Empowering Practitioners. Elevating Real-World Applications.
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The Rejected conference is a groundbreaking space in behavior analysis, created for practitioners who are committed to doing better—for their clients, their communities, and the field as a whole. With over 30 practitioner-led presentations and 40 Continuing Education credits (CEs) available, attendees will have access to a rich variety of sessions focused on real-world applications and ethical best practices.
Our presenters will cover essential topics, including navigating common ethical pitfalls in ABA, effective client management, culturally relevant practices, and more. Each session is designed to address the practical challenges practitioners face every day and to equip them with actionable strategies to elevate the quality of care and professionalism in our field.
We also recognize the important role of those who receive behavior analytic services in helping us understand how we can improve. While we can’t guarantee specific presentations from service recipients, their perspectives will be welcomed and valued throughout the event.
This December, join us in challenging the status quo and bridging the gap between practice and research. Too often, research overlooks the real-world challenges practitioners face. At Rejected, we flip this narrative, focusing on practitioner needs and the solutions they’re developing in the field.
Our Commitment to Accessibility and Equity:
We believe that access to professional development and shared knowledge should be equitable and financially accessible. To honor the expertise and time our presenters have dedicated to creating and sharing their work, each will be compensated for their contributions to the conference.
With this commitment to equity, we offer a sliding scale for conference fees that keeps registration costs as accessible as possible while still respecting the value of the knowledge shared. Registration rates are set well below typical events of this kind to make it possible for as many as possible to attend. For anyone facing financial barriers, we also offer a scholarship program for free attendance.
Sessions led by experienced practitioners, covering topics such as ethical practice, effective supervision, culturally sensitive approaches, and practical strategies for handling complex cases.
Whether you’re a practitioner or someone with lived experience receiving behavior analytic services, this conference is a space for growth, learning, and engagement.
Connect with fellow practitioners and other participants who are passionate about advancing ethical standards, sharing real-world insights, and learning new ways to enhance their practice.
While we strive to add the session’s recordings in a few days, we expect all recordings to be available by January 2025
If you’re committed to growth, learning, and elevating the voices of practitioners, the Rejected conference is the place for you. Together, we can do better.
Our job as behavior analysts is to create meaningful change through teaching socially significant skills, but it can be difficult to capture motivation and promote generalization when skills are taught in isolation. Event based learning is a powerful way to create motivation and engagement through specific “”events”” or activities, like baking, gardening, or video games!
This presentation reviews the background and rationale for Event Based Learning, and provides specific steps that analysts can take to begin incorporating this strategy with their learners.
The “”Red Flags in ABA Practices”” presentation serves as a comprehensive guide to identifying, addressing, and advocating against common ethical pitfalls in ABA workplaces. It highlights key issues such as communication gaps, which can leave staff uninformed and create confusion around caseloads and policy changes. By promoting transparency and thorough documentation, the presentation encourages staff to safeguard against potential confidentiality risks.
Another significant focus is on client management, where overloading staff with more clients than they can reasonably manage leads to poor quality of care and delayed follow-ups. The presentation suggests strategies like waitlist management and collaboration with other local providers to ensure that clients receive appropriate services without compromising standards.
A core concern is the need for adequate training and supervision, especially for new hires, as insufficient preparation can harm client outcomes. The presentation advocates for proper onboarding and supervision processes and empowers staff to speak up if they feel inadequately supported in their roles.
Misclassification of staff roles, such as incorrectly hiring BCBAs or BTs as contractors (1099) instead of employees (W2), is highlighted as a significant ethical and legal issue, impacting worker benefits and protections. Understanding the implications of role classification ensures fair treatment and compliance with employment laws.
For ethical compliance, the presentation underscores the importance of refusing unethical billing practices, even if it risks job security, as compliance with the BACB and legal standards is paramount. This also includes advocating for realistic caseloads and support, establishing benchmarks for ethical standards, and leaving a role if improvements are not made.
The presentation also provides guidance on recognizing burnout, a common issue in high-demand settings like ABA, by promoting self-care strategies and helping professionals know when it may be time to consider new opportunities if burnout impacts their ability to provide quality care.
Finally, the presentation emphasizes the importance of ethical resources, such as the BACB guidelines, mentorship, and continuing education, to help professionals navigate complex ethical dilemmas. It concludes with a call to action for ABA staff to uphold ethical standards, advocate for necessary changes, and utilize support resources to foster a responsible, ethical work environment.
Bio coming soon.
Dr. Annie McLaughlin supports behavior analysts in their understanding of the special education system whether they are practicing as school BCBAs, home-based, clinic-based, or IEP advocates. Her passion to make sure that all IEP teams want BCBAs at the IEP table to support the process so individuals with IEPs can succeed!
“Helping learners with autism develop effective communication skills can be both challenging and rewarding. This workshop is designed to guide educators and behavior analysts through the process of creating and implementing individualized language-based curricula. While many are familiar with early language programming, achieving mastery in intermediate and advanced language skills—essential for spontaneous conversational language—can be more elusive.
In this presentation, we will explore key skills necessary for advanced communication, including negation/exclusions, using past tense verbs, and skills in describing and guessing. We will also discuss the prerequisite skills needed to develop these advanced abilities. Participants will leave with practical strategies to help learners with autism reach higher levels of language proficiency.
Join us to enhance your understanding and ability to support the communicative growth of your students. This workshop is suitable for both newcomers and seasoned professionals in the field of behavior analysis and education.”
Ray Cepeda, M.Ed., BCBA, LBA is the Founder and Director of ABAskills, LLC, a group that provides behavioral consultation to families and school districts. He is a former clinic supervisor for the Lovaas Institute and has over 30 years of experience supervising home-based programs for learners with autism, working in applied behavior analysis schools in New York and Long Island, consulting with school-based programs, integrating and mainstreaming learners into typical learning environments, training parents, and speaking on topics regarding the use of behavior analytic teaching methodologies and program individualization for children with autism. He is also a recipient of the Award of Distinction from Long Island Advocates for his dedication to the autism community. Mr. Cepeda’s current area of interest is language development for individuals with autism.
In the field of ABA, services are often delivered in a 1:1 format. While necessary and effective in the beginning, individual instruction is less efficient and may make it difficult for the autistic child to transition into school-based services. School-based services are delivered in a group format and based heavily on observational learning. Group instruction early on in programming may provide increased access to reinforcement and quicker rates of skill acquisition while fostering peer interactions and promoting skills in social interaction and communication areas. While there has been an increase in clinic-based ABA services, there is little training and information on how to teach and move a child from 1:1 learning into a group learning experience. This talk will provide clinical decision-making guides, specific programming goals, and strategies for moving children into a group learning format.
Kelly has been a Board-Certified Behavior Analyst for 21 years. She is a certified ESDM therapist. She specializes in supporting children to learn how learn as a primary focus of ABA and has authored the book, “The Group Experience, how to support children on the autism spectrum moving from individualized learning to a group learning experience.
Join us for Perspectives in Partnership: Practitioner, Person, and Parent – Making Shift Happen in the School Setting, a dynamic webinar exploring neuroaffirming practices and strategies for supporting students in the Least Restrictive Environment (LRE). This session brings together insights from a practitioner, a parent, and a neurodivergent individual, offering a comprehensive view of how to create inclusive, engaging, and supportive learning environments. Focused on the importance of student assent and the shift from compliance-based to joy-centered teaching, this webinar will share practical approaches to fostering behavior and engagement that honor neurodiversity and prioritize student agency. Participants will leave with actionable strategies and insights into the perspectives of neurodivergent individuals and their families/advocates, along with strategies to implement in classrooms and school settings. Join us in fostering meaningful change and student success!
Abbey is a LMSW and BCBA serving Kent ISD as the Supervisor of Specialized Programming and Instructional Supports,, where she leads a team of Special Education Coaches specializing in Autism, Behavior, Specially Designed Instruction (SDI), and Functional Communication, all dedicated to enhancing the quality of special education across local, regional, and center programs throughout the county. Her professional interests include anti-ableist work, supporting the Least Restrictive Environment (LRE) through neurodiversity-affirming practices, and coaching and training on values-driven behavior support. Abbey is passionate about supporting staff learning to improve outcomes for students, and her work is driven by a commitment to fostering inclusive and effective educational environments.
Compassionate care is more than just a buzzword (Melton, O’Connell-Sussman, Lord, & Weiss, 2023). Infusing caregiver support sessions with compassionate tools to increase collaboration can improve parental adherence (Taylor, LeBlanc, & Nosik, 2019). Looking at compassion research from behavior analysis and other fields, we can find simple, practical ways to make compassion the compass that guides all caregiver support sessions (Penney, Bateman, Veverka, Luna, & Schwartz, 2023). Adding in simple practices rooted in compassion before, during, and after parent training doesn’t have to be time consuming or overwhelming (Trzeciak, 2019).
In this workshop, participants will learn how to use compassion focused tools to foster improved collaboration between caregivers and behavior analysts specifically by using empathy mapping as a tool for self-reflection and preparation.
Leanne Page is a BCBA, ACE provider, parent coach, mom of two, founder of Parenting with ABA, and best-selling author of Parenting with Science: Behavior analysis saves mom’s sanity and Enjoy Parenting: The busy mom’s behavior toolbox. At ParentingwithABA.org, Leanne supports families through free content, online courses and workshops, and parent coaching. Leanne supports professionals through continuing education all about providing compassionate care to families,resources for parent training, and a mastermind group for online ABA business owners.
As behavior analysts move into health coaching, we face a unique challenge: How do we maintain our scientific rigor while honoring individual client definitions of health and success? This presentation explores the intersection of ABA and health coaching, challenging traditional data collection methods while demonstrating how to measure meaningful outcomes. We’ll discuss the shift from expert to coach, explore client-centered measurement systems, and share practical strategies for documenting social significance in ways that may look different from traditional ABA graphs but carry equal impact. This session bridges the gap between scientific practice and real-world application in health services.
Sarah Burby is Board Certified Behavior Analyst, National Board Certified Health Coach and Wellness Coach (NBC-HWC), Certified Intuitive Eating Counselor, and Certified K- teacher in the state of New Jersey. Sarah is also a certified Barre Eclipse instructor, has completed the Precision Nutrition Level 1 program, and has extensive training in Relational Frame Theory (RFT) and Acceptance and Commitment Therapy (ACT).
Sarah is the founder of Mind Body Behavior, LLC where she utilizes the principles of Applied Behavior Analysis and Acceptance and Commitment Therapy to provide 1-1 health coaching to clients who struggle with body image and disordered eating and offers small business mentorship.
Through Mind Body Behavior, Sarah has also created a supervision program where BCBA candidates can accrue their fieldwork hours outside of autism and developmental disabilities. The program currently includes BCBAs who specialize in health coaching, personal training, adaptive personal training, yoga and mindfulness, trauma informed care, organizational and behavior management, and working with teens. Sarah is passionate about providing high quality supervision so BCBA candidates can graduate and practice outside of the traditional setting with both confidence and competence. Sarah is also one of the authors of the “Bridging the Gap curriculum,” the only BCBA curriculum that focuses on applying the BACB tasks list exclusively to health, sport, and fitness.
Sarah has also created the first and only National Board for Health and Wellness (NBHWC) approved program tailored specifically for students with a background in applied behavior analysis. Students who completed the Mind Body Behavior Health Coaching Certificate Program earn 32 BCBA continuing education units and are eligible to sit for the NBHWC board exam.
Finally, Sarah authored, “Confidently Me!” an activity wellness book for kids to proactively address body image and developed a K-8 after school enrichment program titled, “Girls Rise: A Community Building Confidence, Fueling Empowerment, and Fostering Resilience,” the only evidence-based program in the state of New Jersey that proactively and systematically addresses body image in school aged children. In addition, Sarah has created a page150 ebook for parents that provides strategies and guidance for raising body confident kids.
Sarah’s areas of clinical areas of expertise include Intuitive Eating, Motivational Interviewing, The Transtheoretical Model (Stages of Change), Behavior Skills Training, and school consultation.
Are you asking yourself often: Why are they saying no to things they like to do? Why won’t they choose any of the choices I am giving them, they like one of them?!
The biggest “aha” moment of my professional life was when I began to dive into the profile of “Pathological Demand Avoidance”, outlined by developmental psychologist Elizabeth Newson. By looking deeper than just the function of escape/avoidance, I was able to better understand that my learner’s heightened emotional response to ANY perceived demand was rooted in anxiety. Through defining the observable distress behaviors, I have been able to develop a repertoire of neurodiversity-affirming antecedent strategies and replacement behaviors.
Nicola (Nicky) Schneider is a Board Certified Behavior Analyst (BCBA) and New Jersey Licensed Applied Behavior Analyst (LBA) with 20 years of experience working with neurodivergent individuals of all ages and skill levels. Nicky holds a bachelor’s degree in special education, a master’s degree in Applied Behavior Analysis, and a post-master’s certificate in Educational Administration. Nicky has served as a special education teacher, behavior analyst and supervisor in private and public schools, as well as a Clinical Director for insurance-based services. Nicky currently serves as a District Behaviorist for Pequannock Township Public Schools- working to infuse trauma-sensitive and assent-based practices into the classroom. In addition, Nicky provides mentorship, consultation and professional development to clinicians and schools who wish to dive deeper into neurodiversity-affirming practices. Nicky’s passion lies in empowering those she trains to encourage, support and learn from the individuals they serve. She believes that through genuine interaction, we can intrinsically create a foundation of mutual respect and cooperation. When Nicky is not supporting students, teachers or the PFA-SBT Community Facebook page, you can find her outdoors or spending time with her kitties and partner.
Bio coming soon.
This webinar will explore the intersection of anxiety and Autism Spectrum Disorder (ASD), focusing on the challenges and opportunities for intervention using Applied Behavior Analysis (ABA). We will begin by reviewing the statistics and prevalence of anxiety as a co-occurring condition with ASD, shedding light on how common this comorbidity is within the population. The session will also address the common symptoms of anxiety in individuals with ASD, highlighting the barriers to accurate identification and reporting of these symptoms, which often complicate effective treatment. Additionally, we will examine the challenges surrounding research on ABA interventions for individuals with anxiety outside of the ASD context, which can limit the generalizability of findings.
Throughout the webinar, we will identify key elements of ABA that can be effectively applied to individuals dealing with both anxiety and ASD, offering practical strategies for clinicians and caregivers. Finally, we will explore the potential benefits of integrating ABA with other evidence-based treatments, such as modified Cognitive Behavioral Therapy (CBT), to provide a more holistic and comprehensive approach to treatment.
This presentation focuses on developing programs that empower learners to set and maintain personal boundaries, particularly in interactions with adults. It addresses how subtle, harmful messages learners may internalize can negatively affect their self-worth, autonomy, and emotional regulation. By identifying and replacing these messages with affirming ones, the presentation offers practical strategies to encourage respect, self-advocacy, and emotional validation in behavioral therapy settings.
Key areas addressed include:
Bio coming soon.
Bio coming soon.
Bio coming soon.
Emily Esparza, a licensed school social worker with over a decade of experience, serves as an Autism Coach for Local & Regional Programs at Kent ISD, an educational service agency in Kent County, Michigan. Emily approaches her work with a solid commitment to collaborative partnership, believing that coaching is a shared process where her expertise in facilitating growth and change is paired with the educators’ deep knowledge of their classrooms. Holding an FTF Level 6 PFA-SBT Credential and LMSW licensure, Emily emphasizes empowering potential and helping educators draw on their strengths, values, and priorities to drive their professional growth.
In her practice, she adopts a stance of respectful understanding, approaching every coaching interaction with empathy, recognizing each educator’s unique perspectives, and honoring their informed choices for development. Her compassionate support prioritizes the well-being and satisfaction of the educators she works with, creating a nurturing environment where they can confidently pursue meaningful growth. Emily’s dedication to safe, dignified, and person-centered support reflects her values-driven approach to improving outcomes for Autistic students, their families, and the educators who support them.
In this webinar, Emily will share insights and strategies that underscore her commitment to fostering collaborative, respectful, and empowering partnerships with educators.
Global Behavior Analyst | Neurodiversity-Affirming Advocate | Author & Innovator | Resource Queen Expertise in Autism & Behavior Analysis: Over 20 years of experience in autism and behavior analysis, focusing on translating research into practical, individualized, and person-centered interventions. Published Author & Contributor: Author of 2 book chapters, several peer-reviewed articles, and a widely recognized expert in advancing compassionate, neurodiversity-affirming practices. Extensive Global Presentation Experience: Invited speaker at conferences across the globe, with over 116 conference presentations and a reputation for bringing innovative, research-informed perspectives to the field. Leader in Applied Behavior Analysis (ABA) Training: Global trainer and coach for behavior analysts, parents, and service providers, specializing in neurodiversity- affirming, person-centered approaches that promote autonomy and social communication. Founder of the Do Better Collective: Creator of an international community empowering behavior analysts and related service providers to deliver more compassionate and effective interventions, combining evidence-based practice with humanity.
Over 70 percent of BCBAs currently work with Autistic learners. As so, behavior analysts are at the crux of understanding how autism can influence lives. A history of autism is provided within this presentation in which the models of disability are discussed with their impacts on how others were treated to create knowledge surrounding the benefits of the various models of disability. The discussion will end by highlighting the growth of the field and providing direction on future steps. This Skill Share is appropriate for all levels of experience. Guided notes will be provided and active student responding questions will be used to
increase engagement.
Lindsey LeBrun is a behavior analyst with over a decade of experience working with autistic individuals. With an unwavering commitment to advancing neurodivergent-affirming and trauma-informed practices within the discipline of behavior analysis, Lindsey has contributed through their writings and presentations. Their specialization in neurodivergent-affirming workplace practices further establishes them as a preeminent thought leader in this arena. Lindsey also works as a school-based behavior analyst and is a professor. Their dedication to fostering supportive and inclusive learning environments permeates their work. Their passion for neurodivergent-affirming practices extends to their teaching, where they challenge conventional approaches and empower their students to adopt a more inclusive and trauma-informed perspective.
Aley began volunteering in the school board in 2013 helping to support children with ASD and other developmental disabilities in the classroom setting. This sparked her interest in the field and encouraged her to acquire additional knowledge and experience related to ABA. Since then, she completed her Masters of Applied Disability Studies and is now a Board Certified Behaviour Analyst. She is currently a Clinical Supervisor at The Portia Learning Centre in Ottawa, Canada . Aley’s interests lie in early intervention, developing ABA programming tailored to the unique needs of each client, providing mediator training, and collaborating with an interdisciplinary team.
Burn-out and turnover in the field of Applied Behavior Analysis is a significant concern industry wide. Research has suggested that one protective factor for burnout is perceived professional competency. Applied Behavior Analysis is beginning to move towards a more compassionate model, which involves trauma informed practices. However, there is a lack of training in this area. This workshop examines whether trauma informed ABA trainings affect provider confidence, job satisfaction, and intent to stay in the field. Saundra Bishop, BCBA, CCTP provided a 4 week Trauma Informed ABA Clinical Trauma series and she and Dr. Gabi Morgan did a small, imperfect study on the effects on provider skill growth on confidence, job satisfaction, and likelihood to stay in the field. The small study found that the trainings had a positive impact in all areas. In this webinar, attendees will be exposed to content from the trainings as well as discussing the findings.
Saundra Bishop, MS, BCBA, LBA CCTP is the founder, Clinical Director, and Executive Director of the DC-based BASICS ABA Therapy. She is the former President of DCABA. She has over 22 years of experience working in Applied Behavior Analysis(ABA) and with people with Autism/Autistic people and has been a BCBA for 15 years. She is especially passionate about Trauma-Informed Behavior Management and on using teaching models that focus on self advocacy rather than compliance. She is a Certified Clinical Trauma Professional and also certified to give trainings that qualify for Type-2 CEUs, DC Public Schools CEUs, and Child and Family Services foster parent hours. She has experience in many roles as a BCBA. She has worked in homes, schools, clinical settings, group homes, hospitals, and also testifying as an expert witness. She has presented at conferences, workshops for organizations and parents, webinars, and as a keynote speakers on various topics including Trauma Informed ABA and reform in ABA. Additionally, she was written a handbook called the Trauma Informed
Behavior Management Handbook. She enjoyed being a foster parent for 7 years and now has 4 wonderful daughters with and without special needs. She enjoys biking and competitive storytelling.
Gabi Morgan, Ph.D., BCBA-D is an assistant professor in applied behavior analysis at Bay Path University. She received her doctorate in ABA from Endicott College where her research focused on training teachers to use time-based schedules to prevent escalation of challenging behavior in preschoolers with backgrounds of traumatic events. Over the last 25 years she has sought to expand her knowledge and practice of ABA in her work with children of all ages and skill levels, their families, and in the training of others in ABA. Her research interests include exploring how ABA can help improve outcomes for children whose behavior has been shaped through challenging environments. She is dedicated to the dissemination of ABA especially and in guiding students of behavior analysis toward meaningful careers and a deeper understanding of the science of behavior
In the evolving field of autism therapy, providers are facing unprecedented challenges. As industry standards rise and reimbursement rates decline, the shift toward value-based care adds another layer of complexity. A distressing trend has emerged—the “service cliff”—where children over six years old, children with Level 3 autism, and/or severe behaviors are frequently rejected from services or not even placed on waitlists. These are the very individuals our field originally sought to serve.
With most Board Certified Behavior Analysts (BCBAs) having less than five years of experience, there’s a pressing need to support these professionals in delivering high-quality care to those who need it most. This webinar invites participants to engage in an open and honest discussion about:
Join us as we delve into how we can collectively overcome these obstacles to prevent abandoning those who rely on our services the most.
Suzanne Juzwik is a dedicated Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA) with over 20 years of experience in the field of Applied Behavior Analysis (ABA). Beginning her career as a respite worker, special education teacher, and camp counselor, Suzanne has devoted her life to supporting individuals with autism and their families.
As an autism mom, she brings a personal and compassionate perspective to her professional work. Suzanne serves as a parent representative on the Governor’s Council on Autism in Wisconsin, where she advocates for policies and programs that benefit the autism community. She was also a parent representative on the Behavioral Health Center of Excellence’s (BHCOE) and Cigna’s Value-Based Care Council, contributing her insights to improve care standards and outcomes.
In addition, Suzanne is a board member of the Autism Society of South Central Wisconsin, working tirelessly to provide resources, support, and advocacy for individuals with autism and their families. Her multifaceted experience and personal commitment make her a passionate leader dedicated to enhancing the lives of those affected by autism. Suzanne currently works as an ABA business consultant and provides coaching and services to ABA business owners through her company, Innovation Moon. She recently started an ABA business owner community, Launchpad to help ABA business owners find connection, support, and succeed.
It is clear that users of behavioral services are no longer accepting of unrealistic expectations for minimum number of hours of services being comparable with a full-time job. As our consumer base has begun to share their views on the total number of hours, format of service delivery, common methods for addressing choice from learners, and methods for target selection of services in general- the field of behavior analysis has been quickly asking difficult questions about technological packages of services. One such area that has been receiving attention lately is, how does the field select the total number of hours of services and what are the conditions to reduce or remove behavioral services. There are multiple attempts to address these concerns, to address consumer demands and target concerns of capacity for services in general my colleagues and I have created a service model called the genArete Learning Center that is framed from a tiered approach to behavioral services. The current presentation will share multiple rejected projects, including single subject comparisons of learning outcomes versus treatment as usual, glimpses at a framework for building meaningful committed action skills, and a logic of comprehensive skills assessment that is learner value aligned. Barriers for alternative clinical models will be discussed along with guidance for those who aim to disseminate clinical findings through the established scientific channels.
Mark is an autistic behavior analyst who has spent the last 10 years working with learners with various abilities from 2 to 90 years old. Mark specializes in instructional control, functional living skills, direct implementation of evidence- based approaches to learning, and theoretical approaches to working with learners with diverse abilities. Under his role as Director of Learning Systems at HSI/WARC for the last 3 years he has assisted in the development of multiple curricula including those regarding: career readiness, para-professional instruction, rapid skill building and pre-transition employment. Mark envisions a service of support options for all learners that expand the potential of individual humans to allow them to have meaningful experience through formalized supports using the science of behavior analysis to its fullest potential.
The process of completing an assessment, creating a treatment plan to provide a service to a client, then submitting to insurance can feel daunting even when it goes smoothly. However, often there are bumps and turns that create delays or even barriers to getting an authorization to care for the client. One of those processes that can cause delays and barriers is the denial and peer review process. Successful interactions in a peer review or appeal can mean access to care for that client and meaningful impacts on the child and family’s life. We will work with participants to show it is all about relationships, even in a peer review or appeal. The workshop will focus on working with the reviewer and funding source rather than against them to increase access to care and subsequent outcomes for the child. We will discuss research, provide examples and non-examples of successful interactions, and illustrate mis steps both by providers and the funding sources. We will tie this work back to the ethics code such that participants can be confident they are acting within our profession’s guidelines in every interaction and see ethical violations before they occur. We will look at common denial reasons across funding sources and provide resources that help the provider advocate for the needs of the client while remaining compliant with the contracts between their agencies and the funding sources. Participants will be provided with tips that they can use immediately to successfully navigate peer reviews and appeals and create relationships that support future clients.
Ethical codes to consider:
The Public Policy Posse unites seasoned professionals with extensive backgrounds in Applied Behavior Analysis (ABA), particularly within educational settings. Collectively, we bring over 50 years of experience to our advocacy for positive change in school-based ABA services, focusing on ethical practices, inclusive environments, and equitable access for all students.
Alexandra’s work in both child development and public policy extends into K-12 education. As a former school board secretary and COABA Public Policy Committee member, she brings expertise in developing and implementing standards that enhance the educational experience for students with diverse needs.
As ABA services grow to meet the demands of diverse client profiles, including those facing waitlists, educational challenges, and dual diagnoses, it’s crucial for behavior analysts to ensure their approaches remain ethical, timely, and effective.
This presentation, led by experts from Come Together Behavioral Learning, explores innovative methodologies like the Balance Program for early intervention, Academic Support with Direct Instruction, and Acceptance and Commitment Therapy (ACT). Each segment aligns with BCBA ethical standards to offer attendees actionable strategies to support underserved populations, maintain client engagement, and ensure equitable access to services. Attendees will gain a comprehensive understanding of how to ethically navigate ABA’s expanding applications and will leave equipped to incorporate these ethical standards into their own practices. This presentation is ideal for behavior analysts, educators, and professionals looking to enhance their skill sets in ethically-driven, client-centered ABA interventions.
Nicole has been a dedicated behavior analyst for over two decades, working with clients across the lifespan. With a background spanning early intervention, substance abuse, psychiatric disorders, organizational behavior management (OBM), and acceptance and commitment therapy (ACT), she brings a diverse range of expertise to her role as the Director of Clinical ABA and Residency Program at Come Together Behavioral Learning.
In her current role, Nicole specializes in Relational Frame Theory (RFT) and Acceptance and Commitment Therapy (ACT), applying these evidence-based practices to support clients with multiple diagnoses and their families. She also leads the residency program, mentoring aspiring BCBAs and providing them with the foundational knowledge and skills needed to excel in their careers. Nicole’s commitment to expanding ABA beyond autism and developmental disabilities fuels her advocacy for the field’s growth into new arenas.
In 2020, Nicole founded Rooted Consultation, combining her expertise in OBM and ACT to help businesses integrate ethical and sustainable practices. Rooted Consultation also serves as a platform for Nicole to advance the science of behavior analysis beyond its traditional applications. Through this work, she has been able to support businesses in improving employee satisfaction and retention, while also expanding the reach of ABA into new industries and settings.
When Nicole isn’t advancing the field of behavior analysis, she enjoys road trips, movies, and spending time with her husband, kids, and pets. A self-proclaimed coffee fanatic, she loves exploring local coffee shops wherever she travels. Fall is her favorite season, and she’s a big fan of horror movies, with the original Halloween and the Scream franchise topping her list.
Cierra is a Board Certified Behavior Analyst with Come Together Behavioral Learning. Since becoming a BCBA in 2018, she has been passionate about working with children with disabilities, a journey that began in 2016. Cierra’s two main areas of expertise are early intervention and training others to implement Applied Behavior Analysis (ABA) independently. She is dedicated to providing exceptional services to families, no matter their location or current waitlist status, through telehealth and caregiver training.
Cierra believes strongly in the power of parent involvement, recognizing that supporting families is key to helping children overcome challenges and acquire new skills. She loves playing an important role in her clients’ lives, aiming to reduce stress for families and enhance their overall quality of life.
A bit of a self-proclaimed “nerd,” Cierra also enjoys studying with aspiring BCBAs and sharing her knowledge. Outside of her professional life, she enjoys spending time outdoors, gardening, visiting state parks, and exploring new restaurants. As a proud mother, Cierra cherishes the time she spends with her “mini-me,” and considers motherhood her greatest joy.
Dr. Davis brings 30 years of educational and behavioral experience in both clinical and applied environments. She began her career as a special education teacher in Cobb County Schools, working with students diagnosed with mild to moderate intellectual disabilities (MID-MoID) and severe emotional behavioral disorders (SEBD). It was there that she discovered her passion for helping students with communication and emotional/behavioral regulation, recognizing that many severe problem behaviors functioned as communication skills developed over time.
Dr. Davis earned her doctorate in Educational Psychology with an emphasis on Applied Behavior Analysis (ABA) and Direct Instruction (DI) teaching methodology from Georgia State University. She gained clinical experience at the Marcus Autism Center and worked in special needs classrooms across several Georgia counties. Her research focuses on Functional Communication Training (FCT), phonetic reading skills for students with moderate intellectual disabilities, and innovative methods for demonstrating instructional effectiveness.
As the founder and CEO of New Day Learning and Behavior Strategies and New Day Applied Behavioral Learning, Dr. Davis provides academic and behavior support to students in virtual schools and offers ABA services, social skills training, and parent coaching in Cumming, GA. She is also developing a preschool program to promote individualized learning and smooth transitions through schooling options.
Dr. Davis is proud of her two children, Chris and Nasta, who were adopted from Russia, and enjoys spending time with her dogs, Murphy and Koda.
Social media’s role in professional fields has evolved dramatically over the last decade, becoming a pivotal platform for knowledge dissemination and professional development. This panel discussion, led by seasoned behavior analysts who have pioneered social media strategies, explores the dynamic integration of these digital tools in behavior analysis. Rooted in the initial considerations outlined by O’Leary et al. (2015), which highlighted the ethical dimensions of social media use in behavior analysis, the focus of this panel extends into modern social media practices that overcome traditional barriers to knowledge dissemination (Ghahramani et al., 2022; Chan et al., 2020). Building on the foundation set by these early insights, the panel will delve into the power of social media to foster significant behavior change and enhance public health messaging, as evidenced by recent integrative reviews (Ghahramani et al., 2022) and rapid response experiences during the COVID-19 pandemic (Chan et al., 2020; Goel & Gupta, 2020). The potential of social media in medical education underscores its value in continuing professional development and lifelong learning for behavior analysts (Katz & Nandi, 2021).
This panel also explores how platforms can effectively bridge the gap between research and practice, ensuring that the latest innovations and evidence-based practices swiftly reaching practitioners (Deeken et al., 2020; Chan et al., 2020). Through a discussion informed by comprehensive reviews and studies (Farsi, 2021; Farsi et al., 2022), the panel will address how social media is currently used by healthcare providers and patients, highlighting successful strategies and potential pitfalls. As veterans in the field, the panelists will also share their longitudinal experiences with social media, offering a retrospective look at the successes and challenges faced over the years, while also highlighting innovative approaches for today’s digital challenges.
Attendees will gain insights into creating impactful online communities, fostering inclusive dialogues that bring underrepresented voices to the forefront, and leveraging social media to rapidly disseminate cutting-edge research and best practices.
Global Behavior Analyst | Neurodiversity-Affirming Advocate | Author & Innovator | Resource Queen Expertise in Autism & Behavior Analysis: Over 20 years of experience in autism and behavior analysis, focusing on translating research into practical, individualized, and person-centered interventions. Published Author & Contributor: Author of 2 book chapters, several peer-reviewed articles, and a widely recognized expert in advancing compassionate, neurodiversity-affirming practices. Extensive Global Presentation Experience: Invited speaker at conferences across the globe, with over 116 conference presentations and a reputation for bringing innovative, research-informed perspectives to the field. Leader in Applied Behavior Analysis (ABA) Training: Global trainer and coach for behavior analysts, parents, and service providers, specializing in neurodiversity- affirming, person-centered approaches that promote autonomy and social communication. Founder of the Do Better Collective: Creator of an international community empowering behavior analysts and related service providers to deliver more compassionate and effective interventions, combining evidence-based practice with humanity.
Diah Askari, MS, BCBA has been in the field since 2011, and Board Certified in 2013. He owns an ABA therapy company called Step Forward ABA that is based in South Florida and services families in multiple states (FL, IL, CO, WA, OR). His passion for the field led him to create his online dissemination persona “Behavior Man”, where he utilizes humor to create behavior analytic content for a variety of audiences.
Hilary Laney is the Vice President of Functional Assessment and Treatment at Centria Autism. In her role at Centria, she is responsible for the development and oversight of foundational clinical services as they relate to the treatment of interfering behavior. Her current focus is on the scale and successful implementation of the Practical Functional Assessment and Skills-Based Treatment and Universal Protocols. She guides clinical practices which prioritize safety, dignity, effectiveness, and rapport-based treatments for challenging and interfering behaviors exhibited by clients at Centria. Hillary is a Board Certified Behavior Analyst and received her M. Ed from the University of Washington in 2015. She has over 10 years of experience working with individuals on the autism spectrum as well as various other disabilities, specifically as it relates to the treatment of severe behavioral challenges. Hillary has vast experience as a practitioner and deeply cares to support other practitioners in the field to provide more compassionate services to their clients. She is an administrator of an Facebook community (PFA and SBT Community: My Way to HRE) created to support practitioners in the use of the Practical Functional Assessment and Skills-Based Treatment which has 17,000 members and provides free content for members to learn and grow from one another. She has provided training modules for the Do Better Collective, presented on compassionate practices at various conferences, and has been a guest on multiple podcasts (Including the Do Better Pod) discussing strategies to support compassionate therapy.
Jacqueline (Jacqui) Wunderlich is a Board Certified Behavior Analyst and lifelong learner. Some of her values include transparency, healthy skepticism, hopeless earnestness, and informed action. She received her BA in Psychology from Gallaudet University and her MA in Special Education from Ball State University. Jacqui is currently enrolled as a doctoral student at Gallaudet University studying Critical Studies in the Education of Deaf Learners with a focus on Deaf students with disabilities. Jacqui is the Program Manager at Family Center on Deafness, where she works to empower the local Deaf community by providing opportunities to enhance communication, education and independence.
Whether you are a parent, professional or both, it is easy for us to hold power in our relationships with others, especially because when traditional dynamics often play out.
This webinar seeks to raise awareness of how important it is to acknowledge and nurture autonomy and power, ensuring that those without it, are given back what is rightfully theirs.
Learn how to show up for your clients in a way that fosters their autonomy, recognising that they are the experts of their own children.
And develop new ways to minimise the power differences between the children that you parent and/ or care for, by truly understanding that they are whole people in their own right and should not be biased against, purely on account of their age.
Kelly has extensive experience of working relationally with children and their families. Her Behavioural Support Programmes incorporate perspectives from the fields of Developmental Psychology, Attachment Theory, Psychotherapy and Neuroscience to name a few. Her work is always consent driven and person centred, holding the young person in mind, as she devises nurturing and compassionate support for their education, social and emotional wellbeing.
Global Behavior Analyst | Neurodiversity-Affirming Advocate | Author & Innovator | Resource Queen Expertise in Autism & Behavior Analysis: Over 20 years of experience in autism and behavior analysis, focusing on translating research into practical, individualized, and person-centered interventions. Published Author & Contributor: Author of 2 book chapters, several peer-reviewed articles, and a widely recognized expert in advancing compassionate, neurodiversity-affirming practices. Extensive Global Presentation Experience: Invited speaker at conferences across the globe, with over 116 conference presentations and a reputation for bringing innovative, research-informed perspectives to the field. Leader in Applied Behavior Analysis (ABA) Training: Global trainer and coach for behavior analysts, parents, and service providers, specializing in neurodiversity- affirming, person-centered approaches that promote autonomy and social communication. Founder of the Do Better Collective: Creator of an international community empowering behavior analysts and related service providers to deliver more compassionate and effective interventions, combining evidence-based practice with humanity.
This panel of seasoned ‘dinos’ of behavior analysis tackles a pressing issue: practitioners often apply behavior analytic procedures by rote—guided by their training or swayed by the latest trends. Despite their ‘prehistoric’ tag, these veterans were at the forefront of adapting and evolving practices to meet modern needs. This panel focuses on practical applications and case studies, demonstrating how flexibility and deep clinical expertise can shift traditional methods into customized, effective solutions. Attendees will gain insights into avoiding the ‘copy and paste’ pitfalls commonly seen in practice, learning instead to apply a nuanced understanding that respects both evidence-based practices and individual client specifics.
Drawing from Slocum et al. (2014), our discussion underscores the practical necessity of evidence-based practice for crafting interventions that truly cater to the unique needs of our clients. Contreras, Hoffmann, and Slocum (2021) build upon this foundation, promoting ethical decision-making that goes beyond compliance to prioritize genuinely beneficial outcomes for clients. Additionally, Pritchett et al. (2022) encourage us to reconsider the dynamics between practitioners and clients, advocating for a shift towards collaborative, participatory research and practice. This approach is vital for keeping behavior analysis responsive and relevant amidst societal changes.
In this panel, we demonstrate the importance of blending the wisdom of past practices with the flexibility to adopt new innovations. We aim to show that flexibility and critical thinking are essential for practitioners committed to providing effective and ethical services.
Global Behavior Analyst | Neurodiversity-Affirming Advocate | Author & Innovator | Resource Queen Expertise in Autism & Behavior Analysis: Over 20 years of experience in autism and behavior analysis, focusing on translating research into practical, individualized, and person-centered interventions. Published Author & Contributor: Author of 2 book chapters, several peer-reviewed articles, and a widely recognized expert in advancing compassionate, neurodiversity-affirming practices. Extensive Global Presentation Experience: Invited speaker at conferences across the globe, with over 116 conference presentations and a reputation for bringing innovative, research-informed perspectives to the field. Leader in Applied Behavior Analysis (ABA) Training: Global trainer and coach for behavior analysts, parents, and service providers, specializing in neurodiversity- affirming, person-centered approaches that promote autonomy and social communication. Founder of the Do Better Collective: Creator of an international community empowering behavior analysts and related service providers to deliver more compassionate and effective interventions, combining evidence-based practice with humanity.
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.
Robert’s commitment to special education was ignited by his close relationship with an uncle born with Down Syndrome. Today, with over 25 years under his belt, Robert stands as a beacon in the international dissemination of Applied Behavior Analysis (ABA), particularly in Europe where he has been instrumental in shaping its landscape. Beginning his journey in the public school systems of California, including a pioneering role as one of the state’s inaugural “Inclusion Specialists”, Robert has since expanded his influence far beyond the U.S. shores. With a master’s degree in special education from California State University and Board Certification as a Behavior Analyst, he has traversed the globe to gain and share expertise, attending workshops with leading figures like Dr. James Partington and Dr. Mark Sundberg. But it’s in Germany where Robert, alongside his wife and co-founder Nadine, has made indelible marks. At Knospe-ABA, they’ve established the nation’s premier ABA service, transforming the lives of countless families. Beyond hands-on interventions, Robert’s written works, including Motivation and Reinforcement and The 7 Steps to Earning Instructional Control, provide invaluable guidance for professionals in the ABA/VB domain. Adding to his credentials, Robert has held a professorship at Oldenburg University, co-authored a chapter in the pivotal university textbook “Autismus”, and been an advisor for Chicago’s Bancroft special education school. His voice, knowledge, and experience continue to echo in conference halls worldwide, making him a sought-after international speaker. In Knospe-Lerncenter and Knospe-ABA, Robert not only brings his rich expertise but an undying passion, ensuring the best methodologies for children and equipping the staff with state-of-the-art training.
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, Another 21 Games: This time, it’s personal…, and 2,100+ Inexpensive Ideas for Play and Intrinsic Motivation. 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.
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