Empowering Practitioners. Elevating Real-World Applications.

December 1st to 18th, 2024

Attend Live or Watch the Recording

Attend the "Rejected" Annual Conference

Where Practitioners Lead, Real-World Applications Shine, and We All Strive to Do Better

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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.

Exclusive Member Offer! Log in to see details.

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.

  • With a sliding scale for registration, free access for Registered Behavior Technicians (RBTs), and options for financial support, Rejected ensures that everyone can participate and contribute to the conversation on doing better in our work.
  • CE Credits: Earn up to 40 Continuing Education credits, with sessions covering both Ethics and Learning requirements, to support your professional development needs.

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

What to Expect?

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.

Presentations

December 1, 2024

December 1st at 10am to 11am EST

Insights from Practicing ABA in Zambia

1 Ethics

Through an ethical problem-solving model, participants will learn to adapt evidence-based practices to fit the local context, identifying culturally relevant methods of service delivery that are applicable in Zambian communities. The agenda covers essential background information, curriculum development, capacity building, and providing sustainable community center interventions all while working in a resource limited setting.

PRESENTER(S)

Allison Pfersich
Allison is a BCBA with almost 8 years of experience, currently working in the Seattle Public Schools. Outside of her work in Seattle, Allison is deeply committed to international outreach. Over summer break, she traveled to Zambia to support a local NGO that serves children with disabilities and their families in Lusaka. Throughout the rest of the year, she continues to provide remote support to the organization.

December 1st at 12:30pm to 1:30pm EST

A Conversation About Parent Support for Practicing Clinicians

1 Ethics

Parent support is arguably the most crucial component to significantly improving the lives of families receiving ABA services. With the new wave of popular parenting styles and strategies overloading parents with information on how to manage behavior, it takes practice and skill to find a happy medium between recommending evidence-based strategies supported by the field of ABA and providing your expertise so that parents feel supported. As a Behavior Analyst, you have a responsibility to your clients to act in their best interest, practice within your scope of competence, and maintain your competence within how you choose to practice. It’s time to have a real conversation about how to truly support parents in ways that are beneficial to them and their family, sustainable for you as a practicing clinician to confidently manage your responsibilities, uphold your ethics, and continue improving the lives of everyone involved–not only for families receiving ABA services, but also for the longevity of our field in the realm of clinical practice.

PRESENTER(S)

Camille Silva
Camille R W Silva is a pioneer in the field of Behavior Science with 10+ years of experience in applying the principles of human behavior science and developing practical strategies across various settings, people, ages, and brain differences who specializes in parent support and helping new Behavior Analysts thrive in their role while managing their responsibilities, confidently. She is on a mission to change the world–bridging the gap in collaboration between parents, professionals, and schools to help support sustainable growth and development of current living generations and generations to come.

December 1st at 2pm to 4pm EST

Event Based Learning: Because Context Matters

2 Learning

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.

PRESENTER(S)

AnnaMarie Stoudenmire
AnnaMarie Stoudenmire, MA, BCBA has been a Board Certified Behavior Analyst since 2016, and lives in upstate South Carolina working with teens and young adults with autism at Project Hope Foundation.

December 1st at 4:30pm to 5:30pm EST

Red Flags In ABA Practices: Advocating for Ethical Standards and Taking Action

1 Ethics

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.

PRESENTER(S)

Stephen Smith
Stephen Smith is a dedicated ABA business consultant and the founder of 3 Pie Squared, where he focuses on helping ABA practices thrive ethically and efficiently. Known for his expertise in ethical standards, training, and innovative business strategies, Stephen supports ABA professionals in building transparent, client-centered organizations. He is passionate about fostering ethical practices, effective communication, and high-quality training across the ABA field.
April Smith
April Smith

Bio coming soon.

December 2, 2024

December 2nd at 11am to 12pm EST

Avoiding Missteps: Navigating laws and classroom strategies in IEPs

1 Learning

This presentation will empower behavior analysts by providing them with essential knowledge and practical strategies for effectively navigating the world of special education. As the role of behavior analysts becomes increasingly critical in participating in the individualized education programs (IEPs) process, understanding the intersection of behavior analysis and special education is vital. Vladescu, Breeman, Cox, and Drevon (2022) reported almost ⅓ of behavior analysts report very little training in special education despite their jobs requiring knowledge of it. This webinar will explore special education laws, IEP processes, and the application of behavior analysis principles in applying meaningful educational interventions including supplementary aids and services and environmental arrangements with an emphasis on general education classrooms. Attendees will leave with actionable insights, a deeper understanding of legal compliance, and increased understanding of common educational supports.

PRESENTER(S)

Anne McLaughlin

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!

December 2nd at 8pm to 10pm EST

Gender and Orientation in Neurodiverse Populations

2 Ethics

This seminar looks at bringing awareness to gender and orientation differences that are prevalent in neurodiverse populations. We will discuss a deeper understanding of how implicit bias and current programming curriculums in our field may serve to create barriers to care and positive health outcomes for ND individuals. Finally, we will review actionable items to create trauma assumed and inclusive spaces for the clients we serve.

PRESENTER(S)

B. Kueriene Gray
B. Kuereine Gray has been a practicing behavior analyst since 2007 and worked with individuals with disabilities since 1996. Her primary training has been in assistive technology and severe and dangerous behaviors. She has worked in the field of behavior analysis in public schools, private and contract schools, telehealth, adult education, advocacy, expert testimony, and ND adult strengths based skills coaching within work environments. She is a business owner and mom to 3 ND tiny humans.
December 3, 2024

December 3rd at 2pm to 4pm EST

Teaching Language to Learners with Autism: Negation/Exclusions, Past Tense Verbs, Describing and Guessing

2 Learning

“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.”

PRESENTER(S)

Ray Cepeda

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.

December 3rd at 8pm to 9pm EST

"Treat"ments Not "Trick"ments: How to Improve the Reputation of ABA By Improving the Practice

1 Learning

This presentation includes the negative history of our field, how it relates to the time period, and how we can better educate others on what we do. The content includes information about Ivar Lovaas, how our field is perceived by other therapy practitioners, and how some of our language can be confusing without context. The webinar provides examples of how to practice better ABA in a client-focused manner that is driven by client consent.

PRESENTER(S)

Angela Moering
Hi! I’m Angela Ingrassia Moering, Owner and Clinical Director of Creative ABA Connections, Inc. I hold a BA in Psychology (2007) and an MA in Exceptional Student Education (2010) from the University of Central Florida. After 10 years as a special education teacher, I completed my training in Applied Behavior Analysis at the Florida Institute of Technology and became a Board Certified Behavior Analyst in 2018. Since then, I have worked in various settings, including clinics, homes, schools, and supported living environments.
December 4, 2024

December 4th at 11am to 12pm EST

Fraudulent Billing Happens Every Day

1 Ethics

ABA treatment has exponentially increased to a market size of over $4 billion USD with a projection of 5% growth every year. Many companies have leaders at the helm who do not understand how to apply the Code of Ethics to CPT Codes and daily clinical practices. Often times, clinicians do not know what questions to ask so they can guide management teams towards an ethical application of ABA that will benefit patients, parents, and professional growth. It is my intention to provide participants with guidance on how and when to ask questions about identifying clinical tasks that align with both BACB guidelines and insurance CPT codes. Fraudulent billing will get you fired, fined, and finished in ABA. CPT Codes are defined using guidance about medical necessity from the ABA Coding and Coalition and the American Medical Association. Restricted and Unrestricted Activities are defined and monitored by the BACB. CPT Codes are not intended to reflect a direct, one-to-one relation between the codes and Restricted and Unrestricted Activities. Often times, company leaders, with their eyes on KPIs, misunderstand the importance of designing therapy spaces (homes, clinics, schools, etc) to include all developmental domains included in medical necessity criteria. This webinar will review how to delineate between the CPT Codes and the associated Restricted and/or Unrestricted Activities.

PRESENTER(S)

Tina Guidry
Tina Guidry is a Board Certified Behavior Analyst (BCBA) with 25 years of experience working to improve behavior change practices in educational, clinical and community programs. She has guided public and private organizations and government agencies in the US and UK with the implementation of research-based behavior change programs to improve daily practices and performance outcomes for children, adults, families and professionals experiencing behavioral challenges. In addition, she has participated in and published several research studies and provided workshops at national and international conferences surrounding topics related to the science of learning and behavior.

December 4th at 8pm to 9pm EST

Moving Your Clients from 1:1 to Group Learning

1 Learning

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.

PRESENTER(S)

Kelly Bermingham

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.

December 5, 2024

December 5th at 10am to 12pm EST

Perspectives in Partnership: Practitioner, Person, and Parent – Making Shift Happen in the School Setting

2 Learning

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!

PRESENTER(S)

Abbey Mix

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.

December 5th at 8pm to 9pm EST

Compassionate Caregiver Support: Practical Tools for Practitioners

1 Learning

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.

PRESENTER(S)

Leanne Page

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.

December 6, 2024

December 6th at 12pm to 1pm EST

Beyond Traditional Graphs: Measuring Social Significance in ABA Health Coaching

1 Learning

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.

PRESENTER(S)

Sarah Burby

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.

December 7, 2024

December 7th at 10am to 12pm EST

Practical Strategies for Individuals that fit the PDA Profile (Pathological Demand Avoidance)

2 LearninG

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.

PRESENTER(S)

Nicky Schneider

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.

December 7th at 12:30pm to 3:30pm EST

Running a Neurodivergent-Affirming Social Group

3 Learning

Recent research suggests social skill treatment does not often improve social abilities (Bishop-Fitzpatrick et al., 2014; Gates et al., 2017; Rao et al., 2008; Turner-Brown et al., 2008). Social skills training has faced significant criticism from the Autistic community (Roberts, 2021). Specific criticisms focus around the goals of social skills training focusing more on social camouflaging (Hull, 2019) and appearing “normal” instead of teaching functional skills, which empower Autistic people to navigate their environments while being able to be their authentic selves. This workshop will introduce the concepts of social camouflaging and masking, and their impacts on the well-being of Autistic people. A guided discussion on unmasking, including context, function, and privilege related to masking and unmasking will also occur. Emotional regulation strategies for the purpose of engaging in prosocial behaviors will be identified. Strategies of how to coregulate through ACT principles will be considered. Guidance surrounding implementing a support group will be discussed. Behavior skills training will guide the participant through how to implement ACT and restorative practices within a social group.

PRESENTER(S)

Lindsey LeBrun
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. Jennilee is a Board Certified Behavior Analyst, adjunct professor, reflective practice consultant, and the owner and founder of Reinvent Behavioral Consulting, LLC. Her clinical practice centers the delivery of coaching and support to caregivers. Jennilee’s previous clinical experiences have included supporting young children, adolescents, adults, and caregivers in residential, educational, social service, and outpatient clinic settings. She previously served on the Executive Board as the Secretary for New Hampshire Association for Applied Behavior Analysis (NHABA). Jennilee is currently pursuing a PhD in Advanced Studies in Human Behavior at Capella University.
Jennilee Lacroix

Bio coming soon.

December 7th at 4:30pm to 5:30pm EST

ABA for treatment of Anxiety

1 Learning

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.

PRESENTER(S)

Amanda Litton
Amanda is a compassionate and dedicated Board Certified Behavior Analyst with 7 years of experience in providing evidence-based interventions for individuals with autism spectrum disorder and other developmental disabilities. She has a strong background in collaborating with interdisciplinary teams, training staff, and providing family support to ensure sustainable outcomes. Additionally, she has a background in youth mental healthcare. She is passionate about fostering positive behavior change and improving quality of life through data-driven and client-centered practices.
December 8, 2024

December 8th at 10am to 12pm EST

Precision Teaching 101: A Beginner's Guide to Dropping Dots

2 Learning

This session offers a hands-on introduction to Precision Teaching (PT) with a focus on “dropping dots” – recording and analyzing client performance data on the Standard Celeration Chart. Perfect for beginners, this presentation breaks down the essentials of PT, including pinpointing target behaviors, charting daily progress, and making instructional adjustments based on data trends. Participants will learn how to use charted data to drive client growth, increase fluency, and boost learning outcomes. Join us for a step-by-step guide to confidently navigating the world of Precision Teaching

PRESENTER(S)

Austin Burkett
Austin is a behavior scientist and analyst and is the founder of Sunshine Celeration Consulting (SCC). He has a Bachelor’s degree in Developmental Psychology from Keiser University, and a Master’s Degree in Behavior Analysis from Florida Institute of Technology. He holds both the Board-Certified Behavior Analyst (BCBA) and International Behavior Analyst (IBA) credentials. Austin is passionate about all things behavior analytic, but specifically precision teaching and standard measurement hold a special place in his heart (#HeartTheChart). His professional work includes but is not limited to having worked with individuals from young childhood, all the way to adults, spanning numerous settings and locations. He has worked with individuals diagnosed with a wide range of behavioral and emotional disorders, along with neurotypical individuals, and organizations. Professional interests outside of precision teaching include – relational frame theory, sexuality and sexual behavior, supervision, and staff training. Outside of work in his free time, Austin likes to bake, read books of any genre, and go to Disney.

December 8th at 1:30pm to 2:30pm EST

Rewriting the Script: Designing Programs that Empower Learners to Set Boundaries with Adults

1 Learning

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:

  1. Boundary Setting: Emphasizing that learners have the right to say “”no”” or show discomfort, and teaching adults to recognize and honor these cues.
  2. Emotional Validation: Promoting the importance of validating all emotions, showing learners that their feelings are understood and respected.
  3. Self-Worth and Independence: Encouraging learners to recognize they deserve respectful treatment and can distance themselves from negative situations.
  4. Empowerment and Advocacy: Teaching learners to express needs for space, assistance, and accommodations as essential parts of self-advocacy and emotional well-being.

PRESENTER(S)

Mary Rose Winters
As a neurodivergent Board-Certified Behavior Analyst, Mary Rose is dedicated to empowering learners to advocate for themselves, understand their emotions, and pursue their passions. With specialized training in neurodivergent-affirming care, trauma-informed practices, and evidence-based interventions, she brings a compassionate, individualized approach to behavior analysis. Mary Rose’s expertise includes the Practical Functional Assessment and Skills Based Treatment approach, implementing Universal Protocols and guiding RBTs in the practice of assent based care. Currently based in Oklahoma City, she’s committed to guiding clients on their unique paths to growth and self-advocacy.

December 8th at 3:30pm to 5:30pm EST

Beyond the ABCs: REFRAME for Today's Learners

2 Supervision

It has long been the standard of Applied Behavior Analysis (ABA) to consider the Antecedent and the Consequence of the Behavior or the ABC data when determining the function of behavior (Cooper et al., 2013). However, there have been a multitude of studies that emphasize the need to look beyond those basic contingencies to evaluate all of the contingencies that shape behaviors (Goldimond, 1974) and the impact that they have on behavior. In addition, there’s plenty more resources that discuss the success of synthesized reinforcement contingencies as a consequence while creating an environment that fosters Happy Relaxed and Engaged (HRE) learning (Hanley et al., 2014). In a time where there’s an active call in our field to consider and provide a more trauma-informed approach to the application of ABA (Rajaraman et al., 2021), further evaluating contingencies surrounding the presentation of challenging behavior is imperative. Providing a trauma-informed or trauma-assumed approach to ABA does not necessarily have a current framework for its application. Much of what we’re reading is academic in nature and while valuable does not demonstrate how to implement these strategies in everyday practices. Consequently, many practitioners reportedly struggle to navigate the nuanced strategies that require one to consider trauma histories because many of the behaviors associated with adverse events are not currently observed or are considered private events. This puts the onus to practice radical behaviorism on individuals who may have never been given the tools to understand what that truly means to put into practice as per current tasklist requirements. Learning to engage in self-reflective practices is the first step in making this shift (Beaulieu & Jimenez‐Gomez, 2022; Kristiansen, 2023). These tools are not new, though not yet thoroughly understood and utilized in our field. In previous workshops, we have brought participants through these activities. We would like to continue with that endeavor by continuing on with what to do after self-reflection. How you take the skills and deficits that you’ve identified in your own practice and make active change. This includes centering those pieces across all aspects of assessment, case conceptualization and treatment. In this workshop, our goal is to lead participants through the assessment process in a way that helps them to build their skills within themselves but also while continuing to center both trauma assumed care and the individual contingencies and lived experiences of their learners. Demonstrating how to conduct assessments utilizing tools that meet the individual needs of their learns and to assess to understand versus assess to program. This assessment process goes beyond the four functions of behavior to include Acceptance and Commitment Therapy or Training (ACT) and the concepts of the Core Yearnings (Hayes, 2020) and how they bridge the functions of behavior with trauma and learning histories (Kolu, 2017). Data analysis will be shared to better visually represent the incorporation of the core yearnings as they apply to both trauma and the functions of behavior as provided alone or via synthesis.

PRESENTER(S)

Meg Solomon
REFRAME is a book that is designed to provide the tools in order to initiate and implement trauma-informed and compassionate behavior analytic methods as a teacher and behavior analyst. Dr. Mari-Luci Cerda, Jennifer Farris, and Meg Solomon developed the text from how they practice within their own agencies. They utilize evidence-based practices and present realistic scenarios that are often missed within the research to the application.
Dr. Mari-Luci Cerda
Jennifer Farris
Dr. Mari-Luci Cerda

Bio coming soon.

Jennifer Farris

Bio coming soon.

December 8th at 6pm to 7pm EST

Rejection, The Autistic Person's Life Story

1 Learning

In this deeply personal and insightful session, William Keeley shares his lived experiences as an autistic individual navigating rejection in education, employment, and social interactions. Despite being highly qualified and educated, William faced repeated barriers to accessing meaningful work, highlighting systemic issues in how society perceives and values neurodivergent individuals. Through perseverance, resourcefulness, and self-advocacy, William ultimately carved out his own path to success, building a career in electronics and computer repair. This presentation will explore the challenges autistic individuals face in the workforce, the impact of rejection, and the importance of resilience and creativity in overcoming systemic barriers. Attendees will gain practical insights into how to support autistic individuals in professional and educational settings and learn strategies for fostering inclusivity, opportunity, and acceptance.

PRESENTER(S)

William Keeley

Bio coming soon.

December 9, 2024

December 9th at 10am to 11am EST

Cultivating Change: Enhancing Educational Outcomes through the Integration of Skill-Based Treatment and Motivational Interviewing

1 Learning

This presentation delves into the critical role of Skill-Based Treatment (SBT) within educational settings. It offers strategies to enhance implementation and tackle educator resistance to compassionate approaches for managing severe problem behavior. By exploring the historical context of compliance in education, participants will understand why some educators resist such methods. A significant focus will be on integrating Motivational Interviewing (MI) with SBT, equipping participants with the knowledge to define MI, identify supporting research, and understand its four processes aligning with SBT principles. Additionally, common scenarios where MI can be integrated into the SBT training process will be reviewed, providing participants with practical examples of how to respond to skepticism using MI strategies. This presentation aims to empower professionals with actionable insights and strategies to foster a more compassionate, pragmatic approach to education and behavior management, ultimately enhancing the learning environment for students with severe problem behaviors.

PRESENTER(S)

Emily Esparza

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.

Dr. Megan DeLeon (Miller)

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.

December 9th at 8pm to 9pm EST

Navigating Neurodiversity: How the Models of Disability Can Shape Our Practice

1 Ethics

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.

PRESENTER(S)

Lindsey LeBrun

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.

December 10, 2024

December 10th at 1:30pm to 2:30pm EST

Clinical Considerations for Recommending ABA Service Intensity

1 Learning

This webinar will review factors that influence skill acquisition and cognitive development before briefly reviewing literature pertaining to service intensity and duration and treatment outcomes. Finally, a proposed clinical model for recommending service intensity will be presented including a client intake questionnaire and clinical screening assessment.

PRESENTER(S)

Alexandra MacDougall

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.

December 11, 2024

December 11th at 12pm to 2pm EST

If We Know Better, Will We Feel Better?: Effects of Trauma Informed ABA Trainings on Provider Confidence, Job Satisfaction, and Field Retention

2 Supervision

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.

PRESENTER(S)

Saundra Bishop

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

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

December 12, 2024

December 12th at 1pm to 2pm EST

Abandoned at Six: The Service Cliff Betraying Autism's Most Vulnerable

1 Ethics

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:

  • Ethical waitlist management practices
  • Strategies for scaling services responsibly
  • Empowering new professionals to rise to industry challenges
  • Ensuring that the most vulnerable populations receive the support they deserve

Join us as we delve into how we can collectively overcome these obstacles to prevent abandoning those who rely on our services the most.

PRESENTER(S)

Suzanne Juzwik

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.

December 12th at 2:30pm to 3:30pm EST

Nobody learns in 5 hours or less a week

1 Learning

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.

PRESENTER(S)

Mark Malady

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.

December 16, 2024

December 16th at 10am to 12pm EST

Practical Resources for Navigating a Peer Review: It's all About Relationships!

2 Ethics

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:

  • 10 Providing Effective Treatment
  • 19 Addressing Conditions Interfering with Service Delivery
  • 01 Responsibility to Clients
  • 07 Third-Party Contracts for Services
  • 08 Responsibility to the Client with Third-Party Contracts for Services
  • 13 Advocating for Appropriate Services
    Participants will leave the workshop with the following resources, at a minimum:
  • Google drive folder of research articles to use in peer review
  • Templates for appeal letters at various stages of a peer review process
  • Role modeling of peer-to-peer interactions; written scripts of
    considerations/questions to bring into each stage of a peer review

PRESENTER(S)

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 Tomei

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.

Emily
Emily, the Executive Director of Step-In Autism Services and chair of the COABA public policy committee, has a deep understanding of the funding challenges schools face. Her role as an expert in behavioral sleep treatment also drives her mission to expand ABA services in schools to improve quality of life for students and families.
Bethany
Bethany, a champion of children with developmental delays, has been instrumental in advocacy since her youth, now dedicating her expertise to rural school systems in Colorado. Her experience teaching, as a parent of a child with disabilities, and work on public policy committees highlights her commitment to equal access and high-quality support for students in need. Together, the Public Policy Posse champions the voices of students, clients, families, providers, and educators, striving to make every school a place where quality ABA services flourish and all students have the opportunity to thrive.
Rebecca
Rebecca, a COABA President and long-time school-based ABA leader, pioneered ABA programs in California schools, supporting over 120 students and 80 staff. Her advocacy for Medicaid provision in schools and leadership in legislative efforts demonstrates her commitment to making necessary treatment accessible within educational systems.

December 16th at 8pm to 9pm EST

Ethical Considerations in Expanding ABA Practice Methodologies

1 Ethics

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.

PRESENTER(S)

Nicole Parks

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 Tranum, MS, BCBA, LBA

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.

Dawn Davis, PhD, BCBA

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.

December 17, 2024

December 17th at 8pm to 9pm EST

Decade of digital: Leveraging social media in behavior analysis for continuous innovation

1 Ethics

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.

PRESENTER(S)

Megan DeLeon Miller

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

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.

Hillary Laney

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.

Jacqui Wunderlich

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.

December 18, 2024

December 18th at 10am to 12pm EST

Who's holding the power? Understanding the power differences between Parents and Children and Professionals and Parents

2 Ethics

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.

PRESENTER(S)

Kelly Taylor

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.

Dr. Megan Deleon (Miller)

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.

December 18th at 8pm to 9pm EST

Old School Wisdom, New Age Solutions: The Dino's Guide to Flexible Behavior Analysis

1 Learning

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.

PRESENTER(S)

Dr. Megan Deleon (Miller)

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 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.

Robert Schramm, BCBA

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, BCBA

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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