ABA Inside Track

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Now that the leaves are almost all fallen in New England, it must be time for a new round of ABA Inside Track episodes to keep you busy during awkward pauses at the Thanksgiving table. After a discussion of our whirlwind Octobers of conferences and business trips, we get to business with a review from Jackie of how video feedback can be used as a powerful self-monitoring tool. Then we ask our friend/SLP/BCBA, Rose Griffin, from ABA Speech to explain gestalt language processing models and where on the Brodhead flowchart of "jump on the table to decry a lack of evidence-base" it might put us. Finally, Jackie takes a spin in the host chair to ask Rob all about strategies to improve the uptake of classroom management systems in classrooms when just showing teachers the data on Good Behavior Game can't quite move the needle. Plus, a quick review of themed Mexican restaurant, Casa Bonita!

Articles for November 2026

Self-Monitoring with Video Feedback - CE Instructor: Dr. Jackie MacDonald

Bishop, C.D., Snyder, P.A., & Crow, R.E. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35, 170-182. doi: 10.1177/0271121415594797

Paden, A.R. & Carroll, R.A. (2025). Effectiveness of video self-monitoring for training and maintaining procedural fidelity during covert observations. Journal of Applied Behavior Analysis, 58, 213-224. doi: 10.1002/jaba.2928

Sarto, E., Greer, R.D., & Singer-Dudek, J. (2026). The effects of observing others versus self-observation on teacher accuracy in presenting learn unit instruction. Behavior Analysis in Practice. doi: 10.1007/s40617-026-01183-z

Gestalt Language Processing - CE Instructor: Rose Griffin

Bryant, L., Bowen, C., Grove, R., Dixon, G., Beals, K., Shane, H., & Hemsley, B. (2024). Systematic review of interventions based on Gestalt Language Processing and Natural Language Acquisition (GLP/NLA): Clinical implications of absence of evidence and cautions for clinicians and parents. Current Developmental Disorders Reports, 12. doi: 10.1007/s40474-024-00312-z

Lorang, E., Mathée-Scott, J., Johnson, J., & Venker, C.E. (2026). A response to Blanc and colleagues' viewpoint on Gestalt Language Processing and the Natural Language Acquisition protocol: Concerns and common ground. Perspectives of the ASHA Special Interest Groups, 11, 43-50. doi: 10.1044/2025_PERSP-25-00055

Sanabria, E. & Spiker, S. (2026). Building foundations: Developing repertoires of humility, responsiveness, and collaboration in applied behavior analysis. Behavior and Social Issues. doi: 10.1007/s42822-026-00264-6

Finding Buy-In with Classroom Management - CE Instructor: Robert Parry-Cruwys

McGuire, S.N., Meadan, H, & Folkerts, R. (2024). Classroom and behavior management training needs and perceptions: A systematic review of the literature. Child and Youth Card Forum, 53, 117-139. doi: 10.1007/s10566-023-09750-z

Wills, H.P., Caldarella, P., Mason, B.A., Lappin, A., & Anderson, D.H. (2019). Improving student behavior in middle schools: Results of a classroom management intervention. Journal of Positive Behavior Interventions, 21, 213-227. doi: 10.1177/1098300719857185

Canché, T., Sims, W.A., & King, K.R. (2026). Brief, consultation-based performance feedback to support effective classroom management. Contemporary School Psychology. doi: 10.1007/s40688-026-00602-w

MPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

While circle time should be a joyous occasion with learning and meaningful, fun activities, many students find themselves fixated on singing the "Goodbye, everyone" song just to get the heck out of there! So, how do we make our circle times more engaging while supporting the needs of diverse learners still figuring out what thie early group instruction format is all about? This week, Dr. Diana Parry-Cruwys brings us all over to the festively decorated rug to share simple practices and frameworks that can make your circle time a star...metaphorically speaking.

Learning Objectives:

1. Participants will describe assessments that can facilitate skills targeted within circle time.

2. Participants will identify potential adaptations of circle time to benefit all learners.

3. Participants will describe two ways to increase attending during circle time.

This episode is available for 1.0 LEARNING CEU.

Articles discussed this episode:

Barton, E.E., Reichow, B., Wolery, M., & Chen, C. (2011). We can all participate! Adapting circle time for children with autism. Young Exceptional Children, 14, 2-21. doi: 10.1177/1096250610393681

Seifert, A.M. & Metz, A.E. (2017). The effects of inflated seating cushions on engagement in preschool circle time. Early Childhood Education Journal, 45, 411-418. doi: 10.1007/s10643-016-0797-7

Crozier, S. & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814. doi: 10.1007/s10803-006-0315-7

Vargo, K.K., Heal, N.A., Epperley, K., & Kooistra, E. (2014). The effects of a multiple schedule plus rules on hand raising during circle time in preschool classrooms. Journal of Behavioral Education, 23, 326-343. doi: 10.1007/s10864-014-9199-3

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

Sure, B.F. Skinner's work is THE keystone for everything we do in behavior analysis. But, that's all just boring "into to ABA" history, right? Well, Dr. Judah Axe, president of the B.F. Skinner Foundation, begs to differ (and we totally agree!). In this episode we discuss two of Dr. Axe's favorite writings by Skinner, from superstition to problem solving, and how so many of his analyses are still relevant to the behavior analysts of today. We know you'll enjoy rekindling your BFF-ship with BF.

If you're interested in learning more about B.F. Skinner's legacy and how his impact is still felt in the field, check out the Skinner Sessions courtesty of the B.F. Skinner Foundation. And don't forget to subscribe to Operants, the quarterly newsletter from the Foundation. It's a Rob favorite!

Learning Objectives:

1. Participants will describe the advantages of having behavior analysts read classic Skinner articles.

2. Participants will identify variables responsible for human problem solving versus novel responding.

3. Participants will describe how proverbs may produce a form of socially transmitted problem solving.

This episode is available for 1.0 LEARNING CEU.

Articles discussed this episode:

Skinner, B.F. (1984). An operant analysis of problem solving. The Behavioral and Brain Sciences, 7, 583-613. doi: 10.1017/S0140525X00027412

Skinner, B.F., (1948). Superstition in the pigeon. Journal of Experimental Psychology, 38, 168-172. doi: 10.1037/0096-3445.121.3.273

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

In our effort to cover every topic in behavior analysis ever, we're heading back to a basic, but key, topic: shaping. Is this is your 10th review of loading the problem loader? Or have you been too scared to utilize shaping because you've never mastered the art of the approximation? This episode goes from the basic steps in teaching more complex physical behaviors all the way to the nuances of verbal responding. Y'know, just like shaping.

Learning Objectives:

1. Participants will describe why shaping was better than reinforcing verbal attempts at gaining terminal outcome in verbal behavior.

2. Participants will describe the most vital components of shaping in clinical work.

3. Participants will describe how to use targeting and shaping to teach a clinical skill.

This episode is available for 1.0 LEARNING CEU.

Articles discussed this episode:

Ferguson, D.L. & Rosales-Ruiz, J. (2001). Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses. Journal of Applied Behavior Analysis, 34, 409-424. doi: 10.1901/jaba.2001.34-409

Newman, B., Reinecke, D., & Ramos, M. (2009). Is a reasonable attempt reasonable? Shaping versus reinforcing verbal attempts of preschoolers with autism. The Analysis of Verbal Behavior, 25, 67-72. doi: 10.1007/BF03393070

The podcast is coming out a few days early just to give you a little more time to get tickets to one (or more) of some of our favorite conference events of the year. Not enough time to book a flight, sadly. But, if you're in the area, we strongly encourage you to check out one of the options we discuss in the episode.

The only thing scary about this month is how to find time to attend all of the amazing conferences, talks, and events given by some of the best minds in behavior analysis! But whether you're attending BABAT, the Thompson Center for Autism Conference, the latest Skinner Session, IABS's ABA in Public Schools Conference, or all of the above, you'll have a bunch of new episodes from ABA Inside Track to enjoy during your commutes. First we go back to basics with a sucessively approximate review of shaping procedures. After that, returning guest, Dr. Judah Axe, shares some of his favorite articles by B.F. Skinner and why studying from the field's OG still holds meaning in the modern day. And then we all sit criss-cross applesauce and discuss what makes for a good circle time and what do do when your circle goes pear-shaped.

So, get thee to a behavior analytic conference, after downloading our new episodes, of course. And, who knows...you might even see us there in person!

Articles for October 2026

Shaping w/ Dr. Jackie MacDonald

Ferguson, D.L. & Rosales-Ruiz, J. (2001). Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses. Journal of Applied Behavior Analysis, 34, 409-424. doi: 10.1901/jaba.2001.34-409

Newman, B., Reinecke, D., & Ramos, M. (2009). Is a reasonable attempt reasonable? Shaping versus reinforcing verbal attempts of preschoolers with autism. The Analysis of Verbal Behavior, 25, 67-72. doi: 10.1007/BF03393070

The Legacy of B.F. Skinner w/ Dr. Judah Axe

Skinner, B.F. (1984). An operant analysis of problem solving. The Behavioral and Brain Sciences, 7, 583-613. doi: 10.1017/S0140525X00027412

Skinner, B.F., (1948). Superstition in the pigeon. Journal of Experimental Psychology, 38, 168-172. doi: 10.1037/0096-3445.121.3.273

Circle Time w/ Dr. Diana Parry-Cruwys

Barton, E.E., Reichow, B., Wolery, M., & Chen, C. (2011). We can all participate! Adapting circle time for children with autism. Young Exceptional Children, 14, 2-21. doi: 10.1177/1096250610393681

Seifert, A.M. & Metz, A.E. (2017). The effects of inflated seating cushions on engagement in preschool circle time. Early Childhood Education Journal, 45, 411-418. doi: 10.1007/s10643-016-0797-7

Crozier, S. & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814. doi: 10.1007/s10803-006-0315-7

Vargo, K.K., Heal, N.A., Epperley, K., & Kooistra, E. (2014). The effects of a multiple schedule plus rules on hand raising during circle time in preschool classrooms. Journal of Behavioral Education, 23, 326-343. doi: 10.1007/s10864-014-9199-3

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

To wrap up Supervision September, ABA Inside Track tackles the classic management book "Who Moved My Cheese?" and finds the whole thing less sharp than the millions of people who bought it on Amazon. Nevertheless, your stalwart Book Club crew finds a few ways to take the tiny parable of mice and men and the search for dairy products and create definitions of change behavior in the workplace and related exercises to complete with your trainees. And these ideas might be coming just in time: The boss that gifted this book to you at last year's holiday party really wants to see you using it!

Learning Objectives:

1. Participants will describe the premise of who moved my cheese behavior analytically.

2. Participants will describe the advantages and disadvantages of using this book in their supervision practice.

3. Participants will define the behavior of meaningful change.

4. Participants will describe supervision exercises that one can do with a supervisee that align with the tenets of the book.

This episode is available for 1.5 SUPERVISION CEUs.

Content discussed this episode:

Johnson, S. (1998). Who moved my cheese? GM Putnam's Sons.

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

Can it really be 10 years since Sellers, Valentino, and LeBlanc laid out an amaing and actionable list of supervision activities for behavior analysts to follow? Yup, you're that much older! And while you're undoubtedly better than your younger self, could the field of supervision say the same thing? This week Dr. Amber Valentino joins us to share the growth of supervision research in ABA, the areas and practices where we can still improve, and a new means of objectively evaluating just how well (or...not) your supervision behaviors are going.

Learning Objectives:

1. Participants will describe the five target areas described in Sellers et al. (2016).

2. Participants will identify why relationship building is vital in supervision.

3. Participants will describe the advantages of using the supervision calculator.

This episode is available for 1.0 SUPERVISION CEU.

Articles discussed this episode:

Sellers, T.P., Valentino, A.L., LeBlanc, L.A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9, 274-286. doi: 10.1007/s40617-016-0110-7

Valentino, A.L., Fuhrman, A.M., & Beck, J. (2024). The development of a calculator for objectively evaluating supervisory behaviors in practice. Behavior Analysis in Practice, 17, 932-944. doi: 10.1007/s40617-024-00946-w

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

We spend a lot of time as supervisors using our brilliant, veteran brains to pass wisdom on to those under our supervisory purview. But does that mean that our friends and colleagues don't have anything useful to add to our learning experience? Jackie and Diana lead a discussion of what is known about utilizing peer feedback to improve learning and training outcomes. While peer feedback may have worked great when improving typing behavior, how does it support learning in a BST paradigm? And could it ::GULP:: maybe take the place of our sages on the stage approach?

Learning Objectives:

1. Participants will describe advantages and disadvantages of using peer feedback

2. Participants will describe the recommendations on how to promote peer feedback.

3. Participants will identify the steps of using peer-led BST on teaching empathic skills.

This episode is available for 1.0 SUPERVISION CEU.

Articles discussed this episode:

Fraidlin, A., Van Stratton, J.E., McElroy, A., & Aljadeff, E. (2023). Peer feedback: Recommendations for behavior analysts' training and supervision. Behavior Analysis in Practice, 16, 696-708. doi: 10.1007/s40617-022-00761-1

Tittlebach, D., Fields, L., & Alvero, A.M. (2008). Effects of performance feedback on typing speed and accuracy. Journal of Organizational Behavior Management, 27, 29-52. doi: 10.1300/J075v27n04_02

Law, V., Turner, L.B., & Brewer, A.T. (2024). Using peer-led behavioral skills training to teach trainees active and empathetic listening skills in a virtual environment. Behavior Analysis in Practice, 19, 250-263. doi: 10.1007/s40617-024-00954-w

IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

To listen for the fun of learning? Just push play!

Email us at [email protected] for further assistance.

Gamification adds fun, game-like components to otherwise dull, dry activities to increase motivation to engage with the task. But could it work for supervision? This episode Diana takes charge as she reviews how gamficiation can be added to the BCBA trainee practicum experience to make the basic ABA supervision activity go from fine to fabulous! Plus, the basics of the gamification process and how you might extend this fascinating research to your own work.

Learning Objectives:

1. Participants will identify the possible components of gamification.

2. Participants will identify the behavioral principles that likely produce behavior change in gamified settings.

3. Participants will review the fieldwork requirements and identify how a gamified approach could bolster fieldwork hours accrual.

This episode is available for 1.0 SUPERVISION CEU.

To see the original PowerPoint presentation attached, watch the video on YouTube.

Articles discussed this episode:

Morford, Z.H., Witts, B.N., Killingsworth, K.J., & Alavosius, M.P. (2014). Gamification: The intersection between behavior analysis and game design technologies. The Behavior Analyst, 37, 25-40. doi: 10.1007/s40614-014-0006-1

Parry-Cruwys, D. & MacDonald, J. (2021). Using gamification to promote accurate data entry of practicum experience hours in graduate students. Behavior Analysis in Practice, 14, 1-10. doi: 10.1007/s40617-020-00421-2

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September 28-30). From game design elements to gamefulness: Defining "gamification". [Workshop]. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland. doi: 10.1145/2181037.2181040