The Behavioral View

In this roundtable episode of The Behavioral View, hosts Dr. Nissa Intarachote Van Etten and Elizabeth Barajas are joined by a panel of clinical and product leaders from CentralReach —Autumn Bailey, Ben Knaebel, Katie Huba, and Allison Frazier — to discuss the evolution of assessment practice in ABA and school psychology. The panel describes the four-phase item review of the ABLLS-R and AFLS (evaluating inclusivity, clarity, relevance, and item ordering via item response theory), the development of the AI Measures/Outcome Measures platform (CR Assessment 2.0) that integrates standardized, norm-referenced measures with skill-based assessment, and a data-derived treatment dosage and strategy algorithm. Discussion also addresses how practitioners can appropriately assess and address co-occurring symptoms such as anxiety and ADHD within their scope of practice, and the importance of cross-disciplinary collaboration among BCBAs, school psychologists, and other providers in supporting whole-child, outcome-driven care.

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Show Notes:

References

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

Padilla, K., Weston, R., Morgan, G., Lively, P., & O'Guinn, N. (2023). Validity and Reliability Evidence for Assessments Based in Applied Behavior Analysis: A Systematic Review. Behavior Modification, 47(1), 247–288. https://doi.org/10.1177/01454455221098151

Partington, J. W. (2010), The ABLLS-R—The Assessment of Basic Language and Learning Skills-Revised, Walnut Creek, CA: Behavior Analysts, Inc.

Partington, J. W., & Mueller, M. M. (2013). The Assessment of Functional Living Skills: School Skills Assessment Protocol. San Francisco: Behavior Analysts, Inc. and Stimulus Publications.

Sparrow, S. S., Cicchetti, D. V., & Saulnier, C. A. (2016). Vineland Adaptive Behavior Scales, Third Edition (Vineland-3). San Antonio, TX: Pearson.

This episode features a panel of behavior analysts and a current fieldwork trainee discussing how a multidisciplinary ABA agency structures its fieldwork candidate program. The conversation covers the distinction between restricted and unrestricted supervised hours, strategies for documenting and verifying fieldwork hours, use of self-assessment tools to identify knowledge gaps, and the difference between compliance-based supervision and relationship-based mentorship. Panelists share practical systems for tracking hours, managing monthly verification form submission, and building supervisee competencies tied to real clients. The discussion offers supervisors and supervisees concrete strategies for meeting BACB fieldwork requirements while supporting trainee wellbeing and long-term readiness for certification.

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Show Notes:

References

LeBlanc, L. A., Sellers, T. P., & Kazemi, E. (2020). Building and sustaining meaningful and effective relationships as a supervisor and mentor. Sloan Publishing.

Resources

https://mebefamily.com/

Ripley Fieldwork Tracker https://ripleyfieldworktracker.com/articles/the-ultimate-guide-to-tracking-aba-fieldwork-hours-with-ease/

Behavior Analyst Certification Board. (n.d.). BCBA/BCaBA task list (6th ed.). BACB - Behavior Analyst Certification Board

Behavior Analyst Certification Board. (n.d.). Fieldwork supervision self-assessment tool. BACB - Behavior Analyst Certification Board

AI is transforming ABA session documentation — and the stakes have never been higher. This episode explores how AI-assisted tools like Note Draft AI are helping BTs, RBTs, and BCBAs write more compliant, comprehensive session notes without replacing clinical judgment. The conversation covers CASP's documentation standards, rising OIG audit activity, early research comparing AI-assisted versus non-AI notes, and what responsible AI adoption should look like as the field catches up to the technology.

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Show Notes:

References

CASP Documentation Standards

Council of Autism Service Providers. (2024). Applied behavior analysis practice guidelines for the treatment of autism spectrum disorder: Guidance for healthcare funders, regulatory bodies, service providers, and consumers (3rd ed.). https://www.casproviders.org

Council of Autism Service Providers. (n.d.). CASP session note templates. Council of Autism Service Providers. https://www.casproviders.org/casp-session-note-templates

OIG Audits — Medicaid ABA Compliance

U.S. Department of Health and Human Services, Office of Inspector General. (2025, July 10). Wisconsin made at least $18.5 million in improper fee-for-service Medicaid payments for applied behavior analysis provided to children diagnosed with autism (Report No. A-06-23-01002). https://oig.hhs.gov/reports/all/2025/wisconsin-made-at-least-185-million-in-improper-fee-for-service-medicaid-payments-for-applied-behavior-analysis-provided-to-children-diagnosed-with-autism/

U.S. Department of Health and Human Services, Office of Inspector General. (2024, December 16). Indiana's fee-for-service Medicaid payments for applied behavior analysis for children diagnosed with autism did not fully comply with federal and state requirements (Report No. A-09-22-02002). https://oig.hhs.gov/reports/work-plan/browse-work-plan-projects/srs-a-25-029/

U.S. Department of Health and Human Services, Office of Inspector General. (2026, March 2). Colorado made at least $77.8 million in improper fee-for-service Medicaid payments for applied behavior analysis provided to children. https://oig.hhs.gov/reports/all/2026/colorado-made-at-least-778-million-in-improper-fee-for-service-medicaid-payments-for-applied-behavior-analysis-provided-to-children/

U.S. Department of Health and Human Services, Office of Inspector General. (n.d.). Audits of Medicaid applied behavior analysis for children diagnosed with autism [Work plan series, SRS-A-25-029]. https://oig.hhs.gov/reports/work-plan/browse-work-plan-projects/srs-a-25-029/

This episode of The Behavioral View explores collaboration between behavior analysts, school psychologists, special education teachers, and other professionals serving students across educational and clinical settings. The panel discusses practical strategies for building rapport with school teams, coordinating assessment and intervention efforts, and aligning goals across disciplines to improve learner outcomes.

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Show Notes:

References

Snyder SM, Huber H, Hornsby T, Leventhal B. (2024). Overlapping Training and Roles: An Exploration of the State of Interprofessional Practice between Behavior Analysts and School Psychologists. Behavior Analysis in Practice, 17(3):880-892. doi: 10.1007/s40617-023-00904-y

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

Resources

CentralReach Institute: https://centralreach.com

CR Assessments (ABLLS-R, AFLS, AIM): https://centralreach.com

National Association of School Psychologists (NASP): https://www.nasponline.org

The Behavioral View Podcast

School-Wide Positive Behavioral Interventions and Supports (PBIS): https://www.pbis.org

Multi-Tiered System of Supports (MTSS) Center

In this episode of The Behavioral View, Nissa Van Etten, Elizabeth Barajas, Olivia Teal, and Heather Morton discuss motherhood, caregiving, mental health, and the professional experiences of behavior analysts who are also parents or prospective parents. The presenters explore how parenting experiences can influence caregiver collaboration, empathy for families, and the development of feasible parent training recommendations. The discussion includes practical considerations for individualizing caregiver goals, accounting for competing contingencies in family systems, and prioritizing connection between caregivers and children. The episode also addresses postpartum experiences, self-care, burnout, work-life balance, and organizational supports for behavior analysts.

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Show Notes:

References

Plantiveau, C., Dounavi, K., and Virues-Ortega, J. (2018). High levels of burnout among early-career board-certified behavior analysts with low collegial support in the work environment. European Journal of Behavior Analysis, 19(2). https://doi.org/10.1080/15021149.2018.1438339

Slowiak, J. M., & DeLongchamp, A. C. (2022). Self-care strategies and job-crafting practices among behavior analysts: Do they predict perception of work-life balance, work engagement, and burnout? Behavior Analysis in Practice, 15(2), 414- 432. https://pubmed.ncbi.nlm.nih.gov/35692525/

This episode features a discussion among experienced behavior analysts exploring career pathways within and beyond traditional applied behavior analysis settings. Presenters share personal career trajectories, including transitions from direct clinical work to roles in training, research, and software development. The discussion highlights the importance of mentorship, interdisciplinary collaboration, and professional development in shaping career outcomes. Additionally, the course examines opportunities for behavior analysts to expand into non-traditional areas such as organizational behavior management, healthcare systems, and community-based services. Practical strategies for skill development, networking, and career advancement are provided to support practitioners at various stages of their professional journey.

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Show Notes:

References Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). Routledge.

LeBlanc, L.A., Sellers, T. P., & Ala'i, S. Building and sustaining meaningful and effective relationships as a supervisor and mentor. Sloan Publishing, Cornwall-on-Hudson, NY. https://www.sloanpublishing.co...;

Li, A., Curiel, H. Pritchard, J., & Poling, A. Participation of Women in Behavior Analysis Research: Some recent and relevant data. Behavior Analysis in Practice, 11, 160-164.

Nosik, M. R., Luke, M. M., Carr, J. E. Representation of women in behavior analysis: an empirical analysis. Behavior Analysis Research and Practice, 19(2), 213-221.

Roane, H. S., Ringdahl, J. L., & Falcomata, T. S. (Eds.). (2015). Clinical and organizational applications of applied behavior analysis. Academic Press. https://doi.org/10.1016/C2013-0-09993-8

Volkert, V. M. (2026). Empowering women to forge a path in behavior analysis. Behavior Analysis: Research and Practice. Advance online publication. https://dx.doi.org/10.1037/bar0000325

Wilson, A. N., & Grant, T. (2015). Implications of derived rule following of roulette gambling for clinical practice. Behavior Analysis in Practice, 8(1), 52-56. https://doi.org/10.1007/s40617-014-0029-9

Resources

Behavior Analyst Certification Board (BACB). (n.d.). Certificant data. https://www.bacb.com/bacb-certificant-data/

Behavior Analyst Certification Board (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/

CentralReach Institute. Training and professional development resources. https://centralreach.com

This episode reviews the process of moving from assessment to behavior intervention planning within applied behavior analysis. The discussion highlights best practices for conducting assessments, including the use of informant reports, direct observation, and multiple assessment types to inform clinical decision-making. Presenters emphasize the importance of individualized assessment selection, compassionate care, and collaboration with caregivers and interdisciplinary teams. The panel also explores common challenges in synthesizing assessment data, developing meaningful hypotheses, and ensuring intervention plans are feasible and socially valid. Additionally, the role of technology and decision-support tools in enhancing clinician performance and improving outcomes is discussed.

To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification quiz to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review.

Show Notes:

References Bailey, J., & Burch, M. (2010). 25 essential skills for the professional behavior analysts: Expert tips for maximizing consulting effectiveness. Routledge/ Taylor Francis Group.

Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). Routledge

Rohrer, J. L., Marshall, K. B., Suzio, C., & Weiss, M. J. (2021). Soft skills: The case for compassionate approaches or how behavior analysis keeps finding its heart. Behavior Analysis in Practice, 14(4), 1135–1143. https://doi.org/10.1007/s40617-021-00563-x

Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://link.springer.com/article/10.1007/s40617-018-00289-3

Resources CR Institute AI Measures (AIM) by CentralReach

In this episode of The Behavioral View, Nissa Van Etten, Olivia Teal, Elizabeth Barajas, and Yagnesh Vadgama discuss the evolution of outcomes-based care within applied behavior analysis (ABA). Drawing from extensive experience in both clinical practice and payer systems, Vadgama outlines the differences between traditional fee-for-service models and outcomes-based care frameworks. The panel explores how standardized assessments, aggregate data analysis, and empirically supported dosing recommendations can create greater alignment between providers and payers while maintaining individualized clinical decision-making.

The discussion addresses administrative burden, prior authorization processes, value-based payment arrangements, caregiver involvement, social determinants of health, and interdisciplinary collaboration. Emphasis is placed on transparency, data-driven decision making, and protecting the integrity of behavior analytic practice while demonstrating measurable outcomes at both the individual and population levels. This course provides practical insight into how outcomes-based care models may shape the future of ABA service delivery.

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Show Notes:

References Frazier, T. W., Youngstrom, E. A., Speer, L., Embacher, R., Law, P., Constantino, J., Findling, R. L., Hardan, A. Y., & Eng, C. (2014). Validation of proposed DSM-5 criteria for autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(1), 28–40. https://doi.org/10.1016/j.jaac.2013.10.012

Frazier, T. W., Klingemier, E. W., Beukemann, M., Speer, L., Markowitz, L., Parikh, S., & Strauss, M. S. (2021). Development and validation of the Autism Impact Measure (AIM). Journal of Autism and Developmental Disorders, 51, 3407–3421. https://doi.org/10.1007/s10803-020-04795-1

Smith, P. C., Sagan, A., Siciliani, L., & Figueras, J. (2023). Building on value-based health care: Towards a health system perspective. Health Policy, 138, 104918. https://doi.org/10.1016/j.healthpol.2023.104918

AI.Measures Scientific Support

Ferguson, E. F., Frazier, T. W., Hardan, A. Y., & Uljarević, M. (2025). Challenging behavior domains in individuals with neurodevelopmental genetic syndromes: The role of psychological features. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 0(1), 1-12

Frazier, T. W., Huba, K., Frazier, A. R., Womack, R. A., Youngstrom, E. A., Chetcuti, L., Hardan, A. Y., & Uljarevic, M. (2025). Maximizing accurate detection of divergence from normative expectation in behavioral intervention outcome assessment. Research in Autism, 126, 202646.

Frazier, T. W., Youngstrom, E. A., Frazier, A. R., & Uljarevic, M. (2025). A critical appraisal of the measurement of adaptive social communication behaviors in the behavioral intervention context. Behavioral Sciences, 15(6), 722

Frazier, T.W., Helton, M., Akouri, C., Chetcuti, L., Uljarevic, M. (2025) Identifying Reliable Change In Outcome Assessments for Behavioral Intervention. Behavioral Interventions.

Frazier, T. W., Dimitropoulos, A., Abbeduto, L., Armstrong-Brine, M., Kralovic, S., Shih, A., Hardan, A. Y., Youngstrom, E. A., Uljarevic, M., Verbal Beginnings, T. (2024). Psychometric evaluation of the Autism Symptom Dimensions Questionnaire. Developmental Medicine and Child Neurology.

Frazier, T. W., Busch, R. M., Klaas, P., Lachlan, K., Jeste, S., Kolevzon, A., Loth, E., Harris, J., Speer, L., Pepper, T., Anthony, K., Graglia, J. M., Delagrammatikas, C., Bedrosian-Sermone, S., Beekhuyzen, J., Smith-Hicks, C., Sahin, M., Eng, C., Hardan, A. Y., & Uljarevic, M. (2023). Development of informant-report neurobehavioral survey scales for PTEN hamartoma tumor syndrome and related neurodevelopmental genetic syndromes. Am J Med Genet A, 191(7), 1741-1757. https://doi.org/10.1002/ajmg.a.63195

Frazier, T. W., Crowley, E., Shih, A., Vasudevan, V., Karpur, A., Uljarevic, M., & Cai, R. Y. (2022). Associations between executive functioning, challenging behavior, and quality of life in children and adolescents with and without neurodevelopmental conditions. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1022700

Frazier, T. W., Dimitropoulos, A., Abbeduto, L., Armstrong-Brine, M., Kralovic, S., Shih, A., Hardan, A. Y., Youngstrom, E. A., Uljarevic, M., & Quadrant Biosciences - As You Are Team. (2023). The Autism Symptom Dimensions Questionnaire: Development and psychometric evaluation of a new, open-source measure of autism symptomatology. Developmental Medicine and Child Neurology. https://doi.org/10.1111/dmcn.15497

Frazier, T. W., Dimitropoulos, A., Abbeduto, L., Armstrong-Brine, M., Kralovic, S., Shih, A., Hardan, A. Y., Youngstrom, E. A., Uljarevic, M., Womack, R., Wolf, D., Chappell, N., & Verbal Beginnings Team. (2024). Psychometric Evaluation of the Autism Symptom Dimensions Questionnaire (ASDQ). Developmental Medicine and Child Neurology.

Frazier, T. W., Hyland, A. C., Markowitz, L. A., Speer, L. L., & Diekroger, E. A. (2020). Psychometric evaluation of the revised child and family quality of life questionnaire (CFQL-2). Research in Autism Spectrum Disorders, 70. https://doi.org/https://doi.org/10.1016/j.rasd.2019.101474

Frazier, T. W., Khaliq, I., Scullin, K., Uljarevic, M., Shih, A., & Karpur, A. (2022). Development and psychometric evaluation of the open-source challenging behavior scale. Journal of Autism and Developmental Disabilities. https://doi.org/https://doi.org/10.1007/s10803-022-05750-5

Frazier, T. W., Krishna, J., Klingemier, E., Beukemann, M., Nawabit, R., & Ibrahim, S. (2017). A Randomized, Crossover Trial of a Novel Sound-to-Sleep Mattress Technology in Children with Autism and Sleep Difficulties. J Clin Sleep Med, 13(1), 95-104. https://doi.org/10.5664/jcsm.6398

Frazier, T. W., Busch, R. M., Klass, P., Crowley, E., Lachlan, K., Jeste, S., Kolevzon, A., Loth, E., Harris, J., Pepper, T., Anthony, K., Graglia, J. M., Helde, K., Delagrammatikas, C., Bedrosian-Sermone, S., Smith-Hicks, C., Sahin, M., Eng, C., Hardan, A. Y., . . . Uljarevic, M. (2024). Quantifying Neurobehavioral Profiles across Neurodevelopmental Genetic Syndromes and Idiopathic Neurodevelopmental Disorders. Developmental Medicine and Child Neurology. https://doi.org/https://doi.org/10.1111/dmcn.16112

Uljarevic, M., Cai, R. Y., Hardan, A. Y., & Frazier, T. W. (2022). Development and validation of the Executive Functioning Scale. Front Psychiatry, 13, 1078211. https://doi.org/10.3389/fpsyt.2022.1078211

Uljarevic, M., Spackman, E. K., Cai, R. Y., Paszek, K. J., Hardan, A. Y., & Frazier, T. W. (2022). Daily living skills scale: Development and preliminary validation.

Frazier, T. W., Helton, M., Akouri, C., Chetcuti, L., & Uljarevic, M. (2025). Identifying reliable change in outcome assessments for behavioral interventions. Behavioral Interventions, 40, e70007. https://doi.org/https://doi.org/10.1002/bin.70007

Resources CentralReach. (n.d.). AI Measures (AIM). https://centralreach.com

In this podcast episode, Shannon Hill, Nissa Van Etten, and Jordan Fries interview Thomas Frazier about outcome measurement in behavioral intervention services. Using Frazier and colleagues' work on adaptive social communication measurement as a foundation, the discussion explores why many legacy assessments were not designed for the ABA context or for individuals with autism and developmental disabilities. The presenters distinguish between moment-to-moment ABA data collection and periodic outcome assessment, highlighting how periodic measures support long-term progress tracking, clinical decision-making, and accountability to funders. The episode emphasizes the complementary roles of norm-referenced and skill-based assessments, discusses constraints such as limited assessment authorizations, and underscores the importance of monitoring client and family quality of life. Ethical considerations related to caregiver-report measures, interpretation of sensitive results, and appropriate referrals are also addressed.

To earn CEUs for listening, click here, log in or sign up, pay the CEU fee, + take the attendance verification quiz to generate your certificate! Don't forget to subscribe and follow and leave us a rating and review.

Show Notes:

References Frazier, T. W., Youngstrom, E. A., Frazier, A. R., & Uljarevic, M. (2025). A critical appraisal of the measurement of adaptive social communication behaviors in the behavioral intervention context. Behavioral Sciences, 15(6), 722.

Aman, M. G., Singh, N. N., Stewart, A. W., & Field, C. J. (1985). The Aberrant Behavior Checklist: A behavior rating scale for the assessment of treatment effects. American Journal of Mental Deficiency, 89(5), 485–491.

Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland Adaptive Behavior Scales (2nd ed.). Circle Pines, MN: American Guidance Service.

Abidin, R. R. (2012). Parenting Stress Index (4th ed.). Lutz, FL: Psychological Assessment Resources.

Resources U.S. Food and Drug Administration. (2022). Patient-Focused Drug Development: Selecting, Developing, or Modifying Fit-for-Purpose Clinical Outcome Assessments—Guidance for Industry, FDA Staff, and Other Stakeholders.

International Consortium for Health Outcomes Measurement (ICHOM). Autism Spectrum Disorder Standard Set.

Child and Family Quality of Life (CFQL) Measure.

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Show Notes: