ABA Beyond the Data

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description

BCBAs are trained to solve problems—but what happens when the ethical answer is no? In this episode of ABA Beyond the Data, we explore why behavior analysts become “yes people,” how immediate reinforcement encourages overcommitment, and when a helpful yes becomes an unethical one.

Learn a framework for evaluating requests through client welfare, dignity, assent, competence, evidence, capacity, documentation, and available alternatives. We apply it to difficult conversations with RBTs, BCBAs, clinical directors, owners, caregivers, and other professionals.

Designed for BCBAs, BCaBAs, RBTs, supervisors, clinical leaders, and ABA professionals seeking practical ethics guidance and continuing education. Ethics CEUs are available at aba-ceu.com.

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description

What does it mean to offer a learner a real choice—not simply the color of the marker, but whether to practice, step away, return, or leave?

In Episode 17, we explore the Enhanced Choice Model, or ECM, and the challenge it presents to traditional BCBA thinking. He traces the model from PFA-informed Skill-Based Treatment, explains the continuously available practice, hangout, and leave options, and clarifies why hands-off treatment is not the same as contingency-free treatment.

The episode reviews the foundational ECM study, later school and home applications, and the host's own clinical adaptation with a kindergarten-aged learner. It also takes an honest look at the limits of the evidence, unequal reinforcement across contexts, feasibility barriers, and the difference between offering a choice and giving that choice real influence.

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description

In Beyond the Bite, Part 2, Jay takes a practical deep dive into Dr. Holly Gover and colleagues’ work on choice, assent, and trauma-informed feeding intervention.

Building on Part 1, this episode moves beyond the broad feeding landscape and breaks down what a more humane, structured ABA feeding model can actually look like in practice. Jay walks through caregiver collaboration, selecting foods that matter to real family life, preference assessment, baseline engagement, IISCA/PFA logic, and the environmental arrangement that allowed children to opt out and return voluntarily.

The episode also explains the use of a visual choice board, successive approximations toward consumption, differential reinforcement, responsive changes based on learner data, and careful transfer to caregivers. Jay then connects the model to Gover’s 2024 trauma-informed work, including shared governance, social validity, and the importance of measuring more than bites consumed.

This is not ABA abandoning science. It is ABA using the science with greater humility, dignity, and care.

ACE-approved CEUs are available at ABA-CEUs.com.

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description

In Part 1 of Beyond the Bite, Jay Burton, BCBA and dad of 2 boys on the spectrum, breaks down the role of ABA in feeding therapy with a focus on humility, collaboration, and scope of competence. This episode explores the difference between food selectivity and more serious feeding concerns, why older ABA feeding literature leaned heavily on escape extinction, and how the field is moving toward less intrusive, reinforcement-based strategies like shaping, fading, modeling, and differential reinforcement.

Jay also discusses when BCBAs should pause and collaborate with pediatricians, SLPs, OTs, dietitians, GI specialists, and feeding teams. This episode sets the foundation for Part 2, where we will take a deeper look at Dr. Holly Gover’s work on assent-based and trauma-informed feeding intervention.

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description

In this episode of ABA Beyond the Data, Jay explores why transition skills are foundational for autistic learners and their families. From leaving preferred activities to walking safely through parking lots, transitions impact community access, family routines, and independence. Jay breaks down why transitions are hard, how to assess what part of the transition is breaking down, and practical ABA strategies BCBAs can use immediately. Listeners will learn how predictability, communication, reinforcement, shaping, and safety-focused teaching can help children move through the world with more confidence and help families live with less isolation, fear, and stress.

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, enter the three key words listed during the episode.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description:

Episode 13 dives into toilet training through the lens of Applied Behavior Analysis—because my youngest is in the thick of it right now. We start with a quick, practical rebuttal to insurers who argue toileting “isn’t an autism target,” and explain why communication, social routines, and rigidity make it absolutely relevant. Then we unpack classic intensive models (Azrin & Foxx) and LeBlanc’s updates, including when ethical “positive practice” is truly warranted. Next, we cover less-intensive, family-friendly schedules and reinforcement. Finally, we spotlight urine alarms like Wet Stop.

• LeBlanc, L. A., Carr, J. E., Crossett, S. E., Bennett, C. M., & Detweiler, D. D. (2005). Intensive outpatient behavioral treatment of primary urinary incontinence of children with autism. Focus on Autism and Other Developmental Disabilities, 20(2), 98–105. (Request Article if would like it). 

• Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4(2), 89–99. https://pmc.ncbi.nlm.nih.gov/articles/PMC1310676/ 

• Tarbox, R. S. F., Williams, W. L., & Friman, P. C. (2004). Extended diaper wearing: Effects on continence in and out of the diaper. Journal of Applied Behavior Analysis, 37(1), 97–100. https://www.behaviorpedia.com/wp-content/uploads/2013/01/Rachel-S.-F.-Tarbox-W.-Larry-Williams-Patrick-C.-Friman-2004.-Extended-diaper-wearing-Effects-on-continence-in-and-out-of-the-diaper.-Journal-of-Applied-Behavior-Analysis-37-97-100..pdf?utm_source=chatgpt.com 

• • Greer, B. D., NeideA component analysis of toilet-training procedures recommended for young children. Journal of Applied Behavior Analysis, 49(1), 69–84. https://www.paneecioccolata.com/allegati/2016-10-22Angsa/Greer-etal-TOILET-TRAINING-JABA-2016.pdf?utm_source=chatgpt.com 

  
  

  • Patrick C. Friman and Dennis Vollmer, 1995, SUCCESSFUL USE OF THE NOCTURNAL URINE ALARM FOR DIURNAL ENURESIS, Journal of Applied Behavior Analysis, 1995, 28, 89-90 https://pmc.ncbi.nlm.nih.gov/articles/PMC1279792/pdf/jaba00003-0091.pdf 

• 
  

  Wireless Urine Alarm: https://a.co/d/0c4pi8H6

  
  

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, At checkout, Answer 5 Multiple Choice Questions.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Description:

In this episode of ABA Beyond the Data, we break down some of the most common functional analysis (FA) formats used in Applied Behavior Analysis—without getting lost in jargon. You’ll get a clear, practical overview of the history of FAs and why they’re considered the gold standard for identifying behavioral function. Then we walk through how standard analog (Iwata-style) FAs, brief FAs, precursor FAs, and interview-informed synthesized approaches (IISCA/PFA) work, what research supports them, and how to choose the most defensible option for your setting. Perfect for BCBAs who want to stay function-based and clinically practical.

Sources

*On the Reliability and Treatment Utility of the Practical Functional Assessment Process - Rajaraman - 2022

https://pmc.ncbi.nlm.nih.gov/articles/PMC9582185/

*Toward A Functional Analysis of Self Injury - Iwata - 1994

https://pmc.ncbi.nlm.nih.gov/articles/PMC1297798/pdf/jaba00008-0005.pdf

*PRODUCING MEANINGFUL IMPROVEMENTS IN PROBLEMBEHAVIOR OF CHILDREN WITH AUTISM VIA SYNTHESIZED ANALYSES AND TREATMENTS - Hanley - 2025

https://practicalfunctionalassessment.com/wp-content/uploads/2015/06/here.pdf

*A BRIEF FUNCTIONAL ANALYSIS OF AGGRESSIVE ANDALTERNATIVE BEHAVIOR IN AN OUTCLINIC SETTING

- Northup - 1991

https://pmc.ncbi.nlm.nih.gov/articles/PMC1279601/pdf/jaba00021-0113.pdf

*Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors - Smith - 2002

https://pmc.ncbi.nlm.nih.gov/articles/PMC1284370/

*Functional analysis of problem behavior: a review. - Hanley - 2003

https://pmc.ncbi.nlm.nih.gov/articles/PMC1284431/

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, Answer 5 Multiple Choice Questions.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Summary:

Most BCBAs have written “40 hours” in a treatment plan—yet many can’t clearly explain where that number came from or how to prescribe hours in a defensible way. In this episode of ABA Beyond the Data, we trace the origins of intensive ABA back to the Lovaas era, then walk through key replications and meta-analyses showing why treatment intensity often matters for outcomes. We then unpack what CASP and the evidence base actually define as “hours,” what counts (and what doesn’t), and how to match intensity to scope, risk, and learning opportunity needs. Finally, you’ll get a practical framework for calculating hours that protects families, clinicians, and access to care.

Let:

• T = total targets

• A = average trials to criterion per target (for this client)

• W = weeks in the authorization period (typically 26)

• P = estimated trials you can run per hour (based on client/staff performance)

Hours/week = (T × A) / (W × P)

Sources:

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, Answer 5 Multiple Choice Questions.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Summary:

Relational Frame Theory can sound like grad-school jargon, but this episode breaks it down in a practical, BCBA-friendly way. We’ll define RFT in plain English, explain the core ideas that make language “generative,” and show how relational learning helps explain common clinical patterns—brittle generalization, rigid rule-following, “scripted” social skills that fall apart with peers, and why certain words can become powerful triggers. You’ll hear how to use an RFT lens without turning your practice into a theory seminar: how to shift goal selection from isolated targets to relationships, program for flexibility as an outcome, vary language the way real life varies it, and coach families in a way that reduces power struggles and builds trust. We’ll also cover ethical guardrails so you stay firmly in scope while still being modern, compassionate, and evidence-informed.

Sources:

• Blackledge, J. T. (2003). An Introduction to Relational Frame Theory: Basics and Applications https://actmindfully.com.au/upimages/rft_blackledge.pdf
• Gross, A. C., & Fox, E. J. (2009). Relational Frame Theory: An Overview of the Controversy https://pmc.ncbi.nlm.nih.gov/articles/PMC2779078/?utm_source=chatgpt.com
• Gibbs, A. R. (2023). A Systematic Review of Derived Relational Responding Beyond Coordination in Individuals with Autism and Intellectual and Developmental Disabilities https://pmc.ncbi.nlm.nih.gov/articles/PMC10020770/
• Kelly, A. D., et al. (2021). Acceptance and Commitment Training in Applied Behavior-Analytic Services https://pmc.ncbi.nlm.nih.gov/articles/PMC8320414/?utm_source=chatgpt.com

How to Purchase CEUs

1. Go to ⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠
2. Select the CEU episode you’d like to purchase and add it to your cart.
3. At checkout, Answer 5 Multiple Choice Questions.
4. Complete your purchase through our secure checkout.

Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval.

If you have any questions, feel free to reach out to us anytime.

Summary:

This episode explores how to understand and teach joint attention—the foundation of social connection and early communication. It begins by breaking down what joint attention actually is: the back-and-forth coordination of attention between a person, another person, and something in the environment. From there, it looks at why this skill is so critical for language, play, and relationship development, and how it often presents differently in autism. The discussion then shifts into a practical, compassionate guide for assessment and teaching, focusing on both responding to and initiating joint attention in natural, meaningful ways. Using developmentally informed and behavior-analytic strategies, the episode highlights how to build authentic moments of shared engagement without turning it into an eye-contact drill—helping BCBAs and parents create more genuine, joyful social experiences.

Sources:

• Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4). Link PubMed+1

• Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16(5), 269–274. Link PMC+1

• Mundy, P., & Sigman, M. (2006). Joint attention, social competence and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 293–332). Hoboken, NJ: Wiley. Chapter info Wiley Online Library+1

• Lasch, C. (2022). Responding to joint attention as a developmental catalyst. Development and Psychopathology, 34(4), 1561–1573. Link PMC

• Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26. Link SAGE Journals+1

• Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. PubMed PubMed+1

• Dube, W. V., MacDonald, R. P. F., Mansfield, R., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197–207. Link PMC+1

• Klein, J. L., MacDonald, R. P. F., Vaillancourt, G., Ahearn, W. H., & Dube, W. V. (2009). Teaching discrimination of adult gaze direction to children with autism. Research in Autism Spectrum Disorders, 3(1), 42–49. Free full text or publisher page PMC+1

• Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391. Free full text or Wiley version PubMed+1