The Behavioral Observations Podcast with Matt Cicoria

In Session 329, I'm joined once again by Dr. Nick Green, Ph.D., BCBA-D, who's been doing some really interesting work at the intersection of fitness and behavior science. In this episode, Nick walks us through the basics of heart rate training zones and why simply "working out" isn't always enough. We talk about the general recommendation of 150 minutes of moderate to vigorous activity per week, but more importantly, how to make sure that time is actually spent in the right zones—particularly Zones 2 through 4—where you're going to see real cardiovascular benefits. From there, we get into VO2 max, what it is, why it matters, and how you can measure or estimate it—even without access to a lab. Nick also shares some practical training strategies, including the Norwegian 4x4 protocol, which is a structured way to improve cardiovascular fitness through intervals of high-intensity work followed by recovery. As you might expect, we also spend a good amount of time talking about behavior. Why is it so hard for people to stick with an exercise routine? What gets in the way? And how can we apply behavior-analytic principles to improve adherence? Nick makes a compelling case for the role of planning and accountability. One of the things he's seen in his coaching practice is that when people invest in structured support, they're much more likely to follow through. We talk about how environmental variables, scheduling, and clear contingencies can make or break a fitness routine. This was a really practical conversation—whether you're a behavior analyst looking to apply these principles to your own life, or just someone trying to get a little more consistent with exercise. If you're interested in working with Nick or learning more about his coaching services, be sure to check out his website, which you can find in the resource list below: BehaviorFit.comhereLinkedInInstagramSession 47Session 105Session 132Fogel, et al. (2010)Green, et al. (2016)Heart Rate Training 101Heart Rate Zone CalculatorNorwegian 4X4 StudyNorwegian 4X4 20-Year Heart-Age Reduction StudyHigh Intensity Interval Training (HIIT) effects on VO2 MaxSponsor Shoutouts! Behavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.CEUs from Behavioral ObservationshereHRIC RecrutingThe BOP Patreonhere

Episode Summary In this episode, I'm joined by Dr. Daniel Fienup, Dr. Kate Loomis, and Lilian Morales to discuss their recent paper in JABA, Turning the Page: Increasing children's preference for looking at and engaging with books. In this episode, we explore how books can function as powerful reinforcers for young children, especially in early learning and ABA contexts. We discuss how to identify when books are actually reinforcing, how to condition books as reinforcers if they're not already, and practical strategies for incorporating them into teaching and behavior support. Key Topics Covered 1. What Makes Something a Reinforcer? Reinforcers are defined by their effect on behavior—not by intention A book is only a reinforcer if it increases the likelihood of a behavior Preference ≠ reinforcement (must test it) 2. Are Books Naturally Reinforcing? For some children: yes (especially those with strong interest in stories, visuals, or routines) For others: books may be neutral or even aversive Depends on learning history and prior pairing 3. Conditioning Books as Reinforcers Pair books with already-established reinforcers (e.g., attention, snacks, praise) Make reading interactive and engaging (voices, movement, pointing, questions) Start with short durations and build up tolerance/enjoyment Follow the child's lead (let them turn pages, choose books, etc.) 4. Embedding Books into Teaching Use books as part of discrete trial or natural environment teaching Reinforce responses with brief access to a favorite book Incorporate targets into reading (labeling, WH questions, listener responding) Use repeated readings to build fluency and predictability 5. Expanding Reinforcer Repertoires Why it matters: reduces reliance on edibles or screens Books are portable, social, and developmentally beneficial Helps build early literacy and joint attention skills 6. Common Mistakes Assuming all kids like books Using books too long as a reinforcer (loses value) Not rotating or updating book options Ignoring signs of disengagement 7. Practical Tips Keep a small "high-value" book rotation Use novelty strategically Observe what aspects the child enjoys (pictures, repetition, sensory elements) Track what actually increases responding Takeaways Books can absolutely function as reinforcers—but only if conditioned or preferred Pairing and engagement are key to building their value Using books as reinforcers supports both behavior change and language development Resources Tsai and Greer (2006). Conditioned Observation of Books and Accelerated Acquisition of Textual Responding by Preschool Children. Teachers College MA in ABA program. Teachers College Ph.D. in ABA program. Kanazawa et al. (2024). A comparison of parental attention and preferred items during tummy time: A consecutive controlled case series evaluation. D. Ross & R. Douglas Greer (Eds.). (2025). When Text Speaks: Learning to Read and Reading to Learn. Sloan Publishing. The Fred S. Keller School. Comprehensive Application of Behavior Analysis to Schooling (CABAS).

Comportamiento, espacio y algoritmos: Análisis de la conducta recargado En este episodio de Espacio y Comportamiento, Miguel Avila conversa con Alejandro León sobre una dimensión del comportamiento que históricamente ha sido poco explorada en nuestro campo: el espacio. Más allá de medir cuándo ocurre una conducta o cuántas veces se presenta, esta conversación propone mirar dónde ocurre, cómo nos movemos en el ambiente y cómo los patrones de acercamiento, alejamiento y trayectoria espacial organizan el comportamiento. Alejandro comparte su recorrido poco convencional desde la ingeniería y las matemáticas hacia la psicología científica y el análisis de la conducta, así como el papel clave que tuvo la experimentación, la interdisciplinariedad y la creatividad metodológica en su carrera. A lo largo del episodio exploramos cómo herramientas modernas como la visión por computadora, el análisis tridimensional del movimiento, los algoritmos matemáticos y las bioseñales (como la variabilidad cardíaca en tiempo real) están permitiendo un "análisis de la conducta recargado": fiel a sus principios, pero expandido por nuevas tecnologías. La conversación aterriza estos conceptos en aplicaciones prácticas para contextos clínicos, educativos y de investigación, mostrando cómo analistas de conducta —sin convertirse en ingenieros— pueden empezar a integrar el análisis espacial, colaborar con otras disciplinas y mejorar la evaluación, el diseño de ambientes y la prevención de riesgos. Un episodio inspirador para la comunidad latinoamericana y global, que demuestra que es posible innovar, producir ciencia de alto impacto y dialogar con otras disciplinas desde nuestra región hacia el mundo. Behavior, Space, and Algorithms: Behavior Analysis Reloaded In this episode of Space and Behavior, Miguel Avila sits down with Alejandro León to explore a dimension of behavior that has long been overlooked in our field: space. Rather than focusing only on when behavior occurs or how often it happens, this conversation invites us to examine where behavior unfolds, how organisms move through environments, and how spatial patterns of approach, avoidance, and trajectories organize behavior over time. Alejandro shares his unconventional journey from engineering and mathematics into scientific psychology and behavior analysis, highlighting the role of experimental work, interdisciplinary collaboration, and methodological creativity. The episode dives into how modern tools—such as computer vision, three-dimensional motion tracking, mathematical algorithms, and physiological signals like real-time heart rate variability—are making it possible to study behavior in ways that were unimaginable during the time of Watson, Thorndike, or Skinner. The result is a "reloaded" behavior analysis: conceptually rigorous, yet technologically expanded. Listeners will also hear concrete examples of how spatial data and bio-signals can inform functional assessment, environmental design, intervention planning, safety, and early detection of behavioral patterns—without requiring clinicians to become engineers. This episode is both practical and inspirational, especially for researchers, students, and practitioners in Latin America and beyond, showing that meaningful innovation in behavior analysis can emerge locally while achieving global scientific impact.

Thanks for joining me for Session 326 of The Behavioral Observations Podcast. This episode was recorded live at the 2025 Verbal Behavior Conference, where I had the honor of moderating the annual panel discussion. If you haven't attended a previous Verbal Behavior Conference, you're in luck, because the next one is coming up in just a few short weeks. The 2026 VBC will be held on March 26th and 27th, and it will be preceded by a full day workshop. If you've listened to the show for any length of time, you've heard my go on about how unique this conference is. If not, please indulge me for a moment. The VBC is unlike any other event because each presenter gives two talks across the two days of the conference. This provides them opportunities to dive deeper into their subject matter, which gives audience members so much more information to improve their practice with. If you attend in person, you'll have numerous opportunities to interact directly with the speakers too. Whether that's between sessions getting coffee, grabbing lunch in the nearby cafe, or at the poster sessions, you're probably going to have a chance to pick their brains. If you can't be there in person, BehaviorLive provides a top-notch virtual experience. I'd also say that the VBC has a very consistent and engaged online community too, to the point of me being able to recognize many online attendees' names having seen their chat commentaries for the past few years. For this year, the VBC is pulling out all the stops by hosting a discussion with Drs. Patrick McGreevy and Mark Sundberg, where they will talk about how to decide whether a learner should continue with VB-MAPP-like learning objectives, or transition to a functional curriculum, such as Essential for Living. Thanks for indulging me, back to this episode... This panel dives into some of the most pressing clinical and practical questions facing practitioners today — from navigating difficult conversations with parents to the nuanced intricacies of mand training, motivating operations, and supporting learners with limited reinforcers. Whether you are a seasoned BCBA, or an aspiring behavior analyst, this episode is packed with the kind of insight you're just not going to get anywhere else. Featured Panelists • Dr. Judah Axe • Dr. Patrick McGreevy • Dr. Barbara Esch • Dr. Caio Miguel • Dr. April Kisamore • Dr. Nicole Rodriguez • Dr. Tiffany Kodak Topics Covered in This Episode Sponsor Shoutouts! The Behavior Toolbox ConferenceBehavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.CEUs from Behavioral ObservationshereHRIC Recruting

In this episode, I talk with Dr. Alice Shillingsburg about her work on rapport building and pairing procedures in applied behavior analysis for children with autism. We explore how building therapeutic rapport goes beyond simply "liking someone," emphasizing the importance of establishing trust and engagement to facilitate learning, especially when tasks are challenging. Alice explains the nine-stage pairing protocol she developed and highlights how careful timing, observation, and reinforcement choices can make pairing effective. We discuss the significance of observing children's approach behaviors to understand their preferences and keep therapy engaging, as well as how instructional fading can gradually increase task difficulty without creating aversive experiences. During our conversation, we took a quick sidebar to talk about the upcoming Verbal Behavior Conference. This is a conference like none other. Whether you participate online or make the short drive to Austin, you'll be treated to very in-depth talks about generative learning for individuals with Autism and related disabilities. Learn more and register here. We also dive into practical applications — how pairing and instructional procedures can be adapted in real-world therapy settings, while still maintaining their effectiveness. Alice talks about data collection strategies for engagement and behavior, including the importance of tracking approach behaviors, avoidance, and other signals of a child's readiness. Finally, we consider the sustainability of pairing procedures over time and potential directions for future research, including investigating methods of instructional fading and tracking gestural communication development in children with autism. Resources Mentioned Shillingsburg, et al. (2019)Cariveau, et al. (2020)Shillingsburg, et al. (2014) Sponsor Shoutouts The Behavior Toolbox ConferenceCEUs from Behavioral ObservationshereThe 2026 Verbal Behavior Conference!

In Session 324, Dr. Paulie Gavoni and Steve Ward join me to discuss what resilience actually looks like from a behavior science perspective — and why many well-intentioned adult responses can unintentionally teach avoidance instead of persistence. We center our conversation around their book, S.H.I.T. Happens: Building Resilient Children in a Fragile World, which reframes resilience not as a personality trait or motivational slogan, but as a set of learnable repertoires shaped by the environments adults design We talk about: This discussion emphasizes practical decision-making: how small changes in adult behavior can create conditions where children learn to try again, persist longer, and experience the satisfaction of overcoming something difficult. Whether you're a practitioner, educator, or parent, this episode highlights how resilience is built through repeated opportunities to struggle safely — and why those opportunities matter more than we often realize. Resources mentioned: bookAssent & Trauma Informed Care: A Call for Nuance in Behavior AnalysisMotivational Interviewing: Getting Educator Buy-InAdaptive Intelligenceother booksKind ExtinctionSession 321 with John GuercioThe ACT MatrixSession 313 Sponsor shoutouts The Behavior Toolbox ConferenceBehavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.CEUs from Behavioral ObservationshereHRIC Recruting

In this episode of the Behavioral Observations Podcast, I'm joined by Kim Dean, founder of Apollo Behavior, and Kristen Vaughn, Vice President of Clinical Operations, to talk about what it really takes to build and sustain clinical excellence in autism services. We discuss Apollo's decision to launch in Georgia, their highly selective hiring process, and how values alignment plays a central role in building their culture. Kim and Kristen share how Apollo approaches training differently — including a four-week RBT onboarding program that exceeds certification requirements and a structured mentorship model for BCBAs. The results are notable, with 99% of Apollo's RBTs passing their exams on the first attempt! Even more impressive is that 84% of Apollo-trained BCBAs pass their exam on the first attempt too. Compared to the current average pass rate that hovers around 52-54%, that's simply amazing! We also dig into how Apollo defines and measures clinical excellence, including the use of norm-referenced assessments, family feedback, progress toward less restrictive environments, and ongoing data analysis to improve training and service delivery. This conversation is especially relevant for BCBAs, clinical leaders, and practice owners who are thinking seriously about how to scale services without sacrificing quality — and how to design systems that support clinicians, families, and long-term outcomes. If this sounds like a great work environment to you, and you'd like to learn more, click here. Related BOP Episodes: From Clinician to Leader: Apollo CSS 8 with Kristen Vaughn All previous Apollo Series BOP episodes This podcast is brought to you by: The Behavior Toolbox Conference Office Puzzleofficepuzzle.com/bop The 2026 Verbal Behavior Conference! CEUs from Behavioral Observationshere

En este episodio, Miguel conversa con María Sánchez, una profesional con un impacto notable en la formación de analistas de conducta en España y Latinoamérica. La charla gira en torno al Behavioral Skills Training (BST) o Entrenamiento de Habilidades Conductuales: qué es, cómo se aplica en la práctica y por qué sigue siendo una de las herramientas más efectivas para entrenar tanto a profesionales como a familias. María comparte su recorrido profesional, que comienza en Inglaterra en un centro para niños con autismo y evoluciona hacia su trabajo en PECS, donde encontró su vocación inesperada en la supervisión y formación de otros profesionales. Trabajó en la capacitación de profesionales en Argentina, Uruguay, Chile, Costa Rica y España, observando de primera mano el poder transformador de la comunicación aumentativa, especialmente en niños no verbales que comienzan a desarrollar estructuras de lenguaje más complejas. Durante la pandemia, y tras el cierre inicial en Italia, María reinventó su práctica y creó 360 Online, un proyecto de formación remota para garantizar que profesionales en regiones aisladas pudieran acceder a entrenamientos RBT e IBT de calidad. Desde entonces, ha formado a cientos de estudiantes a través de clases sincrónicas, colaboraciones con centros en Latinoamérica y sesiones a distancia altamente prácticas. Miguel y María profundizan en el procedimiento BST —instrucciones, modelado, juego de roles y retroalimentación—, explorando cómo implementarlo eficazmente con adultos, cómo dar feedback específico sin sobrecargar, y cómo equilibrar correcciones con reconocimiento positivo. También dialogan sobre las ventajas y desafíos de entrenar a distancia, la importancia ética de proteger la privacidad de clientes y familias, la necesidad de fomentar ambientes de aprendizaje seguros y empoderadores, el rol del telehealth en la generalización de habilidades y las demandas formativas reales en España y Latinoamérica, donde muchos profesionales tienen apenas una o dos horas semanales para cumplir con las 40 horas requeridas. Antes de cerrar, María ofrece consejos esenciales para quienes están en el campo del análisis de conducta, subrayando la importancia del trabajo en equipo, la práctica deliberada y la humildad profesional. BOP in English: BST with María Sánchez In this episode, Miguel speaks with María Sánchez, a professional with a remarkable impact on the training of behavior analysts across Spain and Latin America. The conversation centers on Behavioral Skills Training (BST)—what it is, how it is applied in practice, and why it remains one of the most effective tools for training both professionals and families. María shares her professional journey, which began in England at a center for children with autism and later led her to her work with PECS, where she unexpectedly discovered her passion for supervision and professional training. She provided training to professionals in Argentina, Uruguay, Chile, Costa Rica, and Spain, witnessing firsthand the transformative power of augmentative communication, especially in nonverbal children who begin developing more complex language structures. During the pandemic—and after the initial shutdown in Italy—María reinvented her practice and created 360 Online, a remote training project designed to ensure that professionals in isolated regions could access high-quality RBT and IBT training. Since then, she has trained hundreds of students through synchronous classes, collaborations with centers across Latin America, and highly practical remote sessions. Miguel and María dive into the *BST procedure—instructions, modeling, role play, and feedback—*discussing how to implement it effectively with adults, how to provide specific feedback without overwhelming, and how to balance corrections with positive reinforcement. They also explore the advantages and challenges of remote training, the ethical importance of protecting client and family privacy, the need to foster...

In this episode, I'm joined by John Guercio for a wide-ranging and practical conversation about leadership through a behavioral lens. John and I dig into what it actually means to lead in applied behavior analysis, especially when so much of the existing leadership literature is vague, mentalistic, or disconnected from observable behavior. We start by talking about the need to operationalize leadership in behavioral terms and explore the four leadership hats developed by Dr. Paulie Gavoni: leading, training, coaching, and managing. We break down what each of these roles looks like behaviorally, how they function across time, and why effective leaders need to move flexibly between them rather than relying on a single style. A major theme of the episode is the role of positive reinforcement in leadership. John shares real-world examples from his OBM coursework and his work at Cornerstone Behavioral Services, highlighting how difficult—but necessary—it can be to shift away from punitive and avoidance-based management strategies. We discuss why punishment often "works" in the short term, why leaders continue to rely on it, and how reinforcement-based leadership creates better outcomes for both staff and organizations. We also spend time unpacking the distinction between leadership and management. John reflects on his own strengths and limitations, describing how he focuses on vision and direction while intentionally surrounding himself with strong managers who excel at systems, logistics, and follow-through. This leads to a powerful discussion about positional authority, seniority, and the myth that leadership status entitles people to treat others poorly. Throughout the episode, we return to the importance of psychological safety, consistent feedback, and emotional regulation in leadership roles. John shares practical strategies for navigating tough conversations, including how to balance empathy with accountability, how to manage staff expectations, and how to avoid letting emotion drive professional communication (including when not to send that email). We also talk through concrete tools and exercises for improving leadership practice, such as symbolic problem-solving activities to surface unspoken team issues, written acknowledgment systems, and using assessment tools like the Performance Diagnostic Checklist to guide supervision and coaching. John closes by sharing future directions for developing empirically grounded management assessment tools, along with a preview of his upcoming work and conference presentations. This is a practical, honest conversation for anyone supervising staff, leading teams, or trying to build reinforcing, values-consistent organizations in human services. Resources & Links Mentioned in This Episode RBT Course for Adult Services (the 'bridge' course too!) Sims and Szilagyi (1975). Leader reward behavior and subordinate satisfaction and performance Stone Soup Conference Registration (use code PODCAST26 at checkout) Carr and Wilder (2015). The Performance Diagnostic Checklist—Human Services John's previous BOP appearances Session 274: Psychological Safety in the Workplace (Supervision CEU!) Additional Books, Articles, and Ideas Discussed John's books on Amazon Komaki (1998). Leadership from an Operant Perspective McGregor (1960). The Human Side of Enterprise Daniels and Daniels (2023). The Measure of a Leader Elliot (2012). Leading Apple With Steve Jobs: Management Lessons From a Controversial Genius Covey (2020). The 7 Habits of Highly Effective People, 30th Anniversary Edition Harley (2013). How to Say Anything to Anyone Grenny et al. (2021). Crucial Conversations (Third Edition): Tools for Talking When Stakes Are High Sponsor shoutouts! Office Puzzle: A thriving ABA practice depends on systems that actually support your team, not slow them down. If you've struggled with software that's buggy, hard to navigate, or offers little support when you need it most, you're not...

In Session 320, I sit down with Landon Cowan and Tiffany Kodak to talk about an area of behavior analysis that doesn't get nearly enough attention: professional (or "soft") skills. We spend a lot of time in our field teaching and refining technical, clinical, or "hard" skills—and for good reason. But far less time is devoted to the interpersonal, communication, and problem-solving skills that ultimately determine how effective we are as clinicians, supervisors, and collaborators. In this conversation, Landon and Tiffany share their research aimed at identifying, defining, and measuring these professional skills, along with some eye-opening findings about where skill gaps exist. 🔍 What We Cover in This Episode How hard skills differ from professional (soft) skills in behavior analysis Why professional skills are so difficult to define, measure, and systematically teach How Landon and Tiffany developed a comprehensive professional skills survey for behavior analysts The challenges of survey design, including question format, length, readability, and pilot testing Results from a survey completed by 189 ABA supervisors, including: Which skills supervisees demonstrate most frequently Which skills supervisors rate as most important for career advancement A significant gap between the importance of problem-solving skills and how often they're actually demonstrated Why solution-based problem identification and independent problem solving emerged as key areas for improvement A surprising finding that many supervisors report feeling confident teaching these skills despite identifying major skill deficits How Behavioral Skills Training (BST) can be used to effectively teach professional skills Why the field needs clearer operational definitions and better data collection to build a stronger literature base Practical advice for BCBA trainees and early-career BCBAs around self-assessment, feedback, and ongoing professional development 🎯 Key Takeaways This episode reinforces something many of us already suspect: professional skills matter—a lot. In many cases, they're just as important (if not more important) than technical expertise when it comes to supervision, leadership, and long-term success in the field. Developing these skills requires intentional training, honest self-reflection, and a commitment to continuous learning. My hope is that this conversation helps push our field toward doing a better job of teaching, measuring, and valuing the skills that make behavior analysts more effective in the real world. Resources and Links Dr. Kodak's faculty page at Marquette University. Dr. Cowan's LinkedIn page. Cowan and Kodak (2024). Professional Skills for Behavior Analysts: A Survey on the Proficiency and Importance of Hard and Soft Skills. LeBlanc, Taylor, and Marchese (2019). The Training Experiences of Behavior Analysts: Compassionate Care and Therapeutic Relationships with Caregivers. Taylor, LeBlanc, and Nosik (2018). Compassionate Care in Behavior Analytic Treatment: Can Outcomes be Enhanced by Attending to Relationships with Caregivers? The Stone Soup Conference (use promo code PODCAST26 to save at registration). Sommers-Flanagan and Sommers-Flanagan (2023). Clinical Interviewing. Carroll, Preas, and Paden (2022). Training supervisors to provide performance feedback using video modeling with voiceover instructions: A replication. Sponsor shoutouts! Office Puzzle: A thriving ABA practice depends on systems that actually support your team, not slow them down. If you've struggled with software that's buggy, hard to navigate, or offers little support when you need it most, you're not alone. That's why so many practices are switching to Office Puzzle. Go to officepuzzle.com/bop to learn more! Frontera. Consider taking a demo of Frontera's Assessment Builder and see how the ethical application of AI technologies can help you serve clients and save you time! Your first assessment report is free. And if you...

Don't adjust your podcast player folks, you have the right show. Welcome to Session 319 of the Behavioral Observations Podcast. If you've been listening for a bit, you know what's coming. If you're new to the show however, first, welcome and thanks for listening. Every year, I team up with my friends from the ABA Inside Track Podcast to do a Year In Review episode. We've tinkered with the format over time, but for this one, we talk briefly about the trends and issues that we thought were important in 2025. From there, we discussed some of the most downloaded shows from our podcasts this year and speculate as to why these ones resonated so much. We close the show talking about how both of our shows are turning 10 years old very soon. So we look back on what we've learned over a decade of podcasting! Today's episode is brought to you by, · FronterademoBOP25fronterahealth.com· HRIC Recruting· The 2026 Stone Soup Conference!· Behavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.

In this episode, I sit down with Dr. Sarah Frampton, who conducts research on, amongst other things, improving how we teach, learn, and organize information using behavior-analytic strategies. We explore her career journey, her research on graphic organizers and the Cover, Copy, Compare (CCC) strategy, and the broader implications for stimulus equivalence, educational technology, and effective teaching. In This Episode, You'll Learn: Applied Behavior Analysis (ABA)CCCstimulus equivalenceCCC with graphic organizersFrampton, Vesely and Jackson, 2025 Highlights From Our Conversation: Sarah's Path Into ABA Sarah shares how a thesis requirement and a Craigslist job posting led her to ABA, including formative experiences working with Dr. Alice Shillingsburg at the Marcus Autism Center. These experiences sparked her interest in efficient, broadly applicable learning strategies. Why Note-Taking Strategies Matter We discuss the value of graphic organizers and the Cover, Copy, Compare (CCC) strategy: CCC and Stimulus Equivalence Sarah walks through stimulus equivalence with clear examples, showing how teaching certain relations can produce broader learning without direct instruction. She also highlights a study where CCC and graphic organizers helped learners prepare for tests—even under intentionally challenging conditions. Graphic Organizers in Action Key findings from Sarah's research: Training Learners to Use These Strategies Sarah outlines her training sequence, including pre-tests, video instruction, practice with familiar material, and application to abstract stimuli. A core goal was strategy generalization—ensuring learners could apply CCC to new material independently. Research Findings Most participants quickly mastered abstract relations and passed post-tests after brief training. Notably, all participants used the CCC strategy—some even more meticulously than required. Educational Technology, Engagement, and Mediation Participants reported the educational technology intervention was easy to use and helpful, contrasting with high dropout rates in similar studies. Sarah also describes how participants naturally used private verbal behavior, such as naming stimuli or creating stories, to aid learning. Visual Learning Tools in ABA We discuss the broader application of visual supports—graphic organizers, flashcards, handwriting—and their role in enhancing learning efficiency for both adults and children with autism. Looking Ahead Sarah previews her upcoming presentation at the Verbal Behavior Conference, covering generative learning and assessment tools. We also explore how collaboration and community can reduce burnout and increase long-term job satisfaction in ABA in the "advice for the newly-minted" segment. Resources & Links Session 287Session 80Shillingsburg, et al. (2016)Frampton and Linehan (2024) Sponsor shoutouts! Office Puzzleofficepuzzle.com/bopFronterademoBOP25fronterahealth.comCertified Health Coach ProgramClick hereThe 2026 Stone Soup Conference!The 2026 Verbal Behavior Conference!

In Session 317, I sit down with Dr. Francesca Delia Espinoza to revisit one of the most foundational—but often misunderstood—topics in behavior analysis: eye contact. We explore why eye contact shouldn't be treated as a simple objective, but instead understood within its broader social and developmental context. Francesca explains how eye contact is better re-framed as "eye-looking," and why behavior analysts need a strong conceptual foundation for evaluating when, how, and why to teach it. We discuss her recent paper in Perspectives on Behavior Science, which encourages practitioners to analyze the controlling variables behind eye contact rather than relying on rote teaching procedures. We then shift into the role of eye contact in autism development and early intervention. Francesca discusses how deviations in gaze behavior can influence a child's learning trajectory, and why early, naturally occurring social contingencies can make such a significant difference. We also touch on the potential aversiveness of eye contact for some individuals, and how to navigate that ethically and effectively. Our conversation expands into related research on social media, gaze avoidance, and how adults and children with autism engage differently with eye-related cues online. Francesca also talks about her Substack newsletter, "What Darwin Taught Me," which blends behavioral science with accessible and engaging writing. From there, we explore her creative work in conceptual fiction, including her "Aura" series from her Substack Newsletter — a not-too-distant science-fiction world where behavior analysts work alongside AI systems that analyze sessions, generate programs, and support day-to-day clinical tasks. This leads us into a broader discussion about the role of AI in applied behavior analysis, including its promises, limitations, and the importance of preserving hands-on clinical expertise. Francesca describes one of the short stories in the Aura series about behavior analysts who travel to developing countries, only to realize their reliance on technology becomes a liability when the systems fail. It's a striking reminder that behavior change happens in real time, and nothing replaces skilled human interaction. We close by reflecting on how emerging technologies—AI, automation, and digital platforms—might shape the future of ABA for better or worse. Resources and References Mentioned: Aura storyline hereStromberg, et al. (2025)Skinner (1986)The Craft of Applied Behavior AnalysisEye Contact, Joint Attention, and AutismCline (2012)The Matrix Sponsor Shoutouts! FronterademoBOP25fronterahealth.comCertified Health Coach ProgramClick hereHRIC RecrutingThe 2026 Stone Soup Conference!Behavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.The 2026 Verbal Behavior Conference!

Episode Overview In this special episode of the Behavioral Observations Podcast, I had the honor of celebrating the 25th installment of the Inside JABA Series. This one was particularly meaningful because it also marks the final appearance of Dr. John Borrero in his role as Editor-in-Chief of The Journal of Applied Behavior Analysis. I invited John to reflect on his three-year tenure—what he learned from reading an enormous volume of manuscripts, how his thinking evolved, and why adapting our language is essential if we want behavior analysis to reach broader audiences. From there, we transitioned into an informative conversation with Dr. Nate Call from Emory University. Nate's recent work focuses on how we can better disseminate applied behavior analysis, not just distribute it. His paper, Scholarship as an Operating Class: Strategies and tactics for increasing dissemination of applied behavior analysis, has already shifted how I think about how our field packages and shares research. In this episode, Nate walked us through actionable strategies for increasing the reach and impact of our work. Key Topics Covered in This Episode 1. John Borrero's Reflections from the Editor's Chair John looked back on his three years as Editor-in-Chief, and I asked him what surprised him most. He talked about: clear, accessible languageJABAtranslated articles2. The Real Difference Between Dissemination and Distribution Nate clarified something that—and I'll admit—I hadn't always thought deeply about: there's a big difference between making your work available and ensuring your work is actually used. Nate described it like: DistributionDisseminationHe also explained why early-career researchers often focus on distribution out of necessity, and how we can transition to more deliberate dissemination strategies over time. 3. Scholarship as an Operant Class Nate walked me through the framework behind his recent paper. He described scholarly behavior as something shaped by contingencies—just like anything else. We talked about: 4. Boundary Encounters and Second-Generation Innovations I asked Nate about how ideas move between disciplines, and he introduced the concept of boundary encounters. We discussed: second-generation innovations5. Expanding Our Methodological Toolkit We took a deep dive into methodology and talked about the strengths of single-subject designs—as well as their limitations. Nate made a compelling case for: Randomized Control Trials6. Participatory Action Research and Social Validity I asked Nate to explain participatory action research, and he shared a powerful example involving first responders and families in crisis situations. He emphasized: 7. Measuring Our Impact More Effectively We also explored how to know whether dissemination is working. Nate and I discussed: citing intentionally8. Nate's Advice for New BCBAs To close the episode, I asked Nate what he'd tell new behavior analysts entering the field. He encouraged them to: 9. Resources Mentioned in this Podcast Foxx (1996)Chawla (2020)Critchfield, et al. (2013)Klein and Thompson (2025)The Prisoner's DilemmaCall et al. (2015)Critchfield (2002)Inside JABA 18Implementation ScienceParticipatory Action ResearchIf you're passionate about increasing the influence of behavior analysis—whether through research, writing, teaching, or practice—this episode offers clear, functional guidance for how to do it.

Thanks for joining me in Session 315 of The Behavioral Observations Podcast. In this episode, I spoke with Drs. Gabi Morgan and David Adams to dive deep into trauma-informed behavior analysis. Gabi brings her 30-year journey in the field—from undergrad roots to professorship at Bay Path University—while David shares his evolution from child and family therapy to clinical psychology, with a heavy focus on foster and adoptive parenting. Both guests are passionate about closing the divide between trauma therapy and behavioral strategies, and they credit mentors like Dr. Jeannie Golden for lighting the way. We kick things off by unpacking what trauma really means. In doing so, as a content warning, please be aware that we do make general references to a variety of traumatic and adverse experiences. Having said that, David walks us through SAMHSA's three-part definition: the event, the experience, and the effects. It's not the event itself that defines trauma—it's the individual's response. He introduces "adverse conditioning experiences" as a behavior-analytic twist on adverse childhood experiences (ACEs), spotlighting how negative associations get wired in through conditioning. From there, we contrast PTSD and complex PTSD. Same core symptoms (intrusive thoughts, avoidance, etc.), but complex PTSD adds prolonged exposure and three extra layers: impaired self-worth, rocky relationships, and emotional dysregulation. Gabi drives home a critical point: folks with developmental disabilities are at higher risk for trauma but often fly under the diagnostic radar. We need to get better at spotting trauma-related behaviors in this population. Screening, Brain Science, and Practical Strategies Screening is a big theme. We all agree behavior analysts aren't formally trained in assessment, but we have to be aware of how this is done. Gabi loves the Child Health and Development Institute's Child Trauma Screen (CTS), and the Massachusetts Child and Adolescent Needs and Strengths (Mass CANS) tool. David then nerds out on the neurobiology: trauma affects the amygdala (hypervigilance), hippocampus (memory glitches), hypothalamus (stress gone haywire), and frontal lobe (decision-making on the fritz). Enter the "amygdala hijack"—when fear short-circuits rational thought. Bottom line? Kids in fight-or-flight aren't in a teachable moment. Safety and calm have to come first. We close the show with actionable takeaways: risk-benefit analyses for every intervention (especially with histories of food neglect), "kind extinction" (empathy + withholding reinforcers), and the six pillars of trauma-informed care (safety, trustworthiness, peer support, collaboration, empowerment, cultural competence). TIC isn't a "hyphenated" ABA—it's the whole framework. Advice for new BCBAs? Seek trauma training, question "business as usual," and be the stable adult in a kid's chaotic world. Empathy, creativity, and reducing fear are your superpowers. Additional Resources Toward Trauma-Informed Applications of Behavior Analysis (Rajaraman, et al., 2021)Inside JABA 10 with Drs. Jenn Austin and Adithyan Rajaraman Dr. Camille Kolu's BOP episode on Buffers (a must listen!)4th Annual Bay Path University Trauma-Informed Practice and ABA ConferenceDavid's book: Trauma-Informed Foster and Adoptive Parenting SAFE-T Assessment Training from Cusp Emergence UniversitySponsor Shoutouts! FronterademoBOP25fronterahealth.comCEUs from Behavioral ObservationsherehereThe 2026 Stone Soup Conference!Certified Health Coach ProgramClick hereThe 2026 Verbal Behavior Conference!

If you follow Behavioral Observations on Instagram, you might recall that I had the once-in-a-lifetime opportunity to travel to the 20th Annual Hawaii Association for Behavior Analysis conference to give the closing Keynote Address. I could devote an entire podcast episode to talking about all the wonderful people I met, the fun experiences I had, and the amazing sights I was able to take in. One of the biggest highlights though, was the opportunity to sneak in the following conversation I had with a panel of employees from Hawaii's Department of Education. It turns out that the State of Hawaii is doing some innovative work in bringing to bear specific behavioral technologies to improve the supports provided to children in school settings. This work is organized into a large scale endeavor that they have named The CARE Project. This panel consisted of Alysha Kim, Dodi Pritchett, Joshua Hoppe, and Sherene Hajiro. And before getting any further into this introduction, I want to thank my friends Katie Croce and Jamie Salter from Self and Match, for not only nudging us to have this conversation, but for also financially supporting it with a generous donation to the HABA. Here's what we talked about: FTFEmergent Learning Sponsor shoutouts! FronterademoBOP25fronterahealth.comCEUs from Behavioral ObservationshereBehavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.Certified Health Coach ProgramClick hereThe 2026 Verbal Behavior Conference!

In Session 313, Dr. Cody Morris from Salve Regina University, and the newly re-launched All Things Behavior podcast (please also see The BAPcast Podcast), joins me to dive into a topic that has merited quite a bit of discussion in Applied Behavior Analysis. These days, you pretty much have to be living under a rock in ABA circles to not have noticed the increased focus on assent practices in treatment programming. Cody is one of the preeminent authorities on this topic, and in this episode, we talk about the definitions of assent, how assent has been conceptualized in other fields, and how it applies to the work we do as Behavior Analysts. In doing so, we review Cody's article, Toward a Further Understanding of Assent, which was published in the winter 2024 issue. Long story short, if you're looking for a nuanced discussion on this topic that avoids binary, black and white conceptualizations, you've come to the right place. Here's a deeper dive into what we discussed: Assent in Behavior Analysis: Cody's research on assent—a concept similar to consent but applicable to individuals without legal authorization to consent for themselves. Assent involves four critical features: legal status, giving permission, adequate information, and the ability to withdraw permission. This concept is essential for involving clients in therapeutic decisions, particularly those with communication differences or developmental disabilities. Client Assent in Therapeutic Settings: The discussion covers the historical roots and practical applications of assent in behavior analysis. Cody clarifies that assent is a specific strategy for involving clients in treatment decisions, not an all-or-nothing requirement. He addresses the challenges of obtaining accurate verbal assent from clients with complex communication needs and recommends using multiple sources of information when assessing client preferences. Assent Procedures in Research: An examination of assent procedures in behavior analytic research, including the distinction between free choice and fair choice. The episode explores how researchers and clinicians can minimize undue influence and coercive contingencies while arranging fair choices and creating socially acceptable outcomes. Balancing Clinical Progress and Client Autonomy: Cody discusses the critical balance between making clinical progress and giving clients independence and autonomy. He explains that while some procedures are necessary and non-negotiable, there are often opportunities to involve clients in decisions about their treatment, such as choosing the time of day or setting for therapeutic activities or medication management. Implementing Assent in Practice: The episode addresses nuances and limitations of implementing client assent in behavioral therapy, emphasizing that assent should be balanced with clinical progress. Cody highlights the dangers of overgeneralizing procedures without individualizing treatment and encourages a broader approach to maximizing client involvement in therapeutic decisions. Challenges in Assent Assessment: A discussion on the challenges and limitations of developing simplified decision-making tools (like checklists) for assessing client assent. Cody emphasizes the need for nuanced clinical judgment due to insufficient research and recommends that researchers take small, focused steps in studying specific aspects of assent. Resources & References Morris, Dietrich, and Peterson. (2021). Participant assent in behavior analytic research: Considerations for participants with autism and developmental disabilities. Bannerman, et al., (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Inside JABA 24: Improving Health Routines for Adults with Disabilities Using Synchronous Reinforcement Strategies (CEU available!). Inside JABA 23: ABA Strategies for Safer Playground...

In this episode of The Behavioral Observations Podcast, I talk with Grant Sickle, former Amazon product leader and current head of product at Frontera, a company building AI-powered platforms to improve autism care. Grant shares how his team is developing assessment and diagnostic tools to shorten waitlists, streamline reporting, and support clinicians in delivering more efficient ABA therapy. We also discuss how Frontera’s digital phenotyping app enables HIPAA-compliant behavior tracking, parent engagement, and asynchronous supervision — while addressing the issue of fraud prevention. This conversation highlights both the promise and the challenges of using AI in clinical settings, emphasizing the importance of clinician oversight, robust validation, and feedback loops. Grant also shares insights from Frontera’s home-based pilot program, which helps parents capture real-world behavior data to support better generalization and treatment planning. Whether you’re a BCBA, RBT, parent, or researcher, this episode offers a fascinating look at the intersection of technology, autism care, and ethical ABA practice. What You’ll Learn in This Episode The technique Links to Related Resources Amol DeshpandeSydney HolmesLinkedInInstagramfraudulent billing practicesemail address

In Session 311, I sit down with Christina Nylander and Leah Hussain from Apollo Behavior to talk about culturally sensitive approaches to Autism intervention. We dive into three case studies that show how flexible, individualized care can make a huge difference in building the rapport that's so important in our clinical work. Along the way, we share strategies for gaining parent buy-in, supporting bilingual language development, and using AAC devices to help children communicate more effectively with their families. Here’s what we cover: parent training shiftbilingual language development success storiesAAC devicesvideo documentationThroughout the discussion, we reflect on the importance of balancing clinical recommendations with cultural and educational values. It’s not just about treatment plans—it’s about building trust, respecting families’ perspectives, and helping kids thrive in ways that feel authentic to them. Sidenote: If you want to learn about what it's like to work at Apollo, or check out their open positions, click here. Key Takeaways If you’re a BCBA, ABA therapist, or behavioral health professional, I think you’ll find this conversation full of practical ideas for making your work more effective—and more meaningful. Bilingual & Dual‑Language Interventions Neely et al. (2020)Impact of language on behavior treatment outcomes.Banerjee et al. (2021)Extending Functional Communication Training to Multiple Language Contexts in Bilingual Learners with Challenging Behavior.Cengher (2024)Cultural Responsiveness, Humility & Systemic Equity in ABA Deochand, Neil & Costello, Mack S. (2022).Building a Social Justice Framework for Cultural and Linguistic Diversity in ABAJimenez-Gomez, Corina & Beaulieu, L. (2022). Cultural responsiveness in applied behavior analysis: Research and practiceABA Effectiveness & Need for Cultural Inclusion Yu, Qian; Li, Enyao; Li, Liguo; Liang, Weiyi (2020).Efficacy of Interventions Based on Applied Behavior Analysis for Autism Spectrum Disorder: A Meta‑Analysis.Spreckley, Michele & Boyd, Roslyn (2009)Efficacy of Applied Behavioural Intervention in Preschool Children with Autism for Improving Cognitive, Language, and Adaptive Behavior: A Systematic Review and Meta-AnalysisBonus resources Clinical InterviewingTobii DynavoxSession 194, Inside JABA 12: Cultural Responsiveness in Applied Behavior AnalysisSponsor Shoutouts! FronterademoBOP25fronterahealth.comCertified Health Coach ProgramClick hereHRIC RecrutingBehavior University.8-hour Supervision CourseRBT offeringsbehavioruniversity.com/observations.

In this episode of the Inside JABA Series podcast, we dive into a fascinating discussion on health-related routines for adults with intellectual and developmental disabilities (IDD). Dr. Katie McHugh, Dr. Claudia Dozier, and Editor-in-Chief Dr. John Borrero share insights from their recent study, Synchronous Reinforcement Schedules Promote Tolerance of Health-Related Routines for Adults with Disabilities. The conversation explores how synchronous reinforcement schedules—where reinforcement occurs in real time alongside behavior—can improve tolerance for essential routines like toothbrushing, bathing, wearing medical devices, and more. The research team highlights case studies, methodological considerations, and the broader implications for clinical practice. Key Topics Covered ✅ Synchronous reinforcement schedules and why they may be more effective (and preferred) than delayed reinforcement. ✅ Applications for health routines such as toothbrushing, bathing, mask-wearing, GPS bracelets, helmets, and pulse oximeters. ✅ Collaborative service delivery with nursing and medical professionals. ✅ Challenges in participant consent and maintaining experimental control. ✅ Importance of measuring both behavioral outcomes and affective states. ✅ Future research directions, including reinforcer assessments, continuous vs. discontinuous schedules, and maintaining treatment effects. Next Steps and Future Directions Editorial updates for broader keyword usage to increase accessibility outside of behavior analysis. Comparing graduated exposure with contingent vs. synchronous reinforcement interventions. Implementing more systematic preference and reinforcer assessments in future studies. Exploring hybrid approaches (e.g., combining graduated exposure with synchronous reinforcement). Collecting more comprehensive data on participant affect and treatment integrity. Resources & References Dr. Dozier's lab website. Dr. Dozier's KU faculty page. KU ABS online and on-campus graduate programs. DeLeon, I. G., Hagopian, L. P., Rodriguez-Catter, V., Bowman, L. G., Long, E. S., & Boelter, E. W. (2008). Increasing wearing of prescription glasses in individuals with mental retardation. Journal of Applied Behavior Analysis, 41(1), 137–142. Diaz de Villegas, S. C., Dozier, C. L., Jess, R. L., & Foley, E. A. (2020). An evaluation of synchronous reinforcement for increasing on-task behavior in preschool children. Journal of Applied Behavior Analysis, 53(3), 1660–1673. Hardesty, E. M., Lerman, D. C., & Hardee, J. L. (2023). A comparison of synchronous and noncontingent stimulus delivery on task engagement. Journal of Applied Behavior Analysis, 56(3), 664–673. Leslie, S. C., Dozier, C. L., Kamlowsky, M. E., McHugh, C. L., Diaz de Villegas, S. C., & Kanaman, K. C. (2024). Using synchronous reinforcement to increase mask wearing in young children. Behavioral Interventions, 39(1), 1–29. McHugh, C. L., Dozier, C. L., Diaz de Villegas, S. C., & Kanaman, N. A. (2022). Using synchronous reinforcement to increase mask wearing in adults with developmental disabilities. Journal of Applied Behavior Analysis, 55(4), 1157–1171. Williams, D. C., & Johnston, J. M. (1992). Continuous versus discrete dimensions of reinforcement schedules: An integrative analysis. Journal of the Experimental Analysis of Behavior, 58(1), 205–228. Ellis, E. M., Ala’i-Rosales, S. S., Glenn, S. S., Rosales-Ruiz, J., & Greenspoon, J. (2006). The effects of graduated exposure, modeling, and contingent social attention on tolerance to skin care products with two children with autism. Research in Developmental Disabilities, 27(6), 585–598. Halbur, M., Kodak, T., McKee, M., Carroll, R., Preas, E., Reidy, J., & Cordeiro, M. C. (2021). Tolerance of face coverings for children with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(2), 600-617. Richling, S. M., Rapp, J. T., Carroll, R. A., Smith, J. N., Nystedt, A., & Siewert, B. (2011). Using noncontingent...