavior that synthesizes the research from behavior analysis and related fields. Attendees will have the opportunity to develop intervention plans that are comprehensive and designed using a shaping process using a template created by Dr Miller to guide the process.. Attendees will also receive a packet of shaping program examples to refer to when creating their own programs in the future.
Learning Objectives:
- Participants will be able to describe how to provide supervision relating to the primary purpose of functional assessment
- Participants will be able to identify at least 1 benefit to including advancements in functional analysis technologies during supervision
- Participants will be able to explain at least 1 ethical consideration regarding extinction to incorporate during supervision
- Participants will be able to describe at least 1 general guideline to follow when addressing challenging behavior during supervision
- Participants will be able to describe the importance of maintaining analysis in developing behavior intervention plans when supervising others on the development of such plans
Culturally Responsive Trauma Informed Supervision (Group)
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Recent data from the Centers for Disease Control and Prevention (CDC) show that 11.2% of adults aged 18 and over report regular feelings of worry, nervousness, or anxiety (Clark et al. 2019). Considering the high rates of turnover and burnout in our field, there is a need for additional research that goes beyond the surface, exploring the ways in which work environments may serve as a source of trauma for staff in ABA settings. Mental disorders are often diagnosed in young adulthood, and research states the adolescent brain, specifically the prefrontal cortex, is not fully developed until as late as 25 years old (Arain, 2013). Although age is not a demographic reported by the BACB, anecdotal reports suggest many RBTs, BCaBAs, and practicum students fall within this late adolescent stage, as entry-level and early career professionals. It is incumbent upon supervisors to understand the role of trauma and the impact of Adverse Child Experiences (ACEs) on mental and physical health, considering the high rates of mental health concerns among adult populations. In this presentation, attendees will explore resources, including Mental Health First Aid certification, to help supervisors identify and intervene with supervisees, while staying within their scope of competence. Attendees will identify ways to mitigate potential triggers in the workplace to create psychologically safe environments for supervisees. Attendees will also discuss the impact of culturally responsive trauma-informed supervision on client outcomes in ABA settings. Presenters will share relevant research, in addition to personal narratives from ABA supervisors and supervisees.
Learning Objectives:
- Attendees will review the latest research on the impact of Adverse Child Experiences (ACEs) on and physical health, and will discuss the implications in ABA settings.
- Attendees will explore resources, including Mental Health First Aid certification, to help supervisors identify and intervene with supervisees, while staying within their scope of competence.
- Attendees will identify ways to mitigate potential triggers in the workplace to create psychologically safe environments for supervisees.
- Attendees will discuss the impact of culturally responsive trauma-informed supervision on client outcomes in ABA settings.
Design Instruction Better: Going Beyond the 3 Term Contingency – Group
This webinar provides a basic overview of critical features of Instructional Design and resources available to learn more about instructional design. Developing a basic understanding of instructional design is an important component to creating effective programming for skill acquisition.
Participants will be able :
- To define instructional design
- To describe and provide an example of at least 1 type of learning
- To provide at least 1 example of how to apply instructional design research to program development
- To provide at least 1 example of feature analysis
Do Better Collective – Community Expectations and Ethical Guidelines – Group
The purpose of this webinar is to provide members of The Do Better Collective with some examples of how the Code can be interpreted to interact with an online professional community, how to recognize the difference between disliking someone’s opinion and a potential code violation, how to approach someone who may be engaging in a potential code violation within The Do Better Collective, and how to respond to the possibility of a potential code violation within The Do Better Collective.
Don’t Be Afraid of the Funky Blue Chart: Breaking Down Skills and Analyzing the Environment Better – Group
Precision teaching is a method of data analysis that allows behavior analysts to maximize progress. However, many behavior analysts do not receive training on the core components of precision teaching and how it can benefit their clients. The purpose of this webinar is to summarize these components and provide examples of how precision teaching and the Standard Celeration Chart can be used within behavior analytic interventions to enhance decision making and client progress. Participants receive access to example intervention protocols and materials to support further understanding of precision teaching.
Participants will be able :
- To explain the core components of precision teaching
- To summarize the research relating to precision teaching
- To explain and provide examples of component/composite analysis
- To explain and provide examples of frequency building
- To explain at least 1 way the standard celeration chart can improve visual analysis of data and decision making
Early Intervention: Routines, Problem Solving, and Assessments, Oh My! – Group
Students and clients who can tell cohesive and coherent personal stories are more likely to have higher language and literacy outcomes and report past experiences to appropriate authorities (e.g., report abuse, feelings about a previous situation). Even before students are able to write legibly, they can learn critical storytelling skills that generalize from oral to written language.
This presentation will present an overview of research on the use of an oral storytelling intervention to improve the writing skills of early learners. Participants will receive a copy of the article and learn how to use a provided tool to measure the quality of written and oral narratives produced by clients or students.
LEARNING OBJECTIVES:
- Participants will identify the key structural elements of written and oral narrative language (i.e., story grammar)
- Participants will generate 1 written personal narrative based on knowledge and skills learned within the presentation
- Given a writing sample, Participants will quantify the quality of the narrative using a provided tool (Narrative Language Measure Flow Chart)
- Participants will explain how oral narrative language is related to written narrative language
- Participants will be able to name at least one behavior analytic intervention targeting oral narrative or written narrative language skills instruction
Early Intervention: What I Wish I Knew in Grad School – Group
Behavior analysts frequently work in Early Intervention settings with populations birth to 3 years of age but do not receive behavior analytic training on typical child development and developmental research. This webinar discusses some of the key aspects of developmental research that all behavior analysts should be familiar with when working in EI settings. Additionally, participants will learn about different behaviorally based interventions and procedures to use with children birth to three that more closely emulate the natural environment and typical development. Participants receive access to supporting documents that provide examples of how to develop a routines based plan for families, a decision tree for determining how to structure intervention, and literature summaries relating to imitation and autism.
Participants will be able to:
- Provide a basic explanation of the Early Start Denver Model and how it is behavior analytic in nature
- Explain the importance of focus on social interaction and development with the birth to three population
- Identify the steps of the imitation procedure used within the Early Start Denver Model
- Identify resources for working with EI populations and explain how those resources support implementation of behavior analytic interventions
- Analyze whether or not skills being targeted for a birth to 3 client are being taught in the most appropriate fashion
- Identify at least 3 strategies that can be used to promote engagement within the EI setting
Effectively Developing Reinforcers, Play, and Leisure Skills – Group
The purpose of this webinar is to teach attendees how to identify goals and deficits relating to building reinforcers, play behavior, and leisure skills and use this information to develop effective interventions to improve the quality of life for the clients that we serve. Additionally, this webinar includes a discussion about the difference between play and leisure skills and provides recommendations on how to effectively program for these two drastically different skillsets.
Learning Objectives:
- Attendees will be able to state at least 2 reasons for lack of play skills
- Attendees will be able to provide at least 1 example of how to build reinforcers
- Attendees will be able to describe at least 2 differences between play and leisure skills
- Attendees will be able to identify at least 1 resource for teaching play, leisure, and social skills
- Attendees will be able to provide at least 1 example of how to teach social skills
Embracing Strengths: The Power of Reframing Disability (Group)
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Through a series of engaging activities, this webinar explores how to improve behavior analytic assessments by utilizing a strengths-based and person-centered approach. Dr. Megan DeLeon (Miller) shares her insights and experiences, providing practical strategies for incorporating a positive approach to behavior analysis.
During this webinar, you will learn about the benefits of a strengths-based and person-centered approach, such as promoting the individual’s well-being and enhancing their sense of agency. You will also discover how to shift the focus from identifying deficits to recognizing and leveraging strengths to improve outcomes.
Dr. Megan shares real-world examples and best practices for incorporating a strengths-based approach into behavior analytic assessments and provides opportunities for attendees to engage with the content to gain valuable insights into how to apply these strategies in their own practice.
Learning Objectives
- Participants will learn the key principles and benefits of a strengths-based and person-centered approach in behavior analytic assessments, and how it differs from a deficit-based approach.
- Participants will learn practical strategies for incorporating a strengths-based and person-centered approach into their behavior analytic assessments, including how to recognize and leverage individual strengths to improve outcomes.
- Participants will learn how a strengths-based and person-centered approach can promote an individual’s well-being and enhance their sense of agency, and how to communicate these benefits to clients, caregivers, and other stakeholders.
Engineering Affirming Relations using Advances in Relational Frame Theory – group
Neurodiversity affirming practices extend from the assumption that all individuals have different abilities and perceptual interactions with their world, and practice should seek to foster supporting environments that allow people to thrive as they are (Singer, 1998; Blume, 1998; Pearson & Rose, 2021). This series of presentations will provide an overview of on-going research in our lab to support the development of neurodiversity affirming practices in the field of Applied Behavior Analysis (ABA). We borrow heavily from critical and pragmatic theories and selection at multiple analytic levels of analysis. First, Adler will present research incorporating personal interests into therapy, including teaching of daily living and vocational skills and Acceptance and Commitment Therapy. Second, Hutchison will present on a developing research line exploring the flexible use of gender pronouns and teaching flexible pronoun use within neurotypical and autistic populations. Third, Zuch will discuss research exploring autism stigma and relational framing and the role behavior analysts could play in developing more affirming spaces for autistics. Finally, we will have an open audience question and answer period where all attendees are welcome to participate in a safe space.
PARTICIPANTS WILL LEARN TO:
- incorporate personal interests into programming for neurodivergent learners;
- describe relational framing within flexible use of gender pronouns and considerations for instructional programming;
- discuss autism stigma and factors within ABA communities that might contribute to stigmatizing beliefs
Enhancing Language Development for the Day-to-Day BCBA: Generative Learning, RFT, and PEAK (Group Sales)
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This 8-week course is designed for behavior analysts, teachers, parents, and other professionals involved in teaching language to autistic and language-delayed children. Participants will receive in-depth, practitioner-focused training in Relational Frame Theory (RFT), generative instruction, and the PEAK assessment and curriculum, addressing the common challenges of rigid language repertoires, prompt dependence, and limited progress in language acquisition.
The course consists of weekly 2-hour live lectures that provide in-depth exploration and practical applications of these concepts. Each session is structured to break down complex theories into actionable strategies, supported by comprehensive resources and practical exercises. Participants will engage in interactive discussions, receive personalized feedback on homework assignments, and have access to sample programs, articles, and tools to facilitate the implementation of new techniques in their practice.
Attendees will receive an assessment tool to determine the appropriate focus on generative learning and RFT, identifying prerequisite skills and guiding program development. This program is structured to enhance professional practice, ensuring participants are equipped with the latest, evidence-based methods to support their clients effectively.
*Trail Blazer Members receive additional 20% off!
Learning Objectives:
- Understand the Foundations of Relational Frame Theory (RFT):
Participants will explain the key principles of RFT, distinguishing between arbitrary and non-arbitrary relations and how they relate to language development in autistic and language-delayed children. - Identify and Assess Generative Language Abilities:
Participants will learn to use assessment tools, including the PEAK assessment and TARPA, to evaluate generative language skills, focusing on identifying advanced, basic, and visual-perceptual language profiles. - Implement PEAK Curriculum for Language Development:
Participants will be able to explain how to select and implement PEAK programs tailored to their clients’ language profiles, promoting derived relational responding and equivalence-based teaching. - Address Common Challenges in Language Acquisition:
Participants will identify solutions to overcome issues such as rigid language repertoires, prompt dependence, and slow progress in language acquisition by applying RFT-based interventions. - Design Instructional Programs Based on Generative Learning Principles:
Participants will create individualized instructional programs that incorporate generative learning techniques, helping clients develop flexible, adaptive language repertoires. - Analyze Client Progress Using Evidence-Based Assessment Tools:
Participants will use tools like PEAK and other assessments to track client progress in language development and relational responding, adapting their interventions based on data-driven insights. - Apply RFT to Enhance Language Interventions:
Participants will be able to explain how to incorporate relational frame theory into language interventions, utilizing derived relational responding techniques to foster generative learning. - Assess and Tailor Language Programs Based on Learner Profiles:
Participants will use the course’s decision-making flowchart to assess clients’ learner profiles (advanced, basic, visual perceptual, or other) and tailor programs accordingly, enhancing the effectiveness of interventions. - Develop Skills in the Practical Application of PEAK and TARPA Assessments:
Participants will gain hands-on experience with PEAK and TARPA assessments, learning how to assess both advanced and basic language skills, as well as relational frames, and design programming based on assessment results. - Bridge the Gap Between Traditional Verbal Behavior and RFT-Based Practices:
Participants will critically evaluate traditional language teaching approaches, like those based on Verbal Behavior and EIBI models, and incorporate RFT-based methods to improve language outcomes in clients.
Examining Early Intervention Practices: Balancing Agency and Autonomy in Supporting Child Development (Group)
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Early intervention is a critical component of effective outcomes for autistic children. The field of behavior analysis was one of the first to publish research demonstrating methods that produced differences in outcomes (Lovaas, 1987). However, substantial research has occurred since this time to better understand social communication and language development as well as the trajectories of autism based on interventions received. This presentation provides a summary of the current research in Early Intervention relating to Naturalistic Developmental Behavioral Interventions (NDBIs) and development of social-communication. Additionally, the presentation explores ethical considerations relating to how intervention is delivered and the impact of the over-use of extinction procedures.
Promoting agency and autonomy from birth is important for babies and toddlers. It can empower them to feel seen, heard, and valued, leading to greater engagement and motivation in their own development. Providing a controlled, adult-led environment can stifle their natural curiosity and limit opportunities for self-expression and exploration. Striking a balance between safety and independence is key for promoting growth and development. It is not just about making them feel good in the moment, it is about setting them up for a lifetime of thriving. Together, let us create environments that empower our youngest ones to be their authentic selves and to reach their full potential.
Learning Objectives:
- Participants will be able to provide at least 1 reason why it is important to focus on building social-communication skills based on the current research 2. Participants will be able to define Active Engagement and explain the role it plays in the ethical delivery of early intervention services 3. Participants will be able to provide at least 1 section of the ethics code that supports limiting the use of escape based interventions within early intervention service delivery
- Participants will be able to identify at least 1 advantage and disadvantage of using adult-led vs child-led learning approaches
- Participants will be able to provide at least 1 change to make to traditional Early Intensive Behavioral Intervention or Verbal Behavior based intervention based on current research
Executive Functioning in Practice: Medically Necessary Goals and Flexible Programming (Group)
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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.
Expanding the Reach of Behavior Analysis (Group)
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Behavior Analysis has witnessed exponential growth over the past several decades, driven by the dissemination of effective behavioral interventions. However, the dissemination of behavior analysis has not been without controversy. From the early critiques in Skinner’s era to more recent concerns raised by the autistic community, ethical and social challenges have highlighted the need for more refined dissemination strategies. Despite these obstacles, dissemination in behavior analysis has been somewhat limited in its application of core behavior-analytic principles, such as functional analysis and precise measurement of its impact. This paper proposes a comprehensive, behavior-analytic framework for dissemination, treating it as a structured treatment package. This approach involves conducting preference assessments to understand the values and motivations of the target audience, operationally defining specific target behaviors, applying functional analysis to refine dissemination techniques, setting measurable dissemination goals, and integrating ethical practices throughout. By enhancing dissemination efforts through this systematic approach, behavior analysis can increase its reach and societal impact while addressing ongoing ethical concerns.
Learning Objectives:
- Participants will be able to identify the challenges and ethical concerns with the practice of behavior analysis
- Participants will be able to explain how we could disseminate behavior analysis utilizing a comprehensive and systematic approach
- Participants will be able to design dissemination packages that meet the needs of a wider audience considering cultural values and its impact.
Presenter:
Daisy Confusione, MA., BCBA is a BCBA working towards her doctorate in Behavior Analysis at The Chicago School. She has worked in the field for over 10 years providing service to clients from ages 2 to 60 across settings including school, in home and clinic. She has worked as a regional coordinator overseeing 100 staff including Analysts and RBTs providing clinical oversight and ensuring quality provision of behavior analytic services. She is currently practicing as a graduate instructor teaching at University of West Florida and Capella University while working on her dissertation evaluating values and defusion exercises as an intervention for ideological bias in adults. Her research interests include ACT, prosocial process, verbal behavior, dissemination, politics, bias and relational frame theory.
Flourishing in your Behavior Analytic Career – Group
This presentation is designed to equip behavior analysts with the necessary skills and knowledge to implement the fundamental concepts of Positive Psychology to improve their personal and professional lives. Grounded in the robust PERMA model of well-being, this webinar is an exploration of the five crucial elements – Positive emotion, Engagement, Relationships, Meaning, and Achievement (PERMA) – that contribute to flourishing in all aspects of life.
Behavior analysts will learn how to leverage these PERMA elements to enhance their client interactions, promote self-growth, and foster resilience. It will offer practical ways to cultivate positive emotions, build meaningful relationships, and sustain engagement in their work, all while creating a deeper sense
of purpose and achieving professional milestones.
Learning Objectives
- Participants will be able to describe a framework for improving well-being through examining and finding contingencies that matter
- Participants will be able to state at least 1 resource based on evidence from the field of contextual behavioral science and positive psychology to improve social and occupational functioning and deepen therapeutic relationships
- Participants will be able to identify and clarify their own professional values and strengths
From Assessment to Intervention: Trauma-Informed Behaviour Strategies for Stereotypy in Children with Autism (Group)
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*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.
Front and Center: A Webinar on Comprehensive RBT Development (Group)
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Registered Behavior TechniciansⓇ (RBTsⓇ) encompass approximately 69% of our field (BACB, 2024). Last year alone, we welcomed over 29,000 new RBTsⓇ (BACB, 2024). Initial training and ongoing supervision are inherent aspects of RBTⓇ clinical practice, as No RBTⓇ supervision = No RBTⓇ practice (BACB, 2022). In December 2023, the BACB announced new continuing education requirements for RBTs, removing the renewal competency assessment and instead, requiring 12 hours of professional development every two recertification years (BACB, 2023). These changes will take effect on January 1st, 2026. In light of this, it is imperative now, more than ever, that supervisors provide effective and ethical oversight to RBTsⓇ. A systematic method for assessing, training, and evaluating ongoing RBTⓇ clinical performance would allow for the identification of RBTsⓇ strengths and areas of improvement, create a structure for the supervision experience, provide specific competency-based measures, and help fulfill the supervisor’s ethical duty to provide individualized supervision programs. It would also serve as a roadmap for supervisors to make empirical decisions regarding RBTⓇ training needs that align with their goals and clients’ needs. As a result, clients, RBTsⓇ, supervisors, and organizations would benefit from improved supervisory practices and competent behavior technicians. This workshop will focus on the implementation of a structured supervision system to maximize the benefits of the supervisory process and meaningfully meet recertification requirements for RBTsⓇ.
Learning Objectives:
- Identify tools to create a structured supervision system for RBTs.
- Use competency-based measures to assess RBT’sⓇ baseline skills. Embed and assess ethical Code elements into RBT’sⓇ clinical initial and ongoing training. Describe how to incorporate the entire RBTⓇ Task List (2nd ed.) into ongoing supervision.
- Embed and assess ethical Code elements into RBT’sⓇ clinical initial and ongoing training.
- Describe how to incorporate the entire RBTⓇ Task List (2nd ed.) into ongoing supervision.
- List ways to meet new RBTⓇ continuing education requirements.
About Dr. Karly Cordova, BCBA-D
Dr. Karly Cordova, Ed.D., BCBA-D, LABA, IBA, received her Bachelor’s Degree in Human Growth and Development, Masters Degree in Counseling Psychology, and doctoral degree in Educational Leadership with a minor in Autism. Dr. Cordova has worked in the field of ABA since 2001, consulting in a variety of schools, clinics, group homes, and private homes; and has been a Board Certified Behavior Analyst since 2004. Dr. Cordova’s expertise resides in the areas of teaching functional life skills, conducting research in applied settings, disseminating ABA through effective and systematic supervision, and building capacity within organizations. Additionally, Dr. Cordova served as Florida’s Gold Coast ABA’s Vice President and subsequent President, and as a senate board member for the Credentialing of Ethical Behavioral Organizations (COEBO). Academically, Dr. Cordova works as Adjunct Faculty at two graduate ABA programs.
genArete: Beyond Goal Setting! (Group)
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FREE LIVE WEBINAR – REGISTER HERE (CEs for purchase; included free for members)
May 13, 2025 at 12-2pm EST
Self-determination, self-management, self-advocacy, and the general idea that learners should be the driver of their experience has been a fundamental aspect of behavioral technologies since the 1970’s although it often has been approached as a nice to have versus a fundamental part of ANY change effort (Echard, et Al., 2022). As the field has begun to mature into a human service first approach, issues such as learner identity, learner autonomy, and learner rights have seen continued momentum (Mathur, Renz, and Tarbox, 2024). Off this momentum it is time that practitioners grow their skills in areas of empowering learners through sustained collaboration across all elements of service. The current workshop aims to walk through an approach of collaborative conversations- a guidepost of treatment packages developed from the work of Acceptance and Commitment Training, Constructive Behavior Analysis, self-management and collaborative problem solving. Participants will be guided to identify how this approach can be tailored across learner profiles and discuss relevant starting places for learner selection and program planning! Together, with our learners, we can create an experience that brings genuine joy to practitioners, learners, family, and society.
Erhard, P., Wong, T., Barnett, M., Falcomata, T.S., Lang, R. (2022). Self-Management Skills and Applied Behavior Analysis. In: Matson, J.L., Sturmey, P. (eds) Handbook of Autism and Pervasive Developmental Disorder. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-88538-0_41
Mathur, S. K., Renz, E., & Tarbox, J. (2024). Affirming neurodiversity within applied behavior analysis. Behavior Analysis in Practice, 1-15.
Learning Objectives:
- The Participant will explain the benefits of collaborative program design versus authoritative clinical decision making.
- The Participant will identify elements of collaborative conversations that can be adjusted based on learner needs.
- The learner will be able to use the collaborative conversations design guide to create initial approaches to session planning.
Presenter:
Mark O Malady is an autistic behavior analyst who has spent the last 15 years working with learners with various abilities from 2 to 90 years old. Mark loves to leverage the most fringe aspects of the science of behavior to assist learners in chasing down the path to their vision. He has designed, developed, implemented, and maintained multiple programs for learners with a plethora of diagnosis and presenting concerns. Currently he is continuing to work with a team of behavior analyst to develop a skill-based assessment that aims to aid learners across the life span in clarifying their identity in a way that empowers them to achieve what they want.
Getting to Know Dr. Maria Montessori: The “Prepared Environment” Can Make Us Better at Our Work (Group)
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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.
Learning Objectives:
- Understanding Individualized Learning in Montessori and ABA Objective: Participants will enhance their awareness of the principles of individualized learning in both Montessori and ABA approaches, and how individualized intervention plans benefit from incorporating Montessori method
- Identify the overlapping principles between Montessori and ABA, such as shaping strategies, structured environments, and task analysis, to determine how these methodologies can complement one another in practice.
- Discuss the role of the prepared environment in the Montessori method and identify strategies for structuring ABA-based learning spaces that promote independence, intrinsic motivation, and skill mastery while maintaining evidence-based behavioral interventions.
- Identify practical applications for integrating Montessori-inspired strategies within ABA-based programs that promote independence, intrinsic motivation, and engagement.
- Discuss the use of Montessori materials in skill acquisition and demonstrate how hands-on, sensory-based tools can be integrated into ABA programs to enhance engagement, independence, and meaningful learning experiences.
Presenter:
Hattie-Angelys Fox, MS Ed./Sp. Ed. (B-2nd)/ NYS-LBA Hattie-Angelys Fox is a Nuerodirgent Behavioral Educator. She has first-hand knowledge of the ways in which one Nuerotype can interact with environment to create behavior sets that can disrupt any and all aspects of an individual’s life.
How to create effective, play-based, and child-centered ABA interventions by following the principles of the Early Start Denver Model (ESDM) and other Naturalistic Developmental Behavioral Interventions (NDBIs) – Group
50% off – Now through July 12th!
Attendees will learn how to actively engage their young learners and build programs that are play-based, child-centered, and focused on honoring the autistic experience. This workshop includes video examples and hands-on practice exercises with both assessment and designing of goals and intervention. LIVE WEBINAR and recording included.
How to Teach Motor Coordination and Emotional Regulation Skills – Group
Activities of daily living, vocational tasks, and leisure skills require a broad use of muscle coordination. Skills ranging from turning a doorknob to playing basketball will be covered. Emotional regulation skills such as mindful breathing and body awareness help learners stay calm and are crucial for social interactions and academic achievement. Together, motor coordination and emotional regulation skills account for the most basic foundation of learning. This session will introduce a practical, hands-on approach to developing muscle coordination (both gross and fine) and emotional regulation programs. Participants will learn the skill sequences for teaching motor movements and emotional regulation for a variety of purposes and with many types of learners.
- Participants will define terminology related to motor planning and emotional regulation.
- Participants will identify the 3 main muscle groups related to motor foundation skills.
- Participants will explain why motor coordination and emotional regulation account for the basic foundation of learning
How Transactional Analysis Psychotherapy Informs Behaviour Analytic Practices (Group)
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Transactional Analysis is a Psychoanalytical theory which looks at how we are in relationship with others and ourselves.
During childhood we develop particular beliefs about ourselves and as we grow, we seek ways to reinforce this in both helpful and harmful ways. Looking at how our internal and external environments are arranged, we can apply this through a Behaviour Analytic Lense.
LEARNING OBJECTIVES:
- Participants will be able to identify all 3 Ego states
- Participants will be able to identify the difference between conditional and unconditional strokes
- Participants will be able to consider how life scripts are reinforced by thoughts and behaviour
Instructional Design for a Truly Person-Centered Program (group)
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In this new era of ABA, dedicated practitioners are destined to grapple more frequently with a few predictable but addressable dilemmas. When planning instruction and designing supportive environments, it can be overwhelming to incorporate a learner’s values, interests, and goals with their current skill set, context, and likelihood to assent to various instructional procedures and arrangements. Moreover, the practice of continuously honoring a learner’s right to decline can leave our well-planned interventions hanging in the balance. No one wants to get stuck constantly back at the drawing board when it comes to instructional design!
To make these dreams a reality, we need thorough component-composite analysis to understand how skills are related, see around corners and plan ahead. Then, we can weave together a set of interrelated skills to target with a general plan from start to finish for each. When done right, this process can include a ton of flexibility for responsive adjustments along the way.
In this webinar, we’ll cover the instructional design skills and steps you need to create truly person-centered programming that respects learner autonomy and generates meaningful progress for what matters most. Get ready to follow along with illustrative case studies from inside Octave’s Assent Based Treatment Essentials Program. You’ll see program examples for developing self-advocacy repertoires that align with other programs, and you’ll practice some decision making processes for selecting and modifying programs and targets.
Get inspired to innovate for each and every learner with the power of these instructional design processes.
Learning Objective:
- Participants will describe the instructional design process for person-centered programming.
- Participants will identify critical tool and component skills for self-advocacy across contexts.
- Participants will provide examples of criterion contexts and describe their impact on learners.
- Participants will explain the purpose of designing instructional sequences even if plans are likely to change.
- Participants will provide examples of values-aligned program modification.
Amy Evans, MEd, BCBA, IBA, Founding partner at Octave Innovation
Amy L Evans is a founding partner at Octave Innovation, an organization which provides training and systems support for organizations and individuals in the areas of Precision Teaching, Assent-Based Treatment, and Instructional Design. She also owns and operates a remote tutoring and educational consulting company, Flex Academics. Amy holds a masters degree in special education from The Pennsylvania State University (2013), and a bachelor’s degree in psychology from the University of Nevada, Reno (2009). Amy’s primary expertise lie in fluency-based instruction, precise behavioral measurement, visual and quantitative data analysis, and curriculum design, with emerging interests in e-learning and implementation science. Amy has worked in many locations and across settings, including private learning centers, homeschool, public school classrooms, and home-based early intervention. In recent years, Amy has focused on dissemination and training, which has included writing playbooks and guides, creating high-quality online professional development experiences, contributing to books and research related to implementation of precision measurement, presenting workshops and symposia, and transitioning more than 40 small to mid-size organizations to a Precision Teaching model.
IMPORTANT! *By completing this purchase, you attest that you understand the group licenses are solely intended for use by groups of people working for the same company. Seats for a course can only be distributed to individuals working for the company listed at checkout. *Please make sure the “company” field at checkout is filled in with the company creating the group license.