The How to ABA Podcast

An independent activity schedule (IAS) is a tool made up of pictures or written cues that guides a child through a series of tasks on their own. It promotes independence and reduces the need for constant supervision, making it a valuable strategy for both school and home environments. In this episode, we dive into how to design an effective IAS, share creative schedule ideas, and walk you through how to teach it step-by-step. Whether you're looking to encourage more independent behavior at school or help your child complete daily routines before screen time at home, an IAS can be a game-changer. We break down the three key phases of using an IAS, how to integrate open-ended tasks, and tips for prompting and tracking progress. Plus, we show you real-life examples so you can tailor a schedule that fits your needs.Want more information on independent activity schedules? On June 12th, we're hosting a CEU event: Independent Activity Schedules, Building Meaningful Play and Leisure Skills. Click the link below to register!What's Inside:How to create an independent activity schedule.How an IAS can help in both home and school settings.IAS data collection best practices.Mentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Join Our Next CEU Event

When it comes to successful interventions, knowing the “why” behind behaviors is key. As practitioners, we may have learned in school that there are four functions of behavior: escape, attention, tangible, and sensory. However, in practice, things aren't always so cut and dry. Here, we dive into the roles of antecedents, triggers, and functions so we can better understand what drives challenging behavior.In this conversation, we discuss setting events and how what comes right before a behavior helps us understand a learner's missing skills. We look at how to best determine the function of a behavior and how to teach appropriate replacement skills. We also discuss synthesized reinforcement, the importance of conducting a functional behavior assessment, and reinforcement strategies. What's Inside:How setting events help us uncover missing skillsHow to determine the function of a behaviorExamples of reinforcement strategiesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Free Antecedent Log

As BCBAs, each day we walk a fine line between keeping children safe while ensuring our interventions are compassionate, ethical, and effective. Prioritizing safety in behavior management is a non-negotiable and it doesn't have to come at the expense of empathy. Here, we discuss the best ways to balance safety and compassion in our interventions and how to ensure that the individuals we serve are not only protected but also respected and empowered. When developing interventions, it's important to use the least intrusive, most effective strategies. We discuss how to build a foundation of trust and antecedent-based intervention as proactive strategies. We also cover the importance of regulation for both ourselves and our learners, how to determine whether corrective behavior is essential, and how to hold appropriate boundaries.Dr. Hanley's Universal Protocol is a great guideline to have when balancing safety and compassion. Remind yourself of some best practices by downloading our Applying Universal Protocol Cheat Sheet below! What's Inside:How to balance safety and compassion in our interventionsThe importance of building a foundation of trustHow to determine if corrective behavior is essentialMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Free Applying Universal Protocol Cheat Sheet Episode 113: How to Maintain Client Dignity in ABA 

Challenging behaviors don't just happen out of nowhere. They have patterns, triggers, and underlying causes. The key to success is all about preventing them in the first place instead of reacting to the behaviors when they occur. Here, we discuss how to use both proactive and reactive strategies to effectively reduce challenging behaviors with our learners.When working on challenging behaviors, setting yourself up for success makes all the difference. Proactive strategies are designed to prevent behaviors from occurring and we discuss how to create an environment where they're less likely to happen. We also share tips on how to teach replacement skills and make environmental accommodations.While we want to aim for a proactive approach, we can't always prevent challenging behaviors. Sometimes, we need to use reactive strategies, and we discuss when and how to intervene. We also cover how to block and diffuse unsafe behaviors and how to analyze data to determine how well your strategies are working. What's Inside:How to use proactive and reactive strategies for challenging behaviorsThe importance of building trust with our learnersHow to block and diffuse unsafe behaviorsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Free ABC Data Sheet

When managing challenging behavior, our goal as behavior therapists is to reduce these behaviors and teach new skills. Here, we discuss how to do so without using strategies like extinction and planned ignoring. Through skill-based treatment, we not only reduce challenging behaviors but also replace them with positive functional skills.Challenging behavior is often the result of skill deficits in areas like communication, being able to tolerate discomfort, and handling transitions. Skill-based treatment is a compassionate, proactive approach that prioritizes teaching skills that meet the same need as the challenging behavior but in a more appropriate way. We also cover practical functional assessments, why it's important to start with trust and relationship building, and reinforcement techniques.For a deeper dive into skill-based treatment, join our next live CEU event on Thursday, May 15, at 12pm EST called Effectively Addressing Challenging Behaviors Using Skills-Based Treatment (SBT) .What's Inside:How to use skill-based treatment to replace challenging behaviorsWhy it's important to build a trusting relationship with our learnersHow to join our next live CEU eventMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramJoin Our Next CEU Event 

Before our learners can independently manage their emotions, they need to first master co-regulation. For children, this looks like a trusted adult helping them to navigate big feelings by offering calm, supportive guidance. Here, we discuss how we can best help our learners master the skill of co-regulation and provide practical tips for making progress.We begin by diving into the difference between terms like emotional regulation, co-regulation, and self-regulation. We discuss how to remain calm and collected so we can manage and temper our reactions. We also share tips on how to help learners identify their feelings, how to develop your own emotional regulation skills, and why practice and consistency in our strategies are important.  What's Inside:How to help learners master co-regulation skillsTips for helping learners identify feelingsWhy practice and consistency are importantMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Three Point Scale Teaching Procedure

For many children, understanding and expressing emotions can be a challenge. They may struggle with recognizing their own feelings, reading emotions in others, or knowing how to respond appropriately in different situations. The good news is that emotional awareness is a skill that can be taught, modeled, and practiced with the right strategies. In this conversation, we discuss the best ways to teach emotions to kids. We dive into how to assess a learner's baseline and where to start teaching. We also discuss how to reduce rigidity in our teaching, teaching across operants, and generalization techniques. What's Inside:How to best teach emotions to childrenHow to assess a learner's baseline and where to start teachingHelpful generalization techniquesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram 

Leanne Page is a mom, a BCBA, and the founder of Parenting with ABA. When she became a mother, Leanne realized how her training and education in behavior analysis gave her a leg up on discipline issues. She's worked as a special education teacher in self-contained to inclusive settings, from elementary to high school. She also managed a center providing ABA services to children in 1:1 and small group settings. Through Parenting with ABA, Leanne leverages her extensive experience in school and teacher training, therapist training, parent training, and providing direct services to children and families in a center-based or in-home therapy setting. Today, she spends a lot of time writing and creating trainings to help disseminate ABA and make it easy for all parents to digest and apply in their own lives. Leanne's goal is to save parents' sanity every day!Here, Leanne shares her strategies for working with parents and her thoughts on emotional regulation. We discuss the risks of not acknowledging parents in our work as BCBAs, common mistakes we make, and tips for supporting parents better. Leanne also shares the benefits of incorporating mindfulness techniques with parents, the importance of self-compassion, and advice for newly minted BCBAs.What's Inside:How Leanne works with parents through Parenting with ABABCBA tips to better support parentsAdvice for newly minted BCBAsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Parenting with ABA 

Self-regulation is a challenge for many of our learners. Having a personalized regulation toolbox makes a huge difference in a child's ability to navigate their emotions and daily challenges. This toolbox is made up of a set of calming strategies tailored to each person's unique needs. Here, we discuss how we can help learners develop the skill of self-regulation and a set of tools that works for them. We start by talking through the importance of having an emotional regulation toolbox and how to help learners identify their triggers. We discuss how to look at functions of behavior and introduce replacement skills. We also discuss what to avoid when building a toolbox, how to foster independence in our learners, and how to tailor a toolbox to individual needs.What's Inside:How an emotional regulation toolbox helps learners navigate life's challengesHow to identify functions of behavior and introduce replacement skillsHow to tailor emotional regulation toolboxes to individual needsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Calming Activities List

Emotional regulation is a foundational skill that influences how we manage stress, handle challenges, and connect with others. Here, we define emotional regulation and dive into all the reasons why it's so important for our development and well-being. We also discuss how we, as BCBAs and practitioners, can help our learners strengthen this essential skill.The term emotional regulation refers to the ability to recognize and manage one's emotions in a way that supports appropriate behavior and well-being. We talk about the importance of uncovering the function of behavior and how to choose reinforcement strategies. We also share why we typically start with teaching co-regulation, how to use modeling and visuals, and the importance of consistency and practice.What's Inside:Why emotional regulation is necessary for our development and well-beingHow to teach emotional regulation skills to our learnersHow to choose the right teaching strategies Mentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram CEU: Teaching Emotional Regulation Strategies to Reduce Anxiety

Amanda Wilson is a school psychologist, BCBA, and the founder of Navigating Behavior Change. She has over 18 years of experience within the public school setting, and as a military wife, she has had the opportunity to work in various regions across the United States. She also has significant experience in conducting assessments, developing comprehensive, individualized behavior intervention plans, and ensuring compliance with special education law. Amanda is well versed in assisting school teams in implementing positive behavior intervention frameworks, regularly provides professional development, training, and support in implementing classroom management strategies, and is a leader both within her educational setting and her role as an educational consultant. Here, we dive into Amanda's work through Navigating Behavior Change and how she empowers and teaches educators across the country. We discuss how to use preventative strategies with students and how to bridge the gap between teachers and BCBAs. Amanda shares some quick classroom wins for teachers to implement and tips for BCBAs to build positive relationships with educators.  What's Inside:How Amanda empowers educators through Navigating Behavior ChangeQuick classroom wins for teachersTips for BCBAs who work with educatorsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Navigating Behavior Change Website

When a learner has multiple diagnoses, it has a significant influence on treatment approaches, behavioral changes, and intervention planning. Therefore, it's essential to determine whether a skill is a “can't do” or a “won't do” when we're developing our treatment strategies. Here, we discuss the impact more than one diagnosis has on treatment and the steps we can take to provide our learners with the best support possible.When someone can't do something, it's usually due to them not having the skills to do it. In these cases, no amount of reinforcement will be motivating. However, through proper assessment, we can figure out whether a learner isn't capable of a task or if they are but won't do it. We discuss the telltale signs that signal a “can't do” or a “won't do,” how to break skills down into smaller steps, how to increase motivation, and how to create a trusting environment for our learners.What's Inside:How multiple diagnoses impact treatment strategiesHow to tell the difference between a “can't do” vs a “won't do”How to increase engagement and motivationMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram 

Autism rarely occurs in isolation, and many individuals face additional health challenges. Understanding these challenges can help us provide more compassion and effective support. Here, we discuss the common comorbidities we may encounter with our learners. We also dive into the behavioral implications of those comorbidities as well as the medical challenges that may arise.Comorbidities are conditions that happen alongside autism and may even be undiagnosed. They can have a major impact on a learner's physical and mental health and overall quality of life. We get into some of the more technical aspects of the common comorbidities, like anxiety and ADHD, and what you should incorporate in your teaching. We also cover the behavioral impacts of various health symptoms, how to approach sensory processing disorders and learning disabilities, and the importance of individualizing our strategies. What's Inside:Behavioral implications of comorbiditiesHow to recognize and manage accompanying physical and mental symptomsThe importance of individualizing our teaching strategiesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Free Antecedent Log

Comorbidities or multiple diagnoses like anxiety and ADHD are common in our learners. These overlapping challenges on top of ASD can make day-to-day life overwhelming for both the children and the adults supporting them. Kids with ADHD may be inattentive and hyperactive. Anxiety may manifest as intense worrying, avoidance behaviors, and even physical symptoms. Here, we share some actionable strategies we can use to support learners with anxiety and ADHD.We cover the importance of looking at our learners' comorbidities through a behavioral lens and assessing the function of the presenting skills or behaviors. We also discuss the benefits of creating a predictable environment and scheduling, emotional regulation and mindfulness activities, and how to assess and develop executive functioning skills.If you'd like to explore this topic deeper, we're hosting a live CEU titled There is No Such Thing as a Bad Kid, a Behavioral Approach to Anxiety on March 20th at 12pm EST. For more information and to sign up, click the link below!What's Inside:Actionable strategies to support kids with anxiety and ADHDHow to look at comorbidities through a behavioral lensInformation on our upcoming live CEUMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Join our upcoming CEU: There is No Such Thing as a Bad Kid, a Behavioral Approach to Anxiety

Many of our learners struggle with being unable to communicate their basic wants and needs. In some cases, this can cause challenging behavior. Functional communication training, or FCT, is an effective way to build those important communication skills in our learners. Here, we discuss how to incorporate FCT within skills-based treatment.We touch on why behavior doesn't just serve a single function and how to introduce healthy communication as a replacement skill. We discuss Dr. Gregory Hanley's approach to FCT and the importance of starting with a practical functional assessment. We also share some practical examples, the value of shaping, and why we should prioritize building healthy relationships with our learners.What's Inside:How to incorporate FCT into skills-based treatmentHow to introduce communication as a replacement skillThe importance of starting with a functional assessmentMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Cooperation Over Compliance Series

When our learners lose a game or have to share a toy, they can become extremely frustrated. To help them adapt to new routines and expectations, we teach them social flexibility. When we're socially flexible, we can adjust our behavior and communication based on the situation and people involved. Social flexibility greatly improves our learners' social interactions, helps them manage their emotions, and allows them to deal with daily challenges.Here, we discuss how to successfully teach social flexibility to our learners. We discuss the benefits of using an ACT-based approach as well as teaching methods for students without language skills. We also share some real-world examples of teaching social flexibility, how to utilize priming, using reinforcement without triggering challenging behavior, and more.What's Inside:How to teach social flexibility The benefits of using an ACT-based approachHow to use reinforcement without triggering challenging behaviorMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramACT Committed Actions Planner

When our learners are faced with an uncomfortable situation or presented with something they don't want, they don't always have someone there to advocate for them. Because of this, it's critical for us to teach them how to advocate for themselves at an early age. Here, we discuss the importance of self-advocacy and how to best teach it to our learners.We cover the differences between self-advocacy and appropriate protesting and how to teach learners to know what's safe and what isn't. We also discuss how to use priming and fading to correct challenging behaviors, how to use role play, and why communication among team members is key.What's Inside:How to teach our learners self-advocacyThe difference between self-advocacy and appropriate protestsThe importance of communication among team membersMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramThe BST Model – Behavioral Skills Training Teaching Appropriate Protests in ABA

When things don't go as planned or we experience sudden schedule changes, we become disappointed or frustrated. For children with autism, unexpected disruptions in routine or a person's actions often lead to them demonstrating challenging behaviors. In order to help our learners become more flexible, we can use these moments to teach tolerance.Here, we discuss how to help our learners tolerate the stress that comes with things not going their way. Many become stuck and have trouble moving on from one thing to another when they're faced with unplanned changes in routine. We talk about how to uncover the root cause of their rigidity and reasons behind behaviors. We also discuss how to choose the right examples to work with, how to utilize priming (or pre-teaching), and how to remain supportive through the process.On February 20th at 12pm EST, we're hosting a CEU event called Teaching Tolerance: A Flexible Approach to Behavior Management. Click the link below to learn more and register!What's Inside:How to teach tolerance to our learnersHow to utilize priming (or pre-teaching)Information on our upcoming CEUMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Sign up for our next CEU event! Episode 148: Hanley's Approach to Teaching Tolerance and Delay 

Whenever we feel on edge, frustrated, or exhausted, taking time out for a moment of mindfulness helps us hit the pause button and relax. Incorporating mindfulness and relaxation techniques in our programs can help our learners do the same. Here, we approach mindfulness from a behavioral analytic perspective and walk through how to bring more present-moment awareness into our work with clients.Our thoughts really do have a strong impact on our behaviors, and mindfulness helps create a space between the two. We discuss how to practice acknowledging feelings, how to decide whether or not to act on them, and how to teach this to our students. We also discuss how to use mindfulness when addressing challenging behavior, breathing exercises, body-based practices, and more. What's Inside:How to incorporate mindfulness into our programsHow to create space between thoughts and behaviorMindfulness exercises and practicesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram ACT Committed Actions Planner

Emily Varon is a BCBA, a sleep educator, and the founder of Ready Set Sleep. Ready Set Sleep is also home to the Sleep Collective, the first sleep certification program for BCBAs. Emily returns to the podcast to share more of her passion for sleep and give us an update. Since we last spoke, Emily's certified 111 behavioral sleep specialists and is coming up on the first recertification cycle!No matter how experienced you are as a BCBA, sleep can be an intimidating task to tackle, and Emily provides a place to receive proper training and guidance. Here, Emily shares some of the current research she's involved in and details on a new tool she's developing for BCBAs. She also shares how to take a sensitive approach with parents, tips for breaking down barriers to progress, and advice for new BCBAs just starting to explore sleep.What's Inside:An update on Ready Set Sleep and the Sleep CollectiveHow to take a sensitive approach to sleep with parentsAdvice for new BCBAs Mentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Ready Set SleepThe Sleep Collective

Individuals with trauma histories often feel on edge or misunderstood. As practitioners, it's important to take trauma into account when designing behavior interventions for our learners. It's our job to ensure we're not only shaping behavior but taking an approach that focuses on long-term healing and empathy. Here, we discuss trauma-sensitive behavior interventions and how to incorporate trauma-informed care in our roles as BCBAs. We talk about the difference between trauma-informed care and trauma-specific services and why the first step in our approach should be acknowledgement. We also discuss the importance of building rapport with our clients and creating a safe environment, real-life examples of a trauma-informed approach in action, and the importance of focusing on skill building. What's Inside:How to incorporate a trauma-informed approach when designing behavior interventionsHow to build rapport with clients and create a safe environmentReal-life examples of a trauma-informed approach in actionMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram Applying Universal Protocols Cheat Sheet Compassionately Targeting Challenging Behavior with ABA 

Dr. Camille Kolu is a behavioral scientist from Cusp Emergence in Colorado. Dr. Kolu has about 20 years of autism treatment experience and has collaborated with or worked for nonprofits, families, diverse educational facilities, and groups in Texas and Colorado to provide effective autism treatment and support for those affected by developmental or other disabilities. Dr. Kolu brings together creative service, best practices, and a background in both behavior analysis and behavioral neuroscience to strengthen community fabrics through education, relationships, and behavioral support. She also focuses on TIBA, or trauma-informed behavior analysis, and Shayna recently took Dr. Kolu's course on trauma sensitivity. Here, Dr. Kolu shares her career journey and what led her to the work she's involved in today. We discuss how trauma impacts behavior and the six “buffers” in behavior analysis. Dr. Kolu also shares tips for preventing and managing staff burnout, how the field has evolved around the concept of trauma-informed care, and her advice to new BCBAs in the field.We're also hosting a webinar with Dr. Kolu on January 22nd at 3:30pm EST. Head to our website to sign up!What's Inside:The six “buffers” in behavior analysisTips for preventing and managing staff burnoutAdvice for newly minted BCBAsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramCusp Emergence Website

Can you believe we're wrapping up another year? As we approach the end of 2025, we wanted to reflect on some of the highlights of 2024 in a How To ABA year in review. We share some major personal and professional wins and look back on some of the best topics and guests we've had on the podcast. Our favorite highlights include our work with Dr. Alan Schnee, conferences we've attended, and our collaboration podcast with ABA Inside Track. Our favorite guests include Dr. Peter Gerhardt, Jenna Mazzillo of ABA Naturally, Dr. Saul Axelrod, Dr. Cody Morris from Behavior Analysis and Practice, and so many others! We also touch on some of our CEUs we've offered and what we have in store for 2025.What's Inside:A look back on How To ABA's 2024 highlightsReflections on our favorite guests and topicsOur plans for 2025Mentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramJoin our Behavior Resource Pro Membership

After our students learn to answer WH questions, the next step is to teach them inferencing skills. Students need to learn how to make inferences, or to predict future events and what will happen next. However, understanding the hidden meaning in stories and social interactions can be challenging, especially for those on the autism spectrum. Here, we discuss the best ways to teach inferencing to these learners. Before we start to teach inferencing, it's important to look for certain prerequisite skills which we cover also cover here. We also discuss sequencing and using scenarios, teaching to mastery, linguist systems, and reading comprehension.What's Inside:How to teach inferencing skillsHow to identify prerequisite skills in learnersHow to teach inferencing skills to masteryMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramBook – Verbal ReasoningWH Questions eBook

Attention-seeking behavior is quite common; however, our learners often don't know how to wait to receive attention. They also may not know how to properly seek attention, and it's our job to teach them. Here, we discuss the value of attention and effective strategies to teach our learners how to request and gain attention.We start by defining attention-seeking behaviors and how to assess them, including how to identify more subtle behaviors and the importance of identifying the function of the behavior. We also discuss how to introduce replacement skills, request attention programs, proper use of reinforcement, and how to use role play and practice scenarios.What's Inside:Strategies to teach our learners how to request and gain attentionHow to introduce replacement skillsHow to use role play and practice scenariosMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramFunctions of Behavior Cheat Sheet

Sequencing is an intermediate language skill, and it can be found in just about everything we do. In ABA, you'll find sequencing skills on lots of different assessments, including the ABLES. Sequencing also helps learners with other skills, including how questions, before and after, telling stories, predicting, and remembering household tasks. Here, we discuss the best ways to teach sequencing to our learners. We start by defining sequencing and talking about how it shows up in our everyday lives. We then break down all the different components of sequencing and teaching across operants. We also share practical examples of how to teach sequencing, prerequisite skills to identify, and strategies to use when creating sequencing programs.What's Inside:How to teach sequencing and develop programsPrerequisite skills needed before teaching sequencingPractical examples and strategiesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramExpanding Language Skills

Many of our students struggle with initiating language and conversation. Because of this, we usually place a strong emphasis on teaching requesting, or manding, in an ABA program. Here, we discuss how we can teach more advanced manding skills using WH questions. If our learners can mand a request for their wants and needs, it helps reduce challenging behaviors and motivates them to talk.We discuss the prerequisite skills a learner needs before teaching manding with WH questions. We talk about some of the common mistakes we might make and how to troubleshoot. We also discuss where to start when introducing WH questions, how to keep learners motivated through fun, and practical examples of teaching WH questions.What's Inside:How to teach manding with WH questionsPrerequisite skills needed before introducing WH questionsHow to keep learners motivated through funMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramWH Requesting Ideas

Chris Topham is a behavior scientist and the owner of Celeration ABA. Along with his wife, who is also a BCBA, Chris founded Celeration ABA in 2020. At first, they mostly focused on supporting families through the COVID-19 pandemic by providing telehealth ABA and academic support while their children weren't in school. Within a few years of launch, they've grown to become a profitable ABA company focused on delivering high-quality, personalized ABA to families in the San Francisco Bay Area.Here, Chris shares his background and how he became focused on precision-based teaching. He also shares how to use a celeration chart and walks through how to use it to measure manding. We also discuss celeration charts and fluency-based instruction, using precision-based teaching in task analysis, why Chris uses a one-tier model at Celeration ABA, and advice for those new to the field of ABA and precision teachingWhat's Inside:How to use a celeration chartUsing precision-based teaching in task analysisWhy Chris uses a one-tier modelMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramCeleration ABA WebsiteCeleration ABA on FacebookCeleration ABA on Instagram

Intraverbals are one of the most challenging concepts for our learners. They can also be the hardest to teach. Here, we cover some of the best ways to teach intraverbals so we can set our learners up for success. Ideally, we want our learners to have the comprehension and ability to hold information in their heads and answer questions correctly without visual support.We discuss why intraverbals are so important for conversation skills and the appropriate age at which to teach them. We talk about why we shouldn't jump to teaching intraverbals too quickly and how to teach across operants. We also discuss how to be flexible in our teaching and how to incorporate WH and safety questions.What's Inside:How to teach intraverbals to our learnersThe importance of intraverbals for conversation skillsHow to incorporate WH and safety questionsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Dr. Peter Gerhardt is the Executive Director of Epic Programs in New Jersey. Dr. Shanna Bahry is the founder and executive director of Meaningful Hope. Dr. Gerhardt and Dr. Bahry us to discuss their experiences in the field and the gaps they see when it comes to setting up our learners for a successful, independent life. Together, they created a blueprint of how ABA practitioners can help the people they support make lasting, effective changes.Here, Peter and Shanna share their background and what ultimately led to their work to change how we cultivate independence in our learners. We discuss their book, Make It Meaningful and some of the key takeaways. We also discuss tips for talking to parents, the top three independence skills to teach, and creative workarounds to help learners master skills. What's Inside:How Dr. Gerhardt and Dr. Bahry are working to change how we help our learners achieve independenceAll about Dr. Gerhardt and Dr. Bahry's book, Make It MeaningfulCreative workarounds to help our learners master independence skillsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramBook: Make It MeaningfulMake It Meaningful Website

Functional communication and replacement language are important skills to work on with learners. Are you incorporating appropriate protests into these teachings? Here, we cover what appropriate protests are and some of the best ways to include this skill in our programs.We discuss the reasons why teaching protests is so important and how to break down our teaching into multiple steps. We also talk about the different ways to teach appropriate protesting, recording triggers, and how to teach learners how to tolerate situations where “no” isn't an option.What's Inside:How to incorporate appropriate protests into teachingsWhy it's important to teach protests to our learnersDifferent approaches to teaching protestsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramAppropriate Protests Download

Leila Farshchian is the CEO of ABA Toolbox, a comprehensive practice management software system for agencies, schools, and private ABA practices that provide services to individuals with autism spectrum disorder (ASD). Leila is a Certified Special Educator and a Board Certified Behavior Analyst with over 27 years of experience working with children with autism and special needs. Since 1997, she has used ABA methods for the treatment of learners with ASD in school, home, and community settings. Leila has designed curricula, conducted workshops, counseled families, and directed small and large teams of educators to provide treatment in public schools and home settings. Here, Leila shares her career journey and how she ultimately came to create ABA Toolbox. She covers all of the features of the ABA Toolbox program, including data collection, onboarding, and more. We also discuss the importance of value-based care, how ABA Toolbox can help professionals overcome on-the-job challenges, and advice for newly minted BCBAs. On Thursday, November 12th, at 12pm EST, Leila is joining us on a webinar focused on value-based care. For more information and to sign up, head to our website!What's Inside:How Leila developed ABA Toolbox and the problems it solvesDetails of our upcoming webinar with LeilaAdvice for new BCBAsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramABA ToolboxLeila Farshchian on LinkedIn

Let's face it, one-to-one ABA is awesome, but it's not realistic forever and ever. We really want our learners to start paying attention, responding and learning in group situations. Therefore, at some point we need to practice some whole group instruction. Here, we cover how to do it and how to come up with the best way to initiate and facilitate whole group instruction.In this discussion, we define whole-group instruction and talk about the benefits of choral responding. We also discuss why groups are so beneficial for younger kids, how to have more experienced learners model new skills, and how to incorporate direct instruction techniques.  What's Inside:How to initiate and facilitate whole group instructionBenefits of choral respondingHow to incorporate direct instructionMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramDirect Instruction Programs

In order for children to plan, focus attention, remember instructions, and juggle multiple tasks, they need good executive functioning skills. Many children with autism and other developmental delays lack these critical skills that come naturally to other kids. Here, we discuss how to teach executive functioning skills effectively to our learners. Executive functioning skills include time management, emotional control, working memory, and task initiation.When it comes to executive functioning, the earlier we can introduce these skills to our learners the better. We break down the various skills so they're easier to teach. In many cases, we teach our kids valuable life skills, but it's important to build in the foundation of executive functioning so they're more successful. We also talk about visual and auditory memory, setting up the right situations to teach skills and introduce concepts, and more. What's Inside:Examples of executive functioning skills and why they're importantThe importance of including executive functioning when teaching basic life skillsHow to set up the right situations to teach skills and introduce conceptsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Teachers have so much to manage in their roles. As BCBAs, how can we support them and gain their buy in without adding more to their plates? Here, we discuss the importance of respecting a teacher's classroom and how to pair yourself with positive reinforcement. It's also important to start small and identify something you can help them with as a quick win.We discuss how to incorporate a teacher's values and what they want for their classroom. This will help you create meaningful goals. Our conversation also includes how to be mindful of your body language, how to incorporate an easy-to-follow data collection system, and why modeling strategies yourself helps obtain teacher buy in.What's Inside:How to pair yourself with positive reinforcementHow to choose an easy-to-follow data collection methodWhy modeling strategies yourself creates buy-inMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

A member of our Bx Resource membership community raised a question about teaching receptive language skills, specifically receptive labels, as the strategies she tried weren't working. Here, we cover how to teach receptive language skills and discrimination to our learners. We go over the steps to take when building a receptive language program, starting with finding things that are meaningful to our learners.We discuss the importance of teaching across categories and how to mix things up so our learners don't get stuck. We also talk about how to customize programs for different types of learners and hacks we've used to overcome challenges. What's Inside:How to teach receptive language skills The importance of teaching across categoriesHacks to overcome program challengesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramReceptive Labels Data Sheet

All ABA programs require us to take data, but what does that mean? The data we collect is only worth something when it's properly analyzed. Once we have a program in place for our learners, it's important to ensure that we're using the information we collect to make data-based decisions. Here, we discuss how to make the best data-based decisions to achieve progress.When we look at data, we're looking for trends so we can troubleshoot programs and ensure success for our learners. We also look at reasons why data is stagnant, including scheduling issues and consistency in running programs. Here, we touch on what to look for in the data so you get the full story. We also discuss how to ensure data collection accuracy.In last month's CEU, we covered how to choose the right data collection method to uncover what we want to know. In October's CEU, we're doing a deep dive into how to supervise ABA programs and make data-based decisions. It will be held on Thursday, October 10th, at 12pm EST. Head to our website to sign up!What's Inside:How to make data-based decisions to ensure progress How to analyze trends and identify issuesHow to ensure data collection accuracyMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramJoin Our Next CEU!

Jenna Mazzillo is a BCBA and the owner of the Instagram and TikTok accounts of ABA Naturally. She's a special education teacher with 13 years of experience and has also served as a CSE Chairperson, instructional coach, and District Behavior Analyst. Jenna specializes in applying the principles of behavior analysis to classroom settings and implementing evidence-based practices to support all types of learners.Through ABA Naturally, Jenna helps parents and teachers understand behavior. Here, she walks us through her background and what led her to develop her Practical Parenting course. Jenna shares the inspiration behind her amazing social media accounts and how she highlights real-world examples with her own children. We also discuss what teachers need to know about ABA, the importance of avoiding technical jargon, and some of the common challenges parents face.What's Inside:How Jenna developed ABA NaturallyWhat teachers need to know about ABACommon parenting challengesMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramABA Naturally on Instagram

Dr. Cody Morris is the executive producer and host of the Behavior Analysis in Practice Podcast. He's also the Graduate Program Director of Psychology at Salve Regina University, and his clinical focus is improving the practice of behavior analysis. Cody's research has been published in prominent behavior analytic journals, including the Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and the Journal of Organizational Behavior Management. Additionally, Cody is the director of the executive board for the Rhode Island Association for Behavior Analysis. Here, we talk to Cody about the challenges faced by ABA professionals and where they come from. Cody shares insights into how our field is in a growth stage and what improvements need to be made to help new BCBAs entering the field. We also discuss the importance of assent and how to properly obtain it, examples of assent in action, and advice for newly minted BCBAs.What's Inside:Common challenges faced by ABA professionals and suggestions for improvementThe importance of assent and how to obtain itAdvice for newly minted BCBAsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramBehavior Analysis in Practice-The Podcast

We're featuring some of our fellow OG podcasters that have been around for many years—our friends from the ABA Inside Track Podcast! Here, Diana, Robert, and Jackie share all about their backgrounds and how their journeys led them to where they are today. They also share what inspired them to start the podcast and how it's grown over the years.The team shares the challenges they've seen among new grads getting started in the field of ABA. They discuss the changes the field has experienced since they've entered the field and how they impact new BCBAs. Our discussion with the team also includes overcoming imposter syndrome, the importance of formal and informal mentorship, and recommended resources for BCBAs.What's Inside:Challenges for new BCBAs entering the fieldThe importance of mentorshipRecommended resources for BCBAsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramABA Inside Track Podcast

Dr. Saul Axelrod is a professor emeritus of education at Temple University. His major interests include applying behavior analysis principles to behavioral problems exhibited by people with disabilities and increasing the academic development of children living in poverty. Dr. Axelrod has served on the editorial boards of several journals, including the Journal of Applied Behavior Analysis, the Journal of Behavioral Education, and Behavior Modification. He has written numerous journal articles and book reviews. He is the author or editor of Behavior Modification for the Classroom Teacher, Behavior Analysis and Treatment, and How to Improve Classroom Behavior. In 2006, Dr. Axelrod was the first recipient of the Behavior Analyst Certification Board's Michael Hemingway Award for Distinguished Service to Behavior Analysis. In 1991, he was elected a fellow of the American Psychological Association. In 2007, he was elected a fellow of the Association for Behavior Analysis. In 2009, he received Florida State University's Distinguished Alumnus Award, Distinguished Educator category. Here, Dr. Axelrod shares his career journey and how he got into the world of behavior analysis. We discuss bridging the gap between the research side and the clinical side of ABA, how the field has changed since Saul's career began, and expanding the field beyond ASD.What's Inside:All about Saul's career journey and how he landed in behavior analysis.How can we bridge the gap between the research side and clinical side of ABA?Thoughts on expanding the field of ABA beyond ASD.Mentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on Instagram

Once you complete the assessment process, it's time to set up programs for your learners. Here, we dive into how to know whether a program is effective and how to measure progress. As ABA professionals, we take data collection seriously. However, sometimes we might get stuck in determining the data's purpose, how much data to collect, and what to do with all of the information.The important thing is to figure out what we want the data to tell us and how to make it meaningful. We discuss data collection methods in different environments, how to troubleshoot and adjust to ensure a program's success, and more.On September 12th at 12pm ET, we're hosting the CEU event Measuring Progress for ABA Programs: From Baseline through Mastery. Join us to learn about many different data collection methods and how to choose the best one for your learners and programs. Save your seat at the link below.What's Inside:How to measure progress in ABA programsHow to choose the right data collection methodInformation on our upcoming CEUMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramRegister for our upcoming CEU event!

Schools require IEPs, or individual education plans, for all students who receive special education services. Here, we discuss how BCBAs should approach the IEP process. We start by defining an IEP, which is essentially a contact between the parents and the school. It outlines what happens throughout the school year and how the student is best supported.The goal of the IEP is to give the child access to the general education curriculum and for them to be the most successful in the least restrictive environment. We discuss how to include accommodations and modifications, the importance of introducing a replacement skill when reducing behaviors, how to best support parents, SMART goals, and more.What's Inside:The definition of an IEP and its goals for a studentHow to include modifications and accommodationsThe role of a BCBA in the IEP processMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramChoosing the Right Data Collection MethodsEpisode 141: IEP Advocacy with Annie McLaughlin

Dr. Paul “Paulie” Gavoni is a renowned behavior scientist and leader and has significantly influenced human performance and organizational leadership for nearly 30 years. He's a director at PCMA, a keynote speaker, and a WSJ and USA Today best-selling author. Specializing in organizational behavior management, Dr. Paulie addresses critical issues in education with a direct, solution-focused approach grounded in behavioral science. He advocates for high performing, engaging environments, extending his influence beyond education.Here, Dr. Paulie shares all about his background and his journey to where he is today. He shares his insights into looking at organizational dynamics through a behavioral lens and the similarities between ABA and OBM. We also discuss the importance of creating buy in from teachers when adhering to behavior plans, the power of internal motivation and values-based systems, tips for BCBAs transitioning into leadership positions, and more.What's Inside:Why it's important to get buy-in from teachers and staff Tips for BCBAs transitioning into leadership positionsDr. Paulie's 5 step process for accurate and honest assessmentsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramDr. Paul Gavoni on LinkedInBook – Quick Wins!: Using Behavior Science to Accelerate and Sustain School ImprovementBook - Positional Authority Ain't Leadership

In school, we learned all about ABA theory and principles, but we may not have learned how to write individualized ABA programming. Many of us wind up in supervision or post supervision not knowing how to choose programs after an assessment and write them so students make real progress. Here, we show you how to choose meaningful programs that include teaching across operants for optimal success. We discuss the purpose of assessments and why it's important to take a step back to identify skills, challenges, and what's meaningful to our learners and their families. We also discuss how to figure out what's appropriate to teach, using multiple targets at a time, and information on our upcoming CEU event.  What's Inside:How to choose meaningful programs and teach across operantsHow to use multiple targets at onceInformation on our next live CEU eventMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramJoin our next CEU event!

ABA is a data-driven and evidence-based field. The 7 dimensions of ABA are the core principles that ensure effectiveness in each treatment plan. As BCBAs, we had to memorize these 7 dimensions for our exam, but it may have been a while since you last revisited them. Here, we recap each dimension and show you how to apply them in your own ABA programs.The 7 dimensions of ABA are applied, behavioral, analytic, technological, conceptually systematic, effective, and generality. Our walkthrough of each dimension includes real-world examples so you can picture them in action in your own practice with your learners. What's Inside:The importance of using the 7 dimensions of ABA in practiceA walkthrough of the 7 dimensionsHow to use the 7 dimensions with your learnersMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramMust-Have ABA Programs

Teaching body parts is an essential skill we must teach our learners. They get hurt just like we do, but often have difficulty expressing when and where they are in pain. Here, we dive into some of the best ways to teach body parts. Sometimes, problem behaviors are a result of our learners being in pain but not being able to explain it. We need to make sure that we're looking at what they're trying to tell us and not letting their behaviors cover up their physical needs.The first step is for our learners to name their own body parts and we start by helping them receptively identify them. Then, we move on to labeling those body parts. We discuss how to begin the teaching process and what to consider for each particular learner. We also discuss how to avoid overgeneralization, how to teach body parts to mastery, and how to teach pain through play.What's Inside:The importance of teaching body parts to learnersWhat to consider when starting a body parts teaching programHow to teach pain through play and modelingMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramFree Body Parts Program

We turn to crisis intervention plans when our learners show severe problem behavior that could cause harm to themselves or others. Here, we dive into how to best implement a crisis intervention plan and why practicing the associated skills is so important. We start by defining crisis intervention and discuss some of the underlying reasons for challenging behavior. We also discuss why a crisis isn't a teachable moment, how being proactive can prevent a crisis in the future, and reinforcing lower-level negative behaviors. What's Inside:How to define crisis intervention and when it's appropriateWhy a crisis isn't a teachable momentWhen to reinforce lower-level negative behaviorsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramApplying Universal Protocol Cheat Sheet

Our main goal when working with our learners is that they make progress and become as happy and independent as possible. Here, we discuss how to choose meaningful goals to help them succeed. The BCBA code of ethics talks about assessments and says that, as professionals, we must implement them before we design any behavior change intervention. However, while many assessments are amazing tools, they shouldn't take the place of curriculum. It's important to focus on the big picture and choose the appropriate assessment for the learner.We discuss the importance of building relationships with students and families to get a feel for the skills a learner needs in the long run. We also discuss how to incorporate a learner's preferences, the importance of choosing goals in preschool, and teaching across operants. What's Inside:How to choose meaningful goals for our learnersHow to incorporate a learner and family's preferencesThe importance of teaching across operantsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramRegister for our upcoming CEU Event

Many of our learners struggle with rigid behavior and showing flexibility, which is part of the diagnostic criteria for autism. This can impact the lives of our learners in a negative way, but fortunately, there are ways to help them overcome these struggles. Here, we discuss the best ways to incorporate teaching flexibility into our programs. We start by defining rigidity and flexibility and how to determine when rigid behaviors are normal or problematic. We talk about how to obtain ascent and buy-in, how to work through healthy stress and discomfort, being mindful of anxiety when targeting rigidity, and more.What's Inside:How to incorporate teaching flexibility in our programsHow to determine whether rigid behaviors are normal or problematicHow to be mindful of anxiety when targeting rigid behaviorsMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramTolerating Transitions 

Social skills lessons are designed to strengthen social interaction and communication skills, which can be a challenge for our learners. Here, we discuss how to approach teaching social skills to effectively target social communication goals. Social skills vary depending on personality preferences, and we cover how to determine which ones to focus on with our learners. There's no one-size-fits-all approach, so it's important to understand your learners' values. We discuss how to balance caregiver input with a child's own preferences, how to determine when it's beneficial for a learner to develop specific social skills, and how to make teaching social skills fun and positive.  What's Inside:How to approach teaching social skillsThe importance of a learner's values when teaching social skillsHow to make teaching social skills funMentioned In This Episode:HowToABA.com/joinHow to ABA on YouTubeFind us on FacebookFollow us on InstagramACT Values Matrix