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BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20261027T190000
DTEND;TZID=America/Detroit:20261027T200000
DTSTAMP:20261014T224836Z
CREATED:20261014T224833Z
LAST-MODIFIED:20261014T224836Z
UID:16514-1793127600-1793131200@www.pfasbtcommunity.com
SUMMARY:You Got to Fight\, For Your Right To Party: Compassionate Behavior Supports in Adult Services
DESCRIPTION:1 General CEU \n\n\n\nCourse Abstract: Explore a practical\, behavior-analytic approach to supporting adults in complex service settings. This presentation examines both individual behavior and staff behavior\, helping teams understand how control\, uncertainty\, medical concerns\, learning history\, family context\, and environmental conditions can affect quality of life. \n\n\n\nParticipants will learn the importance of selecting function-based strategies that Direct Support Professionals can understand\, use independently\, and sustain during everyday routines. The training includes three hypothetical case studies to practice using a constructional approach. Walk away with a clearer framework for treatment decisions\, staff support\, and individualized behavior plans that promote safety\, dignity\, and quality of life. \n\n\n\nLearning Objectives: \n\n\n\n\nAnalyze how control and uncertainty affect the behavior of both people receiving support and staff.\n\n\n\nDescribe problem-solving steps and constructional perspective for individual behavior\, staff behavior\, medical variables\, and environmental conditions.\n\n\n\nEvaluate behavior treatment components that support staff implementation in complex adult services.\n\n\n\n\nPresenter Bios:Kelly Bryson\, MA\, BCBA lives in Irmo\, SC with her husband and a somewhat empty nest. She graduated from the University of Florida (BA Psychology\, 1999) and from the University of West Florida (MS Exceptional Student Education\, 2014). She is currently enrolled in the Special Education Ph. D Program (Research and Teaching) at The University of South Carolina. She has worked as a behavior analyst since 2014 with children in home\, clinic\, and school settings. For the last 8 years\, she has supported adults with lifelong disabilities in group homes and vocational sites at The Babcock Center in Columbia\, South Carolina. In her current role as the Director of Behavior Supports\, Kelly and her team support over 325 adults in community-based settings. Her areas of professional competence include: improving quality of life\, supporting adults in community-based settings\, organizational behavior management and staff training for over 500 employees\, supervision. Kelly loves weekly pottery class\, listening to live music\, and paddle boarding.  \n\n\n\nBeth Ann Daily\, M.Ed.\, BCBA\, graduated from Columbia College (BA Behavioral Science and Psychology\, 2016)\, the University of Georgia (M. Ed.\, Educational Psychology\, 2021) and Florida Institute of Technology (ABA Coursework\, 2021). She has worked with children and adults with intellectual and developmental disabilities in home\, school\, and community settings since 2013. In her current role as Lead Behavior Analyst\, Beth Ann alongside her colleagues supports over 325 adults in community-based settings. Her areas of professional competence include: supporting adults in advocating for their human rights\, staff training for over 500 employees\, and organizational behavior management. Beth Ann currently lives in Columbia\, SC with her husband and 3 daughters. She loves live music\, traveling with her family\, and true crime. \n\n\n\n \n\n\n\n\nRegister
URL:https://www.pfasbtcommunity.com/event/you-got-to-fight-for-your-right-to-party-compassionate-behavior-supports-in-adult-services/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261019T210000
DTEND;TZID=America/New_York:20261019T220000
DTSTAMP:20261009T211508Z
CREATED:20261008T223932Z
LAST-MODIFIED:20261009T211508Z
UID:16157-1792443600-1792447200@www.pfasbtcommunity.com
SUMMARY:When Assent-Based Care Goes Too Permissive: An Open Discussion (Virtual - no CEUs)
DESCRIPTION:When Assent-Based Care Goes Too Permissive\n\n\n\nA free\, live virtual Q&A\n\n\n\nMon\, October 19 – 9-10pm EST \n\n\n\n\nRegister\n\n\n\n\nWorried that assent-based care means letting clients do whatever they want? You’re not alone\, and you’re not wrong to ask. \n\n\n\nThis is a real point of stress in the field right now. As more clinicians move away from rigid\, compliance-based practice (hooray!!)\, the pendulum can swing hard in the other direction; from “do it because I said so” to “no rules\, anything goes.” \n\n\n\nTrue assent-based care\, like real life\, isn’t overly permissive. It requires balance\, boundaries\, and finding an equilibrium between honoring a client’s autonomy\, holding the limits that keep them safe\, and knowing how to support and challenge them in ways that help them grow. \n\n\n\nJoin us for a candid\, open conversation about how to practice assent-based care in a balanced way: where boundaries fit\, when to encourage persistence\, and how to avoid swinging too far toward permissiveness. \n\n\n\nThis is an informal Q&A\, not a lecture. We’ll work through questions submitted ahead of time and take live questions and discussion from attendees. \n\n\n\nBring your tough situations\, your doubts\, and the cases where the line between honoring assent and holding a boundary feels blurry. \n\n\n\nQuestions we might dig into: \n\n\n\n\n“What’s the difference between honoring assent and just giving in?”\n\n\n\n“How do I hold a boundary without it turning into a two-hour escalation?”\n\n\n\n“My client’s parent or teacher thinks this looks like letting them do whatever they want. How do I respond?”\n\n\n\n“Doesn’t some compliance just have to happen? Kids have to do things they don’t want to.”\n\n\n\n\nWhat to know: \n\n\n\n\nFree to attend\n\n\n\nLive and virtual (1 hour)\n\n\n\nOpen Q&A format—we’ll move through submitted questions and open the floor for live discussion\n\n\n\nCan’t make it live? No worries! The event will be recorded and shared with registrants afterward\n\n\n\nSubmit your questions ahead of time when you register (especially helpful if you can’t attend live\, so we can make sure your question gets answered)\n\n\n\n\nHosts: \n\n\n\nThis conversation is led by Liisa Podosek (MSW\, M.Ed\, BCBA\, LBA)\, Hillary Laney (M.Ed\, BCBA\, LBA)\, Dr. Edward Sanabria (Ph.D\, BCBA\, LBA)\, and Kalyn Riggs (BCBA\, LBA)\, four practitioners who have done this work at scale. \n\n\n\nLiisa\, Hillary\, Ed\, and Kalyn have spent years putting assent-based care into practice at scale: building it across a multi-state organization and mentoring hundreds of clinicians and thousands of clients along the way. \n\n\n\nMuch of that work has centered on what a manual can’t really capture: earning real trust with clients\, being a genuinely supportive presence\, and knowing how to challenge someone with empathy\, without breaking that trust. That’s the same balance we’ll be digging into in this conversation. \n\n\n\n \n\n\n\n\nRegister
URL:https://www.pfasbtcommunity.com/event/when-assent-based-care-goes-too-permissive-an-open-discussion-virtual-no-ceus/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260814T180000
DTEND;TZID=America/New_York:20260814T190000
DTSTAMP:20260727T211923Z
CREATED:20260727T211906Z
LAST-MODIFIED:20260727T211923Z
UID:14191-1786730400-1786734000@www.pfasbtcommunity.com
SUMMARY:(PDU) Where is this CAB Going? SBT Process Overview for BTs
DESCRIPTION:1 RBT PDU \n\n\n\nThis is part 3 of a three-part series\, providing BTs or other implementers with an introduction to the values underlying SBT (Part 1)\, the Practical Functional Assessment purpose and protocol (Part 2)\, and an overview of the SBT process (Part 3). Each part can stand alone as its own course or be included as a full package. \n\n\n\nFor purchase options for Parts 1 and 2\, visit our PDU Page \n\n\n\nCourse Abstract: Part 3 of this series provides an overview of the teaching procedures used in skill-based treatment (SBT). This session covers how to promote and maintain happy\, relaxed\, and engaged (HRE) responding during sessions\, walks through the eight teaching steps that make up the skill-based treatment process\, and addresses how to respond when challenging behavior occurs within trials. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to describe how to promote HRE during SBT sessions.\n\n\n\nParticipants will be able to list the eight teaching steps of the skill-based treatment process. \n\n\n\nParticipants will be able to describe how to respond to challenging behavior that occurs within SBT trials.\n\n\n\n\nPresenter Bio: AnnaMarie Stoudenmire is a BCBA who has held certification for 9 years. She has worked with RBTs for the duration of that 9 years. AnnaMarie has been implementing SBT since 2020 across numerous clients and has served as a moderator in the PFA/SBT Community group throughout that time\, providing guidance to members on SBT processes. \n\n\n\n \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/pdu-where-is-this-cab-going-sbt-process-overview-for-bts/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20260709T130000
DTEND;TZID=America/Detroit:20260709T143000
DTSTAMP:20260626T054258Z
CREATED:20260617T052759Z
LAST-MODIFIED:20260626T054258Z
UID:12648-1783602000-1783607400@www.pfasbtcommunity.com
SUMMARY:The Screen Time Dilemma: Navigating Screen Use Among Children with Disabilities (Part 2)
DESCRIPTION:Days Hours Minutes Seconds \n\n\n\n1.5 CEUs (0.5 Supervision\, 1 General) \n\n\n\nAbstract:Look around: chances are\, you and everyone nearby are looking at a screen. Portable devices have transformed society\, allowing us to stay connected\, check allergy ingredients\, and access remote education. This reliance deepened during the COVID-19 pandemic\, cementing screens as an essential part of daily life. For families of children with disabilities\, these tools are especially vital. Throughout a single day\, a child might use an AAC app with an SLP\, complete schoolwork on a Chromebook\, receive ABA therapy via a technician’s tablet\, and unwind with videos while parents tend to the household. \n\n\n\nOver the past 25 years of working with children and their families\, we have noted a steady rise in portable screen use as a primary leisure activity\, which frequently creates barriers to teaching critical skills. While we have witnessed the negative impacts of this trend\, we also recognize the benefits this technology can offer. A recent meta-analysis shows that children with neuro-developmental disabilities exceed typical screen time expectations\, averaging between 3.3 and 3.7 hours a day for those with ASD\, ADHD\, and cerebral palsy. Although the American Academy of Pediatrics has shifted away from strict time limits toward general “healthy use” guidelines\, putting these ideas into practice is tough. For parents of children who exhibit challenging behaviors\, the boundaries suggested by major pediatric and psychiatric organizations are often incredibly difficult to enforce. Furthermore\, many of the behavior technicians we supervise are young enough that they have never known a world without mobile devices. Because their perspective differs from ours\, they need clearer guidance and supervisory support to manage the inevitable effects of screens on ABA treatment delivery. \n\n\n\nIn the first of this two-part presentation series\, we will review the literature on the costs and benefits of portable screens\, discuss ethical implications\, present methods to assess the potential impact of devices on your clients and their families\, and offer supervision strategies. In the second part\, we will present detailed assessment and programming methods designed to help learners and families maximize the opportunities screens provide while minimizing their negative impacts. \n\n\n\nLearning Objectives (Part 2):Action plan for target selection \n\n\n\n\nIdentify classes of appropriate leisure activities as CABs (contextually appropriate behaviors as skill acquisition targets)\n\n\n\nStructure SBT branches to teach leisure skills\, expanded screen skills\n\n\n\nStructure SBT branches to teach other skills that will provide a broader repertoire of reinforcement-contacting behaviors\n\n\n\nStructure out-of-session targets to practice toleration of device maintenance and skills related to device use\n\n\n\nUse dimensions grids to expand flexibility regarding many aspects of device usage\n\n\n\nPlan for supervision considerations where EO and SR context may both involve access to screens\n\n\n\nPlan for supervision considerations specific to in-home services\n\n\n\n\nPresenter Bios:Emily Kearney\, MA\, BCBA\, LBA. 10 years’ experience as a BCBA\, 25 years’ experience teaching children age 18 months to 18 years with a focus on early communication and social development and 9 years practicing PFA/SBT. I started in the field before most people had computers and before there were smartphones\, tablets\, etc. and have observed the changes to the therapeutic context and to families since these devices have become so common and easy to access. I have reviewed the research on the problems that these cause to child development even among typically developing children let alone children with disabilities that affect their social awareness\, observational learning\, and tendency towards reinforcement involving repetition. And I have had to adjust my programming and supervision over the past 5-10 years as the devices become increasingly involved in both reinforcement and EO contexts for so many learners both in and out of SBT use. \n\n\n\nTaylor Johnson has an MS in Behavior Analysis and Therapy and is a BCBA. She is also an Internationally certified Behavior Analysts (IBA) and a Board Certified Autism Professional. (BCAP). She has been implementing Skills Based Treatment for over 5 years and has also been a Moderator in the PFA and SBT Facebook group for the past 5 years. She has implemented the process with both highly verbal learners as well as non-verbal learners and in both English and German. She has completed over 25 hours of online training with FTF consulting. She was clinical director of one of the first ABA clinics in Stuttgart\, Germany and is currently offering direct services as well as parent training to clients in Germany and Switzerland. \n\n\n\n \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/screen-time-p2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20260702T130000
DTEND;TZID=America/Detroit:20260702T143000
DTSTAMP:20260626T054211Z
CREATED:20260617T053728Z
LAST-MODIFIED:20260626T054211Z
UID:12654-1782997200-1783002600@www.pfasbtcommunity.com
SUMMARY:The Screen Time Dilemma: Navigating Screen Use Among Children with Disabilities (Part 1)
DESCRIPTION:Days Hours Minutes Seconds \n\n\n\n1.5 CEUs (1 Ethics\, 0.5 Supervision) \n\n\n\nAbstract:Look around: chances are\, you and everyone nearby are looking at a screen. Portable devices have transformed society\, allowing us to stay connected\, check allergy ingredients\, and access remote education. This reliance deepened during the COVID-19 pandemic\, cementing screens as an essential part of daily life. For families of children with disabilities\, these tools are especially vital. Throughout a single day\, a child might use an AAC app with an SLP\, complete schoolwork on a Chromebook\, receive ABA therapy via a technician’s tablet\, and unwind with videos while parents tend to the household. \n\n\n\nOver the past 25 years of working with children and their families\, we have noted a steady rise in portable screen use as a primary leisure activity\, which frequently creates barriers to teaching critical skills. While we have witnessed the negative impacts of this trend\, we also recognize the benefits this technology can offer. A recent meta-analysis shows that children with neuro-developmental disabilities exceed typical screen time expectations\, averaging between 3.3 and 3.7 hours a day for those with ASD\, ADHD\, and cerebral palsy. Although the American Academy of Pediatrics has shifted away from strict time limits toward general “healthy use” guidelines\, putting these ideas into practice is tough. For parents of children who exhibit challenging behaviors\, the boundaries suggested by major pediatric and psychiatric organizations are often incredibly difficult to enforce. Furthermore\, many of the behavior technicians we supervise are young enough that they have never known a world without mobile devices. Because their perspective differs from ours\, they need clearer guidance and supervisory support to manage the inevitable effects of screens on ABA treatment delivery. \n\n\n\nIn the first of this two-part presentation series\, we will review the literature on the costs and benefits of portable screens\, discuss ethical implications\, present methods to assess the potential impact of devices on your clients and their families\, and offer supervision strategies. In the second part\, we will present detailed assessment and programming methods designed to help learners and families maximize the opportunities screens provide while minimizing their negative impacts. \n\n\n\nLearning Objectives (Part 1):1. Philosophical discussion and scientific research \n\n\n\n\nIdentify the ethical implications of portable screen time for children\, particularly with disabilities\n\n\n\nDiscuss the nuance related to related skills that decrease the EO for screen use and increase the EO for wider engagement.\n\n\n\nEngage in critical thinking regarding the costs and benefits for using screens for families of children with disabilities\n\n\n\nEngage in perspective-taking on the contingencies for caregivers\n\n\n\nSupervision considerations for behavior technicians\n\n\n\n\n2. Action plan for assessment and goal creation \n\n\n\n\nGenerate a motivational interview plan to gain a broad understanding of the dimensions involved in the use of screens and build rapport and a plan with caregivers\n\n\n\nIdentify critical outcomes important to the caregivers and to the child related to the use of screens\n\n\n\nConceptualize interfering behavior and reinforcer issues through a non-linear contingency analysis lens\n\n\n\nDefine members of a broad precursor class involving screens\n\n\n\nSupervision considerations for behavior technicians regarding screen use during the synthesized reinforcement context\n\n\n\n\nPresenter Bios:Emily Kearney\, MA\, BCBA\, LBA. 10 years’ experience as a BCBA\, 25 years’ experience teaching children age 18 months to 18 years with a focus on early communication and social development and 9 years practicing PFA/SBT. I started in the field before most people had computers and before there were smartphones\, tablets\, etc. and have observed the changes to the therapeutic context and to families since these devices have become so common and easy to access. I have reviewed the research on the problems that these cause to child development even among typically developing children let alone children with disabilities that affect their social awareness\, observational learning\, and tendency towards reinforcement involving repetition. And I have had to adjust my programming and supervision over the past 5-10 years as the devices become increasingly involved in both reinforcement and EO contexts for so many learners both in and out of SBT use. \n\n\n\nTaylor Johnson has an MS in Behavior Analysis and Therapy and is a BCBA. She is also an Internationally certified Behavior Analysts (IBA) and a Board Certified Autism Professional. (BCAP). She has been implementing Skills Based Treatment for over 5 years and has also been a Moderator in the PFA and SBT Facebook group for the past 5 years. She has implemented the process with both highly verbal learners as well as non-verbal learners and in both English and German. She has completed over 25 hours of online training with FTF consulting. She was clinical director of one of the first ABA clinics in Stuttgart\, Germany and is currently offering direct services as well as parent training to clients in Germany and Switzerland. \n\n\n\n \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/the-screen-time-dilemma-navigating-screen-use-among-children-with-disabilities-part-1/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260627T113000
DTEND;TZID=America/New_York:20260627T130000
DTSTAMP:20260626T054110Z
CREATED:20260611T055251Z
LAST-MODIFIED:20260626T054110Z
UID:12456-1782559800-1782565200@www.pfasbtcommunity.com
SUMMARY:STEAM: A Values-Aligned Approach to Implementing Boundaries
DESCRIPTION:Days Hours Minutes Seconds \n\n\n\n1.5 General CEUs \n\n\n\nCourse Abstract: Boundary-related escalation\, behavior occurring following denial\, delay\, or removal of reinforcement\, is a common and clinically significant challenge in applied behavior analysis. Supervisory survey data suggest that the majority of clinicians encounter high-intensity behavior when setting limits\, indicating a systemic treatment integrity concern. From a behavioral perspective\, inconsistent boundary implementation may establish intermittent reinforcement histories that increase resistance to change and exacerbate extinction-related escalation\, consistent with applied findings on behavioral momentum and extinction processes (Nevin et al.\, 1990; Lerman & Iwata\, 1996). Such patterns may also contribute to coercive interaction cycles and collateral effects consistent with Sidman’s (1989) analysis of aversive control systems. \n\n\n\nThis presentation introduces STEAM (Set\, Tact\, Empathize\, Allow\, Move On)\, a structured boundary protocol designed to preserve extinction integrity while mitigating coercive drift and emotional withdrawal. STEAM operationalizes consistent discriminative stimuli\, programmed withholding of reinforcement for escalation\, and systematic reinforcement of recovery responses. The approach integrates coercion theory\, applied extinction research\, and contemporary work on psychological flexibility (Hayes et al.\, 2012; Kashdan & Rottenberg\, 2010)\, conceptualizing boundary moments as opportunities to shape tolerance repertoires and reduce avoidance-maintained responding. \n\n\n\nParticipants will analyze boundary escalation through a functional lens\, differentiate extinction from emotional disengagement\, and examine how predictable\, regulated limit-setting may influence behavioral persistence and recovery. This session reframes boundary delivery as a high-value instructional context for building flexibility while maintaining procedural rigor and minimizing coercive contingencies. \n\n\n\nLearning Objectives: \n\n\n\n\nIdentify what a boundary is and be able to define the steps to setting a boundary compassionately\n\n\n\nIdentify the necessary clinical and developmental supports to include boundaries in a treatment package.\n\n\n\nAssess the social validity and acceptability of implementing boundaries from a staff perspective\, including its impact on staff-client relationships and alignment with trauma-informed care principles\n\n\n\n\nPresenter Bio:Hillary Laney\, MA\, BCBA\, LBA has worked in the field of applied behavior analysis since 2009\, building a career centered on clinical practices that protect client dignity\, autonomy\, and emotional safety. Her focus on boundaries — how they are taught\, honored\, and embedded into everyday treatment — has shaped both her own clinical work and the organizations she has helped lead. \n\n\n\nHillary developed the STEAM protocol\, a structured approach to implementing boundaries within ABA care\, during her time at Centria Autism. Since then\, she and her team have coached clinicians on STEAM across a nationwide organization\, embedding it so thoroughly into the company’s culture and treatment model that it has become common clinical language. What began as a protocol is now a shared framework for how boundaries show up in clinical practice. \n\n\n\n \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/steam-boundaries/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20260620T180000
DTEND;TZID=America/Detroit:20260620T190000
DTSTAMP:20260615T000131Z
CREATED:20260527T210512Z
LAST-MODIFIED:20260615T000131Z
UID:11715-1781978400-1781982000@www.pfasbtcommunity.com
SUMMARY:(PDU) So What's a PFA\, Anyways?
DESCRIPTION:Days Hours Minutes Seconds \n\n\n\n1 RBT PDU \n\n\n\nThis is Part 2 in the “Intro to SBT” series for Behavior Technicians. Part 1 is not required for attendance\, but you can check it out here if you are interested! \n\n\n\nCourse Abstract: This event covers the fundamentals of functional assessment\, including descriptive assessments and functional analyses. We’ll then turn to the Practical Functional Assessment (PFA) and the benefits of this approach\, before examining how PFAs lead into Skill-Based Treatment. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to describe the purpose of functional assessments\n\n\n\nParticipants will be able to list 3 types of functional assessments\n\n\n\nParticipants will be able to describe how a Practical Functional Assessment is conducted\n\n\n\n\nPresenter Bio: \n\n\n\nAnnaMarie Stoudenmire is a BCBA who has held certification for 9 years. She has worked with RBTs for the duration of that 9 years. AnnaMarie has been implementing SBT since 2020 across numerous clients and has served as a moderator in the PF/SBT Community group throughout that time\, providing guidance to members on SBT processes. \n\n\n\n \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/whats-a-pfa/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20260514T000000
DTEND;TZID=America/Detroit:20260516T235959
DTSTAMP:20260401T174226Z
CREATED:20251117T071131Z
LAST-MODIFIED:20260401T174226Z
UID:10090-1778716800-1778975999@www.pfasbtcommunity.com
SUMMARY:(IN PERSON - WA) 3-Day Intensive PFA/SBT Workshop - "Beyond the Protocol: Behavioral Artistry in PFA/SBT\, From Individual Implementation to Organizational Change"
DESCRIPTION:Beyond the Protocol: Behavioral Artistry in PFA/SBTFrom Individual Implementation to Organizational Change\n\n\n\n\nRegister now!\n\n\n\n\n20+ CEUs\, including 4 Ethics + 3 Supervision \n\n\n\nJoin presenters Hillary Laney\, Liisa Podosek\, Dr. Edward Sanabria\, and Beth Nelson IN PERSON in Issaquah\, WA for 3 fun and info-packed days learning about Practical Functional Assessment and Skill-Based Treatment! \n\n\n\n\n\n\n\nWhat to expect: \n\n\n\n\n3 days of interactive learning\n\n\n\nImmediately applicable content – walk away ready to implement!\n\n\n\nNetworking event included!!\n\n\n\nThis training will be recorded by a professional videography team – be part of the action!\n\n\n\nAll attendees will receive lifetime access to the recording after the event!\n\n\n\n\nWho will benefit: \n\n\n\n\nBCBAs\, school professionals\, or other providers working in homes\, schools\, or clinics\n\n\n\nPeople looking to enhance their skills with designing and implementing PFA/SBT and assent-based care protocols (newbies or those who have been at it for years!)\n\n\n\nLeaders\, company owners\, or professional go-getters looking for insight on how to support a shift towards assent-based care practices within an organization\n\n\n\n\nWhat you’ll learn: \n\n\n\n\nHow to design foundational assent-based care strategies\n\n\n\nHow to design and implement a PFA\n\n\n\nEffective SBT branch planning\n\n\n\nStep-by-step implementation guidance\, troubleshooting\, and data collection\n\n\n\nGeneralization and maintenance planning and implementation\n\n\n\nNuances of the process across school\, home\, clinic\, and telehealth implementation\n\n\n\nA deep dive into the nuances of school-based implementation\n\n\n\nHow to apply behavioral artistry to problem solve challenges in the applied setting\n\n\n\nCaregiver buy-in and training strategies\n\n\n\nHow to improve your staff training and supervision strategies and systems\n\n\n\nHow to scale assent-based care across an organization\n\n\n\n\nAbout the Presenters: \n\n\n\n\nHillary Laney spearheaded a company-wide transformation to assent-based care at one of the largest ABA organizations in the country. She built the mentorship infrastructure\, data systems\, and implementation frameworks that resulted in hundreds of clinicians and clinical leaders being trained and thousands of clients benefiting from PFA/SBT and assent-based care practices. She currently works as a Senior VP of Clinical Services at Centria Autism.\n\n\n\nLiisa Podosek built and delivered mentorship programs that transformed how hundreds of practitioners implement PFA/SBT and assent-based care\, guiding clinicians from “I read about this” to “I can do this confidently.” She brings a trauma-informed lens to mentorship\, helping practitioners navigate difficult cases and develop authentic caregiver partnerships. She currently leads the development and coordination of educational offerings through PFA & SBT Community.\n\n\n\nDr. Edward Sanabria designed and implemented large-scale PFA/SBT mentorship systems that trained clinicians across the country in assessment and treatment approaches that prioritize client safety\, dignity\, and assent. His research interests in interdisciplinary collaboration\, reflective practice\, and the large-scale adoption of behavioral interventions inform his approach to helping practitioners develop humility-driven clinical practices that build strong therapeutic relationships. He currently serves as Senior Director of Functional Analysis and Treatment Implementation at Centria Autism\, where he oversees national assent-based care training initiatives and PFA/SBT mentorship.\n\n\n\nBeth Nelson leads with joy while bringing Skill-Based Treatment (SBT) to students in Bellingham Public Schools\, where she has been coaching and supporting educators with implementation since her introduction to the process in 2019. Through strong relationships and collaborative practices\, she initiated and partnered with colleagues to fuel enthusiasm for the safe and ethical outcomes of Skill-Based Treatment\, fostering genuine buy-in from families and staff\, and strengthening teams to better support students with complex behavioral profiles. Beth also has extensive experience with SBT as a parent\, bringing a perspective few providers can offer — one grounded in both professional expertise and the lived reality of family life. Her 14-year-old daughter has been the recipient of SBT services and is now a self-proclaimed “my way expert” who loves to help teach staff how to implement the process.\n\n\n\n\n**Note: This event will be professionally recorded to support ongoing education and implementation of PFA/SBT practices. While attendees will not be the primary focus of the recording\, all registrants will be required to sign a video release.**  \n\n\n\n\nI want to join! Sign me up!
URL:https://www.pfasbtcommunity.com/event/3-day-wkshp/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260327T173000
DTEND;TZID=America/New_York:20260327T183000
DTSTAMP:20260327T160029Z
CREATED:20260310T044547Z
LAST-MODIFIED:20260327T160029Z
UID:11085-1774632600-1774636200@www.pfasbtcommunity.com
SUMMARY:You Want Me To Do What!? Intro to SBT for Behavior Technicians: The Foundations
DESCRIPTION:1 RBT PDU \n\n\n\nCourse Abstract: This course will discuss the rationale for the Skill-Based Treatment (SBT) approach and instruction on how to determine the Optimal Teaching Opportunity during sessions\, while avoiding causing unnecessary distress to clients. \n\n\n\nLearning Objectives: \n\n\n\n\nDescribe how values inform evidence-based practice \n\n\n\nIdentify barriers to using traditional extinction procedures \n\n\n\nDescribe the primary goal of Skill Based Treatment\n\n\n\nIdentify the Optimal Teaching Opportunity (OTO) within trials to maximize the effectiveness of skill building\n\n\n\n\nPresenter Bio: \n\n\n\nAnnaMarie Stoudenmire is a BCBA who has held certification for 9 years. She has worked with RBTs for the duration of that 9 years. AnnaMarie has been implementing SBT since 2020 across numerous clients and has served as a moderator in the PFA/SBT Community group throughout that time\, providing guidance to members on SBT processes. \n\n\n\n\n\n\n\n\nRegister here
URL:https://www.pfasbtcommunity.com/event/you-want-me-to-do-what-intro-to-sbt-for-behavior-technicians/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260303T210000
DTEND;TZID=America/New_York:20260303T220000
DTSTAMP:20260211T052253Z
CREATED:20260210T032210Z
LAST-MODIFIED:20260211T052253Z
UID:10773-1772571600-1772575200@www.pfasbtcommunity.com
SUMMARY:What If It's Medical? Assessing Medical Influences on Interfering Behavior
DESCRIPTION:1 Ethics CEU \n\n\n\n\n\n\n\n\nRegister Here\n\n\n\n\nCourse Abstract: Intense or interfering behaviors are often the first symptom to visibly manifest for people with disabilities\, especially those who are non-verbal. These behavioral manifestations are often brought to the attention of behavior analysts and when these patterns are mistaken for purely behaviorally maintained—especially automatically reinforced behavior—there is a risk of ineffective or overly restrictive responses that compromise safety\, dignity\, and respect. \n\n\n\nThis presentation demonstrates behavioral patterns commonly associated with chronic\, acute\, and intermittent medical concerns (e.g. pain\, gastrointestinal issues\, sleep disruption\, UTIs\, etc.). Participants will learn how to evaluate data for indicators that behavior may be influenced by medical variables acting as setting events or establishing or abolishing operations\, rather than primary behavioral function. \n\n\n\nAttendees will explore how to organize and share meaningful behavioral data with medical providers and interdisciplinary team members\, including what information medical professionals typically find helpful. Emphasis is placed on assessment\, ethical decision-making\, interdisciplinary collaboration\, and reducing diagnostic overshadowing to support safer\, more effective care. \n\n\n\nLearning Objectives: \n\n\n\n\nReview patterns that may indicate chronic and acute medical issues\, including intermittent medical issues\n\n\n\nEvaluate data for patterns that indicate automatic reinforcement function or medical issue as a setting event or abolishing/establishing operation\n\n\n\nIdentify ways that data can be shared with the medical provider or interdisciplinary team members and what medical providers are looking for\n\n\n\nExplore assessments that can be used to indicate potential medical issues and show progress\n\n\n\n\nPresenter Bios: \n\n\n\nEmily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners. \n\n\n\nKelly Bryson\, MA\, BCBA lives in Columbia\, SC with her husband and a dog who has vision impairments but is really good at sniffing out treats. She loves to read fantasy and nonfiction\, listen to live music\, and go paddle boarding. She is currently enrolled in the Special Education PhD Program (Research and Teaching) at The University of South Carolina. She has been a BCBA since 2014\, and worked with children and adults with autism in home\, school\, and community settings as a behavior analyst. She has also worked as a SPED teacher in an EBD program and as a resource teacher. For the last 8 years\, she has supported adults with lifelong disabilities in group homes and vocational sites at The Babcock Center\, where she currently serves as the Director of Behavior Supports. She has experience working across the lifespan\, and in coordination with medical professionals\, including psychiatrists\, pharmacists\, and other health care providers.
URL:https://www.pfasbtcommunity.com/event/what-if-its-medical-assessing-medical-influences-on-interfering-behavior/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260203T210000
DTEND;TZID=America/New_York:20260203T220000
DTSTAMP:20260123T065035Z
CREATED:20260121T051112Z
LAST-MODIFIED:20260123T065035Z
UID:10471-1770152400-1770156000@www.pfasbtcommunity.com
SUMMARY:When Medical Concerns Impact HRE
DESCRIPTION:1 Ethics CEU \n\n\n\nCourse Abstract: Many learners for whom SBT is appropriate have secondary diagnoses or conditions that involve chronic or persistent pain and discomfort which may limit mobility and stamina. These conditions can affect their ability to reach HRE as well as impact the response effort of completing expected CAB activities. This webinar will discuss issues related to ethical implementation of SBT with this type of learner and present a process for assessing and creating a secondary plan for customizing sessions when this setting event acts as a pervasive MO. We will discuss ways to adjust HRE activities\, options for customizing SBT steps\, and a form of Universal Protocol to use across those sessions. We will look at targets related to learner response to this format and public accompaniment signs as well as creating training for staff to recognize when to move between the two types of sessions based on those signs. \n\n\n\nLearning Objectives: \n\n\n\n\nIdentify signs of private events that would correspond with challenges reaching HRE\n\n\n\nComplete a plan for a secondary protocol for days when the client has medical challenges affecting implementation of SBT\n\n\n\nIdentify several targets that can be implemented on days when typical programming is not appropriate\n\n\n\n\nPresenter Bio:Emily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners. \n\n\n\n\n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/when-medical-concerns-impact-hre/
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251107T180000
DTEND;TZID=America/New_York:20251107T190000
DTSTAMP:20251027T193535Z
CREATED:20251027T192947Z
LAST-MODIFIED:20251027T193535Z
UID:9987-1762538400-1762542000@www.pfasbtcommunity.com
SUMMARY:Where's Mom!? Navigating Caregiver Separation\, Transition\, & Playtime Apart Using SBT
DESCRIPTION:1 General Learning CEU \n\n\n\n \n\n\n\n\nRegister Here\n\n\n\n\nCourse Abstract: Many learners struggle to generalize skills of all types across different caregivers. This contrast may occur between parents\, parents and grandparents\, different behavior technicians on the learner’s team\, or between treatment team and family. Other learners may have a challenging time continuing to engage in a current activity when a caregiver’s attention is shifted to another person or task\, or when a caregiver may need to step out to engage in another activity while another steps in to fill their place. Many of these adjustments create a setting event for many EOs: these changes signal potential shifts in the schedule of reinforcement for our learners and can occasion high rates of avoidance or escape behavior. \n\n\n\nLearning Objectives: \n\n\n\n\nIdentify at least 5 dimensions necessary to include in treatment design of this type of branch.\n\n\n\nDescribe 3 different SBT CAB branch styles related to separation from a caregiver.\n\n\n\nDesign an SBT CAB branch related to physical separation from a caregiver.\n\n\n\n\nPresenter Bio: Emily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners.
URL:https://www.pfasbtcommunity.com/event/wheres-mom-navigating-caregiver-separation-transition-playtime-apart-using-sbt/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251005T150000
DTEND;TZID=America/New_York:20251005T160000
DTSTAMP:20250928T184307Z
CREATED:20250928T144640Z
LAST-MODIFIED:20250928T184307Z
UID:9860-1759676400-1759680000@www.pfasbtcommunity.com
SUMMARY:Hangout: Getting Started with SBT
DESCRIPTION:Come join a few of our group admins/moderators as we discuss how we got started with SBT and how to set yourself up to get started on a successful path! \n\n\n\nThis is a FREE informal hangout with no CEUs. The event will not be recorded. Participation in the conversation is encouraged! \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/hangout-getting-started-with-sbt/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250628T120000
DTEND;TZID=America/New_York:20250628T130000
DTSTAMP:20251107T233015Z
CREATED:20250515T045719Z
LAST-MODIFIED:20251107T233015Z
UID:9459-1751112000-1751115600@www.pfasbtcommunity.com
SUMMARY:From Buy-In to Belonging: Enhancing Therapeutic Relationships in SBT
DESCRIPTION:Deanna Purslow presents:From Buy-In to Belonging: Enhancing Therapeutic Relationships in Skill-Based Treatment \n\n\n\nJune 28\, 12:00-1:00pm EST1 Ethics CEU \n\n\n\n\nRegister here\n\n\n\n\nCourse Abstract: Achieving meaningful social validity in Applied Behavior Analysis requires moving beyond initial stakeholder buy-in toward sustained\, values-driven therapeutic relationships. Meaningful\, culturally inclusive practice requires us to build trusting therapeutic relationships that reflect shared values\, lived experience\, and long-term commitment. This presentation explores an integrative approach to embedding inclusionary measures of values connection with the goal of enhancing relevance\, equity\, and long-term outcomes for diverse clients and their support systems. Grounded in principles from Self-Determination Theory\, the session highlights how autonomy\, relatedness\, and competence can be actively nurtured through inclusive leadership practices and Motivational Interviewing (MI) techniques. \n\n\n\nAttendees will learn to leverage MI strategies to elicit authentic client and caregiver values\, align treatment goals with intrinsic motivations\, and foster genuine collaboration with mutual respect\, cultural relevance\, and shared purpose. Inclusive leadership will be presented as a guiding framework to empower practitioners to co-create culturally responsive\, person-centered interventions that reflect the lived experiences of all stakeholders. Participants will examine how to infuse values-discovery and client-centered collaboration throughout assessment\, skill selection\, and outcome planning. Special attention will be given to shifting therapeutic dynamics to promote trust\, equity\, and belonging. Strategies for inclusive training and intentional carryover planning will be shared to enhance the long-term relevance and sustainability of intervention outcomes so participants will leave equipped to elevate the social validity of SBT by prioritizing connection and embracing values as a core component of meaningful behavior change. \n\n\n\nLearning Objectives: \n\n\n\n\nDescribe how principles from Self-Determination Theory (SDT) can be integrated to support autonomy\, relatedness\, and competence in ABA caregiver therapeutic relationships.\n\n\n\nApply Motivational Interviewing (MI) strategies to elicit client and caregiver values and align treatment goals with intrinsic motivation.\n\n\n\nIdentify key elements of inclusive leadership that foster culturally responsive\, collaborative therapeutic relationships.\n\n\n\nDesign inclusionary and values-based carryover systems within SBT that strengthen treatment generalization and long-term impact.\n\n\n\nEvaluate outcome measures through a lens of cultural inclusion and social validity\, ensuring they reflect the priorities and lived experiences of the client and their community.\n\n\n\n\nPresenter Bio:Deanna Purslow is a Board Certified Behavior Analyst (BCBA) specializing in compassionate\, inclusive care for individuals with complex behavioral needs. With a focus on Skill-Based Treatment (SBT)\, naturalistic teaching\, and mentorship\, Deanna supports emerging practitioners in delivering ethical\, individualized interventions with fidelity. Their work emphasizes safety\, connection\, and dignity\, aiming to cultivate therapeutic relationships and socially meaningful outcomes through values-based\, empowering behavior analytic practices.
URL:https://www.pfasbtcommunity.com/event/buy-in-belonging/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250517T130000
DTEND;TZID=America/New_York:20250517T143000
DTSTAMP:20251107T233020Z
CREATED:20250504T221918Z
LAST-MODIFIED:20251107T233020Z
UID:9344-1747486800-1747492200@www.pfasbtcommunity.com
SUMMARY:PART 2: Don't Save It All For The CABs: How to assess\, identify\, and teach relevant skills within HRE
DESCRIPTION:Join presenters Emily Kearney and Taylor Johnson to talk about teaching during HRE!CEUs: 1.5 General \n\n\n\nMissed Part 1? The purchase link below includes an option to bundle parts 1 and 2\, so you can catch up before the live event! \n\n\n\n\nRegister here\n\n\n\n\nCourse Abstract: When you are designing treatment centered on SBT\, the cornerstone of the process involves teaching from joy. Finding contexts with varying dimensions that bring joy to our learners and involve high levels of happiness\, relaxation and engagement is well worth spending time developing before attempting to move through the rest of the steps of SBT. Depending on our learner’s history and setting\, we may find ourselves spending a bit of treatment time working on this context before we can move ahead with the process. There may be pressure from caregivers\, employers or funders to begin “working on the goals\,” but moving ahead with the process before we have consistent reinforcement can actually impede progress and potentially set us up for unsuccessful treatment. Often\, when we speak to people who said\, “We tried SBT but it didn’t work\,” we find errors within the process that explain the results\, and moving ahead too quickly before developing HRE can be one of the top reasons. Addressing skills within the reinforcement context also allows us to work on boundary acceptance\, which can be a challenge for maintaining HRE for many learners. When staff feel like the reinforcement context is a “free for all” time with no rules or instruction\, this makes the process very challenging in shared spaces and difficult for staff to sustain for any period of time. \n\n\n\nIn this presentation\, we will talk about the importance of developing a strong HRE context and\, in doing so\, assessing and identifying skills that can be taught within that context. Some of these skills will allow for speedier progress with later steps of the SBT process; some of them will strengthen the learner’s leisure repertoires and allow for wider ranges of reinforcement activities (thus lowering the EO for severe problem behavior); and some of them will be skills that could have been saved for a CAB branch\, which you can teach right away instead. Embedding learning trials within the reinforcement context also paves the way for longer SBT sessions with more learning trials for the specific steps of the chain and allows the implementers to develop instructional control within shared joy. \n\n\n\nLearning Objectives: \n\n\n\n\nDescribe the importance and utility of setting learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify methods to assess for skills that can be taught or strengthened within the reinforcement condition of SBT.\n\n\n\nIdentify and operationally define learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify specific activities and interventions that can be used within SBT\, customized to a specific learner to both match their HRE components while teaching new skills embedded in those components.\n\n\n\n\nPresenter Bios:Emily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners. \n\n\n\nTaylor Johnson has an MS in Behavior Analysis and Therapy and is a BCBA. She is also an Internationally certified Behavior Analyst (IBA) and a Board Certified Autism Professional. (BCAP). She has been implementing Skills-Based Treatment for over 5 years and has also been a Moderator in the PFA and SBT Facebook group since June 2021. She has implemented the process with both highly verbal learners as well as non-verbal learners and in both English and German. She has completed over 25 hours of online training with FTF consulting. She was clinical director of one of the first ABA clinics in Stuttgart\, Germany and is currently offering direct services as well as parent training to clients in Germany and Switzerland.
URL:https://www.pfasbtcommunity.com/event/part-2-dont-save-it-all-for-the-cabs-how-to-assess-identify-and-teach-relevant-skills-within-hre/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20250430T200000
DTEND;TZID=America/Detroit:20250430T210000
DTSTAMP:20251107T233049Z
CREATED:20250407T230958Z
LAST-MODIFIED:20251107T233049Z
UID:9171-1746043200-1746046800@www.pfasbtcommunity.com
SUMMARY:Reflective Practice and SBT: An Intentional Way to Develop Your Skills
DESCRIPTION:This course is worth 1 Supervision CEU \n\n\n\nCourse Abstract: Throughout education\, medicine\, social work\, and other related fields\, reflective practice is widely regarded as an essential characteristic of professional competence (Mann et al.\, 2009). Despite its support across these fields\, reflective practice has only begun to be included in behavior analytic literature (Cirincione-Ulezi\, 2020; Contreras et al.\, 2021;Coy et al.\, 2024; Gatsunis et al.\, 2022; Slim & Reuter-Yuill\, 2022; Wright\, 2019). This presentation addresses this disparity by examining how structured reflection serves as a critical component when implementing intricate behavioral interventions that require continuous clinical decision-making. Skill-Based Treatment (SBT)\, with its synthesis of behavioral principles and skill acquisition procedures\, presents practitioners with moment-to-moment opportunities that may benefit substantially from systematic reflection. We analyze how reflective practice enables practitioners to evaluate antecedent conditions\, behavioral responses\, and treatment outcomes during SBT implementation. Additionally\, reflective supervision practices enhance both clinicians’ conceptual understanding and technicians’ procedural integrity (Tobin et al.\, 2024). When implemented within supervisory structures\, these reflective practices may produce measurable improvements in treatment fidelity\, effectiveness\, and independent decision-making. This presentation will provide live opportunities to engage in reflection on personal experiences and provided examples. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to identify at least three key components of reflective practice and explain their application within behavior analytic interventions.\n\n\n\nParticipants will be able to analyze the relationship between reflective practice and skill-based treatment implementation.\n\n\n\nParticipants will develop a structured framework for implementing reflective supervision practices that enhance both conceptual understanding and procedural integrity.\n\n\n\n\nPresenter Bio:Edward Sanabria\, Ph.D holds a Doctoral degree in Applied Behavior Analysis (ABA) from The Chicago School and is a Board Certified Behavior Analyst (BCBA) with licensure in 7 states including Connecticut and Massachusetts. Edward’s research interests include interdisciplinary collaboration\, large scale adoption of behavioral interventions\, reflective practice and humility as well as the application of behavior analysis to adaptive aquatics.   \n\n\n\nHe is currently the Senior Director of Functional Analysis and Treatment Implementation at Centria Autism where he helps oversee company-wide training and implementation of clinical initiatives across the country including but not limited to the mentorship for training Practical Functional Assessment and Skill Based Treatment. Through consultation and training with the clinicians in his region\, he guides clinical practices that prioritize safety\, dignity\, effectiveness\, and rapport for clients with challenging and interfering behaviors.  \n\n\n\n\n\n\n\n\nRegister here!
URL:https://www.pfasbtcommunity.com/event/reflective-practice-and-sbt-an-intentional-way-to-develop-your-skills/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250405T130000
DTEND;TZID=America/New_York:20250405T143000
DTSTAMP:20251107T233050Z
CREATED:20250309T231023Z
LAST-MODIFIED:20251107T233050Z
UID:8873-1743858000-1743863400@www.pfasbtcommunity.com
SUMMARY:Don't Save It All For The CABs: How to assess\, identify\, and teach relevant skills within HRE
DESCRIPTION:Join presenters Emily Kearney and Taylor Johnson to talk about teaching during HRE!CEUs: 1.5 General \n\n\n\n\nRegister here\n\n\n\n\nCourse Abstract: When you are designing treatment centered on SBT\, the cornerstone of the process involves teaching from joy. Finding contexts with varying dimensions that bring joy to our learners and involve high levels of happiness\, relaxation and engagement is well worth spending time developing before attempting to move through the rest of the steps of SBT. Depending on our learner’s history and setting\, we may find ourselves spending a bit of treatment time working on this context before we can move ahead with the process. There may be pressure from caregivers\, employers or funders to begin “working on the goals\,” but moving ahead with the process before we have consistent reinforcement can actually impede progress and potentially set us up for unsuccessful treatment. Often\, when we speak to people who said\, “We tried SBT but it didn’t work\,” we find errors within the process that explain the results\, and moving ahead too quickly before developing HRE can be one of the top reasons. Addressing skills within the reinforcement context also allows us to work on boundary acceptance\, which can be a challenge for maintaining HRE for many learners. When staff feel like the reinforcement context is a “free for all” time with no rules or instruction\, this makes the process very challenging in shared spaces and difficult for staff to sustain for any period of time. \n\n\n\nIn this presentation\, we will talk about the importance of developing a strong HRE context and\, in doing so\, assessing and identifying skills that can be taught within that context. Some of these skills will allow for speedier progress with later steps of the SBT process; some of them will strengthen the learner’s leisure repertoires and allow for wider ranges of reinforcement activities (thus lowering the EO for severe problem behavior); and some of them will be skills that could have been saved for a CAB branch\, which you can teach right away instead. Embedding learning trials within the reinforcement context also paves the way for longer SBT sessions with more learning trials for the specific steps of the chain and allows the implementers to develop instructional control within shared joy. \n\n\n\nLearning Objectives: \n\n\n\n\nDescribe the importance and utility of setting learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify methods to assess for skills that can be taught or strengthened within the reinforcement condition of SBT.\n\n\n\nIdentify and operationally define learning goals within the reinforcement condition of SBT.\n\n\n\nIdentify specific activities and interventions that can be used within SBT\, customized to a specific learner to both match their HRE components while teaching new skills embedded in those components.\n\n\n\n\nPresenter Bios: \n\n\n\nEmily Kearney is a BCBA in the US who focuses on using the nuance of our science across populations to teach effectively and safely. She is guided by the Constructional Approach\, which aims to alleviate and prevent distress and discomfort by focusing on missing skill repertoires rather than behavior reduction. Using a component/composite analysis allows us to determine what is missing and why the behavior that might otherwise be labeled as disruptive\, challenging and so forth\, is perfectly logical from the perspective of the learner. The SBT process fits very nicely into this framework for some learners and Emily really enjoys mentoring other BCBAs to understand the components in a deep way so that they can best apply them in unique combinations for their learners\, and really tease out the best teaching methodology to reach socially-significant outcomes for their learners. \n\n\n\nTaylor Johnson has an MS in Behavior Analysis and Therapy and is a BCBA. She is also an Internationally certified Behavior Analyst (IBA) and a Board Certified Autism Professional. (BCAP). She has been implementing Skills-Based Treatment for over 5 years and has also been a Moderator in the PFA and SBT Facebook group since June 2021. She has implemented the process with both highly verbal learners as well as non-verbal learners and in both English and German. She has completed over 25 hours of online training with FTF consulting. She was clinical director of one of the first ABA clinics in Stuttgart\, German
URL:https://www.pfasbtcommunity.com/event/dont-save-it-all-for-the-cabs-how-to-assess-identify-and-teach-relevant-skills-within-hre-2/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250216T130000
DTEND;TZID=America/New_York:20250216T150000
DTSTAMP:20251107T233052Z
CREATED:20250209T213341Z
LAST-MODIFIED:20251107T233052Z
UID:8617-1739710800-1739718000@www.pfasbtcommunity.com
SUMMARY:Assent in Action (FREE hangout - live event only)
DESCRIPTION:Join the PFA & SBT Community admins\, moderators\, and members in our FREE\, live event\, where we will be moderating an open dialogue about assent within the PFA/SBT process. Primary questions for discussion: \n\n\n\n\nWhen you are honoring assent withdrawal\, do you still target task refusal as a challenging/reduction behavior?\n\n\n\nIs there a difference between task refusal and assent withdrawal? How would these be differentiated?\n\n\n\nHow do you work through instances where a client frequently says “no” or walks away when non-preferred tasks are presented? Is this task refusal\, assent withdrawal\, or both?\n\n\n\nOutside of immediate safety risks/concerns\, are there other situations where you would consider not honoring a child’s assent withdrawal?\n\n\n\nHow do you navigate honoring assent and assent withdrawal (and coaching your staff to do the same) when other participants (e.g. parents\, school staff) do not agree with this approach or will not allow the child’s assent withdrawal to be honored when it comes to specific tasks?\n\n\n\nDo you take data on assent withdrawal? If so\, what does that look like?\n\n\n\n\nThis event is a live event only\, with no CEUs\, and will not be recorded. \n\n\n\nModerators: – Nicky Schneider – Liisa Podosek – Taylor Johnson – Rebecca Brooks – Heather Hester – Emily Kearney – Brit Bauerle – Megh Moloney – Deanna Purslow – Kelly Bryson \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/assent-in-action-free-hangout-live-event-only/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20241115T140000
DTEND;TZID=America/Detroit:20241115T150000
DTSTAMP:20251107T233055Z
CREATED:20241101T233421Z
LAST-MODIFIED:20251107T233055Z
UID:8141-1731679200-1731682800@www.pfasbtcommunity.com
SUMMARY:Open Q & A - Live Only
DESCRIPTION:Join some of the PFA & SBT Community admins and moderators for an open Q & A session! \n\n\n\nThis is a FREE\, informal event that is only available live (it will not be recorded!). Come ask questions about the PFA/SBT process and learn from our group admins/moderators and other members of the community. Bring your questions! \n\n\n\nHosts: Liisa Podosek & Matthew Harrington \n\n\n\n\nRegister Here
URL:https://www.pfasbtcommunity.com/event/live-q-a/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20241019T120000
DTEND;TZID=America/Detroit:20241019T130000
DTSTAMP:20251107T233149Z
CREATED:20240917T214958Z
LAST-MODIFIED:20251107T233149Z
UID:7821-1729339200-1729342800@www.pfasbtcommunity.com
SUMMARY:When a Student Tells you 'No': Refusal & Emotional Regulation in the Classroom
DESCRIPTION:Purchase the Recording\n\n\n\n\nPresenter: Bethany CreechStudent refusal is a common challenge that teachers and staff face in both Special Education and General Education classrooms. While the majority of students willingly cooperate with most activities\, instructions\, and transitions\, nearly every classroom will have at least one student who struggles with this to some degree. If student refusal is frequent and often leads to escalation it can significantly disrupt the classroom dynamic. The most frequently recommended interventions such as Escape Extinction\, First/Then\, Behavior Charts\, Token Boards\, etc. often make the problem worse for our students with the most complex refusal profiles. In this CEU event\, Bethany will share a simple and effective way to de-escalate students who exhibit chronic refusal and increase the likelihood of their long-term success in the classroom. \n\n\n\nLearning Objectives: \n\n\n\n\nAttendees will be able to identify why a student who has learned to cooperate with others has more success in school than one who has learned to simply comply.\n\n\n\nAttendees will be able to describe the reinforcement contingencies in place for teachers that contribute to behavioral escalations in the presence of student-refusal and how to change them.\n\n\n\nAttendees will be able to describe how to become an SD for a response class of behaviors that lead to problem solving and emotional regulation.\n\n\n\nAttendees will be able to list and describe the three steps for responding to an uncooperative student.\n\n\n\nAttendees will be able to describe how to lead with curiosity and demonstrate reflective listening when students are escalated.
URL:https://www.pfasbtcommunity.com/event/when-a-student-tells-you-no-refusal-emotional-regulation-in-the-classroom/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20240919T150000
DTEND;TZID=America/Detroit:20240919T160000
DTSTAMP:20251107T233154Z
CREATED:20240815T202806Z
LAST-MODIFIED:20251107T233154Z
UID:7489-1726758000-1726761600@www.pfasbtcommunity.com
SUMMARY:Strategic and Ethical Approaches to Planning and Delivering Intensive Behavioral Interventions in Schools
DESCRIPTION:Purchase the Recording\n\n\n\n\nPresenter: John Staubitz \n\n\n\nEducators face persistent and emergent needs for addressing behavior in schools that threatens student and staff safety\, as well as interfering with engagement. Clinical models of intake\, assessment\, and intervention are informative for school-based behavioral providers\, but there are several unique features of the school context\, including logistical barriers\, educational goals and values\, and a political and regulatory landscape that must be taken into account. At a minimum\, providers will develop the ability to anticipate\, detect\, and accommodate these features\, and ideally they will be able to capitalize on the opportunities that can be identified. Moreover\, the actions taken should be both effective and ethical. In this presentation\, we will highlight key actions for practitioners to consider as they apply processes such as Universal Protocols\, Practical Functional Assessment and Skill-Based Treatment based on our practice and research in Tennessee’s diverse public schools. This presentation will provide a synthesis of evidence-based approaches from educational consulting\, clinical ABA\, and PFA/SBT\, including problem identification\, goal setting\, data-based decision-making\, capacity-building\, and individualizing clinical approaches in the interest of improving social validity and efficacy. \n\n\n\nLearning Objectives: \n\n\n\n\nThe participant will be able to develop a process for identifying the student and school profiles for which Universal Protocols\, Practical Functional Assessment\, and Skill-Based Treatment are most likely to lead to desired outcomes.\n\n\n\nThe participant will be able to align the goals of students\, families\, and educator teams with the tactics of UP and SBT to clarify expectations and promote informed and individualized decision-making.\n\n\n\nThe participant will be able to assess and address issues related to acceptability\, collaboration\, staff-training\, progress monitoring.\n\n\n\nThe participant will be able to articulate several practical measures they can take in order for Universal Protocols to be successfully applied in schools.
URL:https://www.pfasbtcommunity.com/event/strategic-and-ethical-approaches-to-planning-and-delivering-intensive-behavioral-interventions-in-schools/
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BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20240825T180000
DTEND;TZID=America/Detroit:20240825T190000
DTSTAMP:20251107T233157Z
CREATED:20240815T202136Z
LAST-MODIFIED:20251107T233157Z
UID:7487-1724608800-1724612400@www.pfasbtcommunity.com
SUMMARY:What To Do When You Aren't Doing SBT
DESCRIPTION:Purchase the Recording\n\n\n\n\nPresenters: Nicky Schneider\, Liisa Podosek\, & Kelly Kennedy Bryson \n\n\n\nMany questions have popped up recently about the use of Universal Protocols and what to do when learners have challenges outside of SBT time. This event is diving into it! The presenters will review ways of navigating intervention outside of SBT in ways aligned to the values of SBT. A review of intervention models across various service settings (school\, 1:1 therapy\, residential/adult services) will be addressed. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to describe the core features of a values/SBT-aligned behavioral support plan to implement with clients when not running SBT.\n\n\n\nParticipants will be able to describe the similarities/differences between various models of SBT-aligned behavioral support plans across school\, residential\, and 1:1 therapy settings.\n\n\n\nParticipants will understand how SBT-aligned behavioral support plans fit into a tiered intervention model.\n\n\n\nParticipants will understand how to select appropriate support strategies for their setting and client’s needs.
URL:https://www.pfasbtcommunity.com/event/what-to-do-when-you-arent-doing-sbt/
LOCATION:Virtual
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20240701T180000
DTEND;TZID=America/Detroit:20240701T193000
DTSTAMP:20251107T233204Z
CREATED:20240630T173037Z
LAST-MODIFIED:20251107T233204Z
UID:7327-1719856800-1719862200@www.pfasbtcommunity.com
SUMMARY:When Boundaries Get Messy!
DESCRIPTION:Purchase the Recording\n\n\n\n\nBoundary holding includes many judgment calls related to safety\, dignity\, and client rapport. This presentation will provide a brief review of boundary selection and ways to communicate boundaries to the client. The majority of the presentation will focus on considerations when dangerous behavior occurs in response to boundary setting\, with a focus on client and staff safety and dignity. The presenters will then provide case reviews with examples of how they have chosen to hold boundaries. \n\n\n\nLearning Objectives: \n\n\n\n\nParticipants will be able to describe why boundaries are important\n\n\n\nParticipants will be able to describe how to hold a boundary with a learner\n\n\n\nParticipants will be able to identify safety considerations when holding boundaries in group settings
URL:https://www.pfasbtcommunity.com/event/when-boundaries-get-messy/
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BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20240417T183000
DTEND;TZID=America/Detroit:20240417T200000
DTSTAMP:20251107T233238Z
CREATED:20240323T190141Z
LAST-MODIFIED:20251107T233238Z
UID:6434-1713378600-1713384000@www.pfasbtcommunity.com
SUMMARY:Mealtime Matters: Building Positive Experiences for Clients and Families Webinar
DESCRIPTION:Purchase the Recording\n\n\n\n\nJoin Yev Veverka to learn about how mealtime matters on April 17th\, 2024 from 6:30PM to 8PM Eastern! \n\n\n\nThis webinar will be offered for FREE when you attend live without CEUs\, for $10 live with CEUs or $15 for live\, recording access & CEUs! \n\n\n\nNavigating mealtime is a common challenge for many families\, especially those of children with disabilities. ABA providers\, often witnessing these challenges firsthand during service delivery\, might not always see mealtime concerns as within their scope. This presentation aims to change that perspective by illustrating the crucial role ABA providers can play in enhancing mealtime experiences. We’ll explore why mealtime should be a focal point for providers\, delve into some common challenges encountered\, and present strategies for effective support. \n\n\n\nParticipants will… \n\n\n\n1. Understand the role of an ABA provider in supporting mealtimes for clients and their families2. Determine how to gather information about mealtimes to inform and set behavior change goals3. Understand how to choose support strategies to meet mealtime-related goals4. Determine how to take ongoing data to assess progress toward goals5. Explain steps to collaborate effectively with caregivers and related providers on mealtime goals
URL:https://www.pfasbtcommunity.com/event/mealtime-matters-building-positive-experiences-for-clients-and-families-webinar/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20240312T180000
DTEND;TZID=America/Detroit:20240312T190000
DTSTAMP:20251107T233240Z
CREATED:20240303T182959Z
LAST-MODIFIED:20251107T233240Z
UID:6173-1710266400-1710270000@www.pfasbtcommunity.com
SUMMARY:Let's Flex!
DESCRIPTION:Purchase the Recording\n\n\n\n\nJoin AnnaMarie Stoudenmire & Emily Kearney to learn about improving our learners’ quality of life by establishing the behavior cusp repertoire of flexibility using the Skill-Based Treatment process!  \n\n\n\nParticipants will learn how to… \n\n\n\n\nDescribe how acquiring behavior cusps results in a learner maximizing their opportunities for learning\n\n\n\nIdentify and describe how generalized flexibility meets the criteria for “behavior cusp”\n\n\n\nDesign a CAB branch within SBT for expanding flexibility\n\n\n\nTailor CAB1/CAB2 definitions to match the context\n\n\n\nIdentify shaping steps towards the terminal goal\n\n\n\nSelect natural EOs and reinforcement context to avoid being weird\n\n\n\nDesign practice sessions that involve a high enough rate of learning trials while also not asking the learner to be flexible over and over in an unnatural manner\n\n\n\nIdentify methods of ensuring ethical practice when implementing this intervention with learners who find change aversive
URL:https://www.pfasbtcommunity.com/event/lets-flex/
LOCATION:Google Meet Link Sent After Sign Up
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20240210T120000
DTEND;TZID=America/New_York:20240210T140000
DTSTAMP:20251107T233245Z
CREATED:20240204T150635Z
LAST-MODIFIED:20251107T233245Z
UID:5389-1707566400-1707573600@www.pfasbtcommunity.com
SUMMARY:Responding Compassionately to Unexpected Behavior in Schools and Clinical Settings: A Panel Discussion
DESCRIPTION:Purchase the Recording\n\n\n\n\n“Responding Compassionately to Unexpected Behavior in Schools and Clinical Settings: A Panel Discussion” offers 2 Ethics CEUs. Your instructors for this course are: Dr. Megan DeLeon (Miller)\, Bethany Creech\, Hillary Laney and Nicola Schneider. \n\n\n\nApplied Behavior Analysis has long relied on compliance-based practices to decrease behavioral challenges. Direct feedback from neurodivergent individuals about their experiences is more readily available to mainstream society through social media. This attention on past practices as well as recent research on assent-based procedures within the field of Applied Behavior Analysis is reshaping how we respond to distress behaviors in various environments. Staff in school-based and clinical settings continue to face an uphill battle when attempting to embed the values of trauma-assumed and compassionate care. Using skill-building\, rather than escape extinction procedures early in the behavioral escalation cycle\, we can not only prevent distress behaviors\, but also increase coping and problem solving replacement behaviors. By understanding how and when to honor assent withdrawal we will be better equipped to respond to individuals who are in distress. In reframing our responses to distress behavior\, we can leave behind outdated practices without compromising the effectiveness of interventions.
URL:https://www.pfasbtcommunity.com/event/responding-compassionately-to-unexpected-behavior-in-schools-and-clinical-settings-a-panel-discussion/
LOCATION:Google Meet
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231120T190000
DTEND;TZID=America/New_York:20231120T200000
DTSTAMP:20251107T233248Z
CREATED:20231018T175140Z
LAST-MODIFIED:20251107T233248Z
UID:4288-1700506800-1700510400@www.pfasbtcommunity.com
SUMMARY:All Things Assent Q & A
DESCRIPTION:Purchase the recording\n\n\n\n\nLearn about All Things Assent in this special Q & A with Cas Breaux! This event is worth 1 Ethics Learning CEU. \n\n\n\nParticipants will learn to… \n\n\n\n\nIdentify 5 examples of assent.\n\n\n\nIdentify 5 examples of assent withdrawal.\n\n\n\nDescribe 3 options for next steps when assent withdrawal occurs.
URL:https://www.pfasbtcommunity.com/event/all-things-assent-q-a/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Detroit:20231114T170000
DTEND;TZID=America/Detroit:20231114T190000
DTSTAMP:20251107T233320Z
CREATED:20231018T170540Z
LAST-MODIFIED:20251107T233320Z
UID:4248-1699981200-1699988400@www.pfasbtcommunity.com
SUMMARY:Is That The Hill You Are Going To Die On? Understanding the Role of Clinical Flexibility
DESCRIPTION:“Is That The Hill You Are Going To Die On? Understanding the Role of Clinical Flexibility“ offers 2 General Learning CEUs and is taught by Nicky Schneider and Jen Farris. This webinar will be LIVE ONLY. NO RECORDING WILL BE OFFERED. \n\n\n\nIn the generation of behavioral analysis when resources are readily available and you can find an online forum or guidebook for anything that you want to do\, how do you know when to follow along and when to adjust your clinical practices? Structure and resources are important\, but overreliance on any one thing\, particularly rigid practices\, can be detrimental to the treatment that we provide to our learners. In today’s ABA\, honoring neurodiversity\, honoring our learners and following their lead is important. In this presentation\, we’ll discuss how to blend things like assessment-based practice\, trauma-informed\, or trauma-assumed care\, client-centered care\, and other models into your clinical repertoire. \n\n\n\nJoin us on November 14\, 2023 from 5PM to 7PM Eastern to learn more about clinical flexibility! This webinar will be offered LIVE ONLY and there will NOT be a recording afterwards.
URL:https://www.pfasbtcommunity.com/event/is-that-the-hill-you-are-going-to-die-on-understanding-the-role-of-clinical-flexibility/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231024T190000
DTEND;TZID=America/New_York:20231024T200000
DTSTAMP:20251107T233327Z
CREATED:20231018T170013Z
LAST-MODIFIED:20251107T233327Z
UID:4242-1698174000-1698177600@www.pfasbtcommunity.com
SUMMARY:Assent: It Was Here All Along
DESCRIPTION:Purchase the Recording\n\n\n\n\n“Assent: It Was Here All Along” offers 1 Learning Ethics CEU. Your instructors for this webinar are Emily Kearney and AnnaMarie Stoudenmire. This presentation will focus on the published literature around assent-based treatment\, highlighting some of Skinner’s work and articles with actionable steps to provide compassionate and effective treatment. \n\n\n\nParticipants will learn to… \n\n\n\n\nDefine assent as it relates to individuals with disabilities\n\n\n\nIdentify seminal works on assent\n\n\n\nIdentify evidence-based ways to provide opportunities for giving assent and assent withdrawal
URL:https://www.pfasbtcommunity.com/event/assent-it-was-here-all-along/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20231008T120000
DTEND;TZID=America/New_York:20231008T130000
DTSTAMP:20251107T233330Z
CREATED:20230919T153632Z
LAST-MODIFIED:20251107T233330Z
UID:3840-1696766400-1696770000@www.pfasbtcommunity.com
SUMMARY:SBT from the FCR to CAB 6: A Single Case Study
DESCRIPTION:Purchase the Recording\n\n\n\n\n“SBT from the FCR to CAB 6: A Single Case Study” offers 1 General Learning CEU and is presented by Taylor Johnson\, MS\, BCBA\, IBA. This training will increase participants’ understanding of clinical decision-making during the PFA and SBT through a single case presentation of a nonverbal learner. While all are welcome\, it is recommended that attendees first complete the 10 or 12 hour overview of SBT presented by Dr. Greg Hanley. \n\n\n\nLearning Objectives \n\n\n\n\nParticipants will understand the importance of developing a leisure skill branch in order to encourage social interactions during HRE.\n\n\n\nParticipants will be able to identify advantages and disadvantages of different FCR topographies.\n\n\n\nParticipants will be able to identify when boundaries are necessary and will be able to use the Boundaries Rating Scale (Tropical Behavioral Solutions) to help take data.
URL:https://www.pfasbtcommunity.com/event/sbt-from-the-fcr-to-cab-6-a-single-case-study/
END:VEVENT
END:VCALENDAR