ABA Beyond the Data

Episode 14 - Transition Skills

How to Purchase CEUs 1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠ [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.

Episode 13 - Toilet Training

How to Purchase CEUs 1. Go to ⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠ [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/ [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 [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 [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 [https://pmc.ncbi.nlm.nih.gov/articles/PMC1279792/pdf/jaba00003-0091.pdf]  * Wireless Urine Alarm: https://a.co/d/0c4pi8H6

Episode 12 - Review of Common FAs

How to Purchase CEUs 1. Go to ⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠ [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/

Episode 11 - Hours

How to Purchase CEUs 1. Go to ⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠ [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:

Episode 10 - Relational Frame Theory

How to Purchase CEUs 1. Go to ⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠ [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