DoBetter 2024 Bundle

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.

Change can and should begin with the self. Through systematic self reflection using assessments such as the ones below, we are able to remember our story and the important qualitative data points in our lives that impact us as practitioners and colleagues. The idea of self-as-context comes from the research that supports the six core process of ACT (CITE).  The self is simply that.  The perspective of being and feeling while holding the perspective that others also are and feel.  Creating a timeline of past events is one step in creating comfort with exploring one’s own self.  These reflections can show to the self-assessor times in which their actions may have been out of balance with their values, or it could help determine that their values have had little to do with their lives and their behavior.  Determining one’s values can come from intrinsic digging while searching for overt behavioral patterns.  It can also be as simple as a reflection of what inspires or motivates someone.  Assessing others’ behaviors before the assessor assesses their own behavior and learning history may lead to faulty chains of learning because not all of the environment has been assessed. The use of such assessments are intended to serve as a guide for any professional working directly to support and increase the quality of life of the individuals they serve.  They provide us with clearly defined pinpoints of behaviors for us to reflect upon to address areas of strength and weaknesses prior to working with an individual in want of services. Not only will we dive into what these types of assessments look like and how they can be applicable, we will discuss how our own behaviors have been barriers to our learners’ progress. Learning Objectives:

• Participants will be able to define REFRAME
• Participants will be able to describe and provide 1 example of the Radical assessment process
• Participants will be able to give 1 example of the data collected and analyzed in the design of REFRAME
• Participants will be able to describe how to use REFRAME in practice
• Participants will be able to describe self as context as a behavior

How many different things can you do with a paper towel roll? What about straws? The value of play is widely recognized in child development, with impacts upon the student-teacher relationship, communication, flexibility, and much more. But it can be difficult to keep things fresh.  Some learners are difficult to engage.  In these cases, subtleties in the PROCESSES of engagement are critical.  Many RBT’s, parents, teachers, etc are accustomed to being told what to teach and how to teach, and some struggle to generate creative play ideas. In this presentation, we will discuss aspects of healthy play processes and will share a LOT of creative play ideas with common materials.  Everyone will leave with new play ideas! Learning Objectives:

• The participant will be able to explain the difference between intrinsic motivation and extrinsic motivation.
• The participant will be able to list at least 2 current interests for a learner they know.
• The participant will provide at least 2 new play ideas that may work with a learner they know.
• The participant will list at least 2 potential benefits of intrinsically motivated social interactions.
• The participant will describe at least one way to take data on play.

As behavior analysts, we’re often so focused on the technical aspects of our work that we overlook the essential role of building rapport with our clients. It’s a common pitfall that can derail even the most well-designed behavior intervention plan. In this riveting webinar, we’ll dive headfirst into the crucial importance of developing strong relationships with our clients. Drawing on Dr. DeLeon’s research and expertise, she shares with you the strategies and tactics that can help you build and strengthen your rapport with clients. We’ll explore the art of creating a positive first impression, the science of building trust over time, and the magic of collaboration between behavior analyst and client. And the best part? You’ll come away from this webinar with practical insights and real-world examples that you can immediately apply to your work with children, adolescents, and adults. Learning Objectives:

1. Participants will explain the positive vs negative reinforcement paradigm
2. Participants will provide at least 1 reason for screening for the need to focus on developing connected relationships
3. Participants will identify at least 3 skills to address during the connected relationships phase of service delivery

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

1. 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.
2. 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.
3. 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.

During this webinar we'll dive into how to develop programming that works for your learners. We'll look at the details of how to build effective instruction, how to build an instructional arrangement that will work for your learner and how to accelerate outcomes. The presenter will show you examples of how to build programs across a variety of domains while allowing time to practice. You'll get practical take away strategies, materials, and resources. Learning Objectives:

1. The participant will learn about instructional design
2. The participant will be able to explain how to build instructional programming
3. The participant will identify the appropriate instructional arrangement for their learner
4. The participant will be able to evaluate the effectiveness of their intervention
5. The participant will provide examples of how to evaluate program effectiveness and identify necessary changes to make

Effectively coaching staff to implement evidence-based practices with fidelity often requires more than instruction, modeling, rehearsal, and feedback. In order for staff to embrace a new intervention and learn to administer with mastery, they will need to understand how it aligns with their values, be part of the decision-making process for intervention selection, and be motivated for the work and potential outcomes. Getting staff there can be done through coaching conversations that emphasize listening to understand, pausing for reflection, and posing questions that invite thinking. While thoughts are private events, coaching conversations can turn those private events into observable behaviors which can then be shaped.  An effective leader guides the conversation partner to collaboratively discover the idea rather than reacting with quick answers. This proactive thought work can shape the thinking behavior of staff from “I can’t do this” to “I’m not sure how to do this” to “I’m willing to try”. In addition, this session will explore how coaching conversations can support productive venting, validate the coaching partner’s experience, and help reduce burnout. Attendees will leave with practical strategies and resources to implement with their colleagues that support powerful coaching conversations. Learning Objectives:

• Participants will identify and operationally define values
• Participants will explain the relationship between coaching conversations and Behavior Skills Training.
• Participants will identify components of mediative questions (questions that invite thinking).
•  Participants will practice paraphrasing, pausing, and posing questions that invite thinking.
• Participants will explain how coaching conversations can validate staff experiences and reduce burn-out.

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:

1. 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
2. Participants will be able to identify at least 1 advantage and disadvantage of using adult-led vs child-led learning approaches
3. 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

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.

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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.

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Active engagement is a critical component of successful learning, socialization, and overall well-being. However, it is essential to understand that active engagement consists of three distinct phases, each with its unique challenges and opportunities. In this webinar, we will focus on the three phases of active engagement as described by Dr. Amy Wetherby and provide behavior analysts with practical tools and techniques to assess and promote active engagement in each phase. Overall, this webinar will provide behavior analysts with a deeper understanding of the three phases of active engagement and the tools and techniques necessary to promote active engagement in each phase. Attendees will leave with a greater appreciation for the role of active engagement in promoting meaningful and fulfilling lives. Learning Objectives:

1. Participants will be able to explain the key components and characteristics of each phase of active engagement
2. Participants will be able to evaluate and apply assessment tools to measure active engagement
3. Participants will be able to identify at least 1 effective intervention strategy to promote active engagement

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.

This presentation will explore the concept of reflective leadership and its importance in the continuous improvement of leadership skills. By examining real-world examples and personal experiences, participants will learn to identify common leadership mistakes and transform them into valuable learning opportunities. The session will include interactive discussions and activities designed to foster strategic and actionable behavior change, enhancing the supervision and development of BACB (Behavior Analyst Certification Board) certificants. Attendees will leave with practical tools and strategies to refine their leadership approach and support the professional growth of their teams. Learning Objective:

1. Define Reflective Leadership:** - Understand the principles and significance of reflective leadership in professional settings
2. Identify the key components of reflective leadership
3. Develop strategies to reflect on and learn from leadership errors.
4. Explore best practices for providing effective and supportive supervision.

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Adrienne Bradley, BCBA Adrienne Bradley is Board Certified Behavior Analyst, graduate school professor, and a Behavior Analyst on a mission to promote Applied Behavior Analysis (ABA) to underserved communities. She graduated from Central Michigan University, in 2014 with a Bachelors in Exercise Science, and a minor in Psychology where she developed an interest in human behavior. It wasn't until after her matriculation that she found a dire need to serve students with an Autism diagnosis in the public school system. This is where her love for ABA began. She later graduated from Wayne State University with a Master's in Education Psychology, and a concentration in Applied Behavioral Analysis. With her extensive experience working with children and adolescents within the home, school, and clinic settings, she has garnered a commitment to ethical leadership and high-quality therapeutic and parent services. She is a highly regarded speaker, focusing on using Acceptance and Commitment training within parent sessions, collective community, and Leadership development. Additionally, Adrienne served as the past President, Partnership Liaison, and Conference chair for Black Applied Behavior Analysts, Inc. Adrienne also has passion for Diversity, Equity, and Inclusion within ABA. She engages in equity and inclusion research practices, serving as a research consultant for the Michigan Interagency Coordinating Council which aims to reduce barriers to accessing ABA services in the state of Michigan through the development and implementation of a statewide, comprehensive, multidisciplinary system to provide early intervention services for infants and toddlers with disabilities and their families. In addition she services as an advisory board member for Temple University's Autism Research Lab to provide inclusion and equity oversight. She is a master collaborator and bridge connector, using empathy and understanding to foster relationships with the purpose of advancing the science of ABA.  

Originally recorded on December 17^th, 2024 Humility is increasingly recognized as a key driver of successful leadership (Pappas & Wooldridge, 2019). The use of self-monitoring, amongst others, as an evidence-based practice in leadership may cultivate humility (LeBlanc et al., 2016). Frequently noted in the literature outside the field of behavior analysis and identified as an essential attribute of healthcare and education professionals (Mann et al., 2007), reflective practice may serve as an evolved approach to self-monitoring and act as a catalyst for developing humble repertoires (Kirby et al, 2022). This practice facilitates the ability to learn from our experiences, allows us to develop awareness of our own attitudes and biases, and provides an active approach to linking new information with our learning histories (Mann et al., 2007). This skill share will offer a systematic approach to reflective practice using self-monitoring, possibility training, and decision making to promote a receptive attitude towards providing and receiving feedback and encourage adaptive and innovative behaviors. Additional strategies will be provided to train supervisees to engage in reflective practice. Learning Objectives:

• The Participants will be able to explain how reflective practice may play a role in developing humility in practice.
• Participants will be able to attend to the utility and variations of reflection across clinical practice.
• Participants will be able to identify the components of a model for reflective practice.
• Participants will be able to describe the process for training supervisees to engage in reflective practice.
• Participants will be able to describe how reflective practice and self monitoring are related.

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About Edward Sanabria, BCBA Edward Sanabria holds a Master's degree in Applied Behavior Analysis (ABA) from Simmons University and is a Board Certified Behavior Analyst (BCBA). He is currently a Doctoral Candidate at The Chicago School in the ABA-Online program where he is studying interdisciplinary collaboration. Edward’s other research interests include large scale adoption of behavioral interventions, the development of ecologically relevant repertoires for BCBAs and the application of behavior analysis to adaptive aquatics. He is currently a Director of Functional Analysis and Treatment Implementation at Centria Healthcare, where he helps oversee company-wide training and implementation of clinical initiatives across the country. Through consultation and training with the clinicians in his region, he guides clinical practices that prioritize safety, dignity, effectiveness, and rapport for clients with challenging and interfering behaviors.

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:

1. Participants will describe the instructional design process for person-centered programming.
2. Participants will identify critical tool and component skills for self-advocacy across contexts.
3. Participants will provide examples of criterion contexts and describe their impact on learners.
4. Participants will explain the purpose of designing instructional sequences even if plans are likely to change.
5. Participants will provide examples of values-aligned program modification.

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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.  

This webinar will cover other areas of research and job opportunities for behavior analysts outside of autism and early intervention. The webinar will review the SIGs for ABA, research and job in ABA not typically discussed and how to carve a path as a BCBA outside of Autism and EI. Learning Objectives:

• Identify new areas of research in ABA
• Identify new job opportunities as behavior analyst
• Learn how to create opportunities for research outside of Autism/EI
• Learn how to continue to get information on this topic

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About Nicole Parks, BCBA Nicole has been in the filed for 20 years and has held positions working with adults with mental illness, substance abuse, developmental disabilities and children with autism. Nicole is passionate about the field of applied behavior analysis and would like to see the field grow into new areas and provide opportunities for those that love the science but don't want to work in early intervention or autism services. She currently resides in Louisville, KY with her husband, kids and fur babies. When she isn't working, she loves to travel.

  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.

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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.