ABA Beyond the Data

About ABA Beyond the Data

ABA: Beyond the Data is an ACE-approved podcast where you can earn CEUs while exploring the practice of Applied Behavior Analysis from two unique perspectives. Hosted by Jay Burton, a seasoned BCBA and parent of two wonderful boys on the autism spectrum, this show blends professional expertise with personal experience. Each episode dives into real-world challenges, fresh ideas, and practical strategies designed to improve your clinical work while keeping humanity and compassion at the core of ABA.

Publisher

J. L. Burton, MA, BCBA, LBA

Category

science

Language

en

Explicit

No

First episode

14 Sept 2025

Latest episode

25 Aug 2026

Latest episodes

17 episodes in the feed.

1. 

   25 Aug 2026

   Episode 17 - Enhanced Choice Model

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description What does it mean to offer a learner a real choice—not simply the color of the marker, but whether to practice, step away, return, or leave? In Episode 17, we explore the Enhanced Choice Model, or ECM, and the challenge it presents to traditional BCBA thinking. He traces the model from PFA-informed Skill-Based Treatment, explains the continuously available practice, hangout, and leave options, and clarifies why hands-off treatment is not the same as contingency-free treatment. The episode reviews the foundational ECM study, later school and home applications, and the host's own clinical adaptation with a kindergarten-aged learner. It also takes an honest look at the limits of the evidence, unequal reinforcement across contexts, feasibility barriers, and the difference between offering a choice and giving that choice real influence.

2. 

   28 Jul 2026

   Episode 16 - Beyond the Bite Part 2

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description In Beyond the Bite, Part 2, Jay takes a practical deep dive into Dr. Holly Gover and colleagues’ work on choice, assent, and trauma-informed feeding intervention. Building on Part 1, this episode moves beyond the broad feeding landscape and breaks down what a more humane, structured ABA feeding model can actually look like in practice. Jay walks through caregiver collaboration, selecting foods that matter to real family life, preference assessment, baseline engagement, IISCA/PFA logic, and the environmental arrangement that allowed children to opt out and return voluntarily. The episode also explains the use of a visual choice board, successive approximations toward consumption, differential reinforcement, responsive changes based on learner data, and careful transfer to caregivers. Jay then connects the model to Gover’s 2024 trauma-informed work, including shared governance, social validity, and the importance of measuring more than bites consumed. This is not ABA abandoning science. It is ABA using the science with greater humility, dignity, and care. ACE-approved CEUs are available at ABA-CEUs.com.

3. 

   16 Jun 2026

   Episode 15 - Beyond the Bite - Part 1

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description In Part 1 of Beyond the Bite, Jay Burton, BCBA and dad of 2 boys on the spectrum, breaks down the role of ABA in feeding therapy with a focus on humility, collaboration, and scope of competence. This episode explores the difference between food selectivity and more serious feeding concerns, why older ABA feeding literature leaned heavily on escape extinction, and how the field is moving toward less intrusive, reinforcement-based strategies like shaping, fading, modeling, and differential reinforcement. Jay also discusses when BCBAs should pause and collaborate with pediatricians, SLPs, OTs, dietitians, GI specialists, and feeding teams. This episode sets the foundation for Part 2, where we will take a deeper look at Dr. Holly Gover’s work on assent-based and trauma-informed feeding intervention.

4. 

   20 May 2026

   Episode 14 - Transition Skills

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description In this episode of ABA Beyond the Data, Jay explores why transition skills are foundational for autistic learners and their families. From leaving preferred activities to walking safely through parking lots, transitions impact community access, family routines, and independence. Jay breaks down why transitions are hard, how to assess what part of the transition is breaking down, and practical ABA strategies BCBAs can use immediately. Listeners will learn how predictability, communication, reinforcement, shaping, and safety-focused teaching can help children move through the world with more confidence and help families live with less isolation, fear, and stress.

5. 

   26 Feb 2026

   Episode 13 - Toilet Training

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description: Episode 13 dives into toilet training through the lens of Applied Behavior Analysis—because my youngest is in the thick of it right now. We start with a quick, practical rebuttal to insurers who argue toileting “isn’t an autism target,” and explain why communication, social routines, and rigidity make it absolutely relevant. Then we unpack classic intensive models (Azrin & Foxx) and LeBlanc’s updates, including when ethical “positive practice” is truly warranted. Next, we cover less-intensive, family-friendly schedules and reinforcement. Finally, we spotlight urine alarms like Wet Stop. LeBlanc, L. A., Carr, J. E., Crossett, S. E., Bennett, C. M., & Detweiler, D. D. (2005). Intensive outpatient behavioral treatment of primary urinary incontinence of children with autism. Focus on Autism and Other Developmental Disabilities, 20(2), 98–105. (Request Article if would like it). Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4(2), 89–99. https://pmc.ncbi.nlm.nih.gov/articles/PMC1310676/ (https://pmc.ncbi.nlm.nih.gov/articles/PMC1310676/) Tarbox, R. S. F., Williams, W. L., & Friman, P. C. (2004). Extended diaper wearing: Effects on continence in and out of the diaper. Journal of Applied Behavior Analysis, 37(1), 97–100. https://www.behaviorpedia.com/wp-content/uploads/2013/01/Rachel-S.-F.-Tarbox-W.-Larry-Williams-Patrick-C.-Friman-2004.-Extended-diaper-wearing-Effects-on-continence-in-and-out-of-the-diaper.-Journal-of-Applied-Behavior-Analysis-37-97-100..pdf?utm_source=chatgpt.com (https://www.behaviorpedia.com/wp-content/uploads/2013/01/Rachel-S.-F.-Tarbox-W.-Larry-Williams-Patrick-C.-Friman-2004.-Extended-diaper-wearing-Effects-on-continence-in-and-out-of-the-diaper.-Journal-of-Applied-Behavior-Analysis-37-97-100..pdf?utm_source=chatgpt.com) Greer, B. D., NeideA component analysis of toilet-training procedures recommended for young children. Journal of Applied Behavior Analysis, 49(1), 69–84. https://www.paneecioccolata.com/allegati/2016-10-22Angsa/Greer-etal-TOILET-TRAINING-JABA-2016.pdf?utm_source=chatgpt.com (https://www.paneecioccolata.com/allegati/2016-10-22Angsa/Greer-etal-TOILET-TRAINING-JABA-2016.pdf?utm_source=chatgpt.com) Patrick C. Friman and Dennis Vollmer, 1995, SUCCESSFUL USE OF THE NOCTURNAL URINE ALARM FOR DIURNAL ENURESIS, Journal of Applied Behavior Analysis, 1995, 28, 89-90 https://pmc.ncbi.nlm.nih.gov/articles/PMC1279792/pdf/jaba00003-0091.pdf (https://pmc.ncbi.nlm.nih.gov/articles/PMC1279792/pdf/jaba00003-0091.pdf) Wireless Urine Alarm: https://a.co/d/0c4pi8H6

6. 

   10 Feb 2026

   Episode 12 - Review of Common FAs

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, At checkout, Answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description: In this episode of ABA Beyond the Data, we break down some of the most common functional analysis (FA) formats used in Applied Behavior Analysis—without getting lost in jargon. You’ll get a clear, practical overview of the history of FAs and why they’re considered the gold standard for identifying behavioral function. Then we walk through how standard analog (Iwata-style) FAs, brief FAs, precursor FAs, and interview-informed synthesized approaches (IISCA/PFA) work, what research supports them, and how to choose the most defensible option for your setting. Perfect for BCBAs who want to stay function-based and clinically practical. Sources *On the Reliability and Treatment Utility of the Practical Functional Assessment Process - Rajaraman - 2022 https://pmc.ncbi.nlm.nih.gov/articles/PMC9582185/ *Toward A Functional Analysis of Self Injury - Iwata - 1994 https://pmc.ncbi.nlm.nih.gov/articles/PMC1297798/pdf/jaba00008-0005.pdf *PRODUCING MEANINGFUL IMPROVEMENTS IN PROBLEMBEHAVIOR OF CHILDREN WITH AUTISM VIA SYNTHESIZED ANALYSES AND TREATMENTS - Hanley - 2025 https://practicalfunctionalassessment.com/wp-content/uploads/2015/06/here.pdf *A BRIEF FUNCTIONAL ANALYSIS OF AGGRESSIVE ANDALTERNATIVE BEHAVIOR IN AN OUTCLINIC SETTING - Northup - 1991 https://pmc.ncbi.nlm.nih.gov/articles/PMC1279601/pdf/jaba00021-0113.pdf *Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors - Smith - 2002 https://pmc.ncbi.nlm.nih.gov/articles/PMC1284370/ *Functional analysis of problem behavior: a review. - Hanley - 2003 https://pmc.ncbi.nlm.nih.gov/articles/PMC1284431/

7. 

   27 Jan 2026

   Episode 11 - Hours

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, Answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Most BCBAs have written “40 hours” in a treatment plan—yet many can’t clearly explain where that number came from or how to prescribe hours in a defensible way. In this episode of ABA Beyond the Data, we trace the origins of intensive ABA back to the Lovaas era, then walk through key replications and meta-analyses showing why treatment intensity often matters for outcomes. We then unpack what CASP and the evidence base actually define as “hours,” what counts (and what doesn’t), and how to match intensity to scope, risk, and learning opportunity needs. Finally, you’ll get a practical framework for calculating hours that protects families, clinicians, and access to care. Let: T = total targets A = average trials to criterion per target (for this client) W = weeks in the authorization period (typically 26) P = estimated trials you can run per hour (based on client/staff performance) Hours/week = (T × A) / (W × P) Sources:

8. 

   12 Jan 2026

   Episode 10 - Relational Frame Theory

   How to Purchase CEUs Go to ⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, Answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Relational Frame Theory can sound like grad-school jargon, but this episode breaks it down in a practical, BCBA-friendly way. We’ll define RFT in plain English, explain the core ideas that make language “generative,” and show how relational learning helps explain common clinical patterns—brittle generalization, rigid rule-following, “scripted” social skills that fall apart with peers, and why certain words can become powerful triggers. You’ll hear how to use an RFT lens without turning your practice into a theory seminar: how to shift goal selection from isolated targets to relationships, program for flexibility as an outcome, vary language the way real life varies it, and coach families in a way that reduces power struggles and builds trust. We’ll also cover ethical guardrails so you stay firmly in scope while still being modern, compassionate, and evidence-informed. Sources: Blackledge, J. T. (2003). An Introduction to Relational Frame Theory: Basics and Applications https://actmindfully.com.au/upimages/rft_blackledge.pdf Gross, A. C., & Fox, E. J. (2009). Relational Frame Theory: An Overview of the Controversy https://pmc.ncbi.nlm.nih.gov/articles/PMC2779078/?utm_source=chatgpt.com Gibbs, A. R. (2023). A Systematic Review of Derived Relational Responding Beyond Coordination in Individuals with Autism and Intellectual and Developmental Disabilities https://pmc.ncbi.nlm.nih.gov/articles/PMC10020770/ Kelly, A. D., et al. (2021). Acceptance and Commitment Training in Applied Behavior-Analytic Services https://pmc.ncbi.nlm.nih.gov/articles/PMC8320414/?utm_source=chatgpt.com

9. 

   23 Dec 2025

   Episode 9 - Joint Attention

   How to Purchase CEUs Go to ⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, Answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: This episode explores how to understand and teach joint attention—the foundation of social connection and early communication. It begins by breaking down what joint attention actually is: the back-and-forth coordination of attention between a person, another person, and something in the environment. From there, it looks at why this skill is so critical for language, play, and relationship development, and how it often presents differently in autism. The discussion then shifts into a practical, compassionate guide for assessment and teaching, focusing on both responding to and initiating joint attention in natural, meaningful ways. Using developmentally informed and behavior-analytic strategies, the episode highlights how to build authentic moments of shared engagement without turning it into an eye-contact drill—helping BCBAs and parents create more genuine, joyful social experiences. Sources: Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4). Link (https://pubmed.ncbi.nlm.nih.gov/9835078/?utm_source=chatgpt.com) PubMed+1 (https://pubmed.ncbi.nlm.nih.gov/9835078/?utm_source=chatgpt.com) Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16(5), 269–274. Link (https://journals.sagepub.com/doi/10.1111/j.1467-8721.2007.00518.x?utm_source=chatgpt.com) PMC+1 (https://pmc.ncbi.nlm.nih.gov/articles/PMC2663908/?utm_source=chatgpt.com) Mundy, P., & Sigman, M. (2006). Joint attention, social competence and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 293–332). Hoboken, NJ: Wiley. Chapter info (https://onlinelibrary.wiley.com/doi/10.1002/9780470939383.ch9?utm_source=chatgpt.com) Wiley Online Library+1 (https://onlinelibrary.wiley.com/doi/10.1002/9780470939383.ch9?utm_source=chatgpt.com) Lasch, C. (2022). Responding to joint attention as a developmental catalyst. Development and Psychopathology, 34(4), 1561–1573. Link (https://pmc.ncbi.nlm.nih.gov/articles/PMC9899317/?utm_source=chatgpt.com) PMC (https://pmc.ncbi.nlm.nih.gov/articles/PMC9899317/?utm_source=chatgpt.com) Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26. Link (https://journals.sagepub.com/doi/10.1177/10883576040190010301?utm_source=chatgpt.com) SAGE Journals+1 (https://journals.sagepub.com/doi/10.1177/10883576040190010301?utm_source=chatgpt.com) Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. PubMed (https://pubmed.ncbi.nlm.nih.gov/16712638/?utm_source=chatgpt.com) PubMed+1 (https://pubmed.ncbi.nlm.nih.gov/16712638/?utm_source=chatgpt.com) Dube, W. V., MacDonald, R. P. F., Mansfield, R., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197–207. Link (https://pmc.ncbi.nlm.nih.gov/articles/PMC2755395/?utm_source=chatgpt.com) PMC+1 (https://pmc.ncbi.nlm.nih.gov/articles/PMC2755395/?utm_source=chatgpt.com) Klein, J. L., MacDonald, R. P. F., Vaillancourt, G., Ahearn, W. H., & Dube, W. V. (2009). Teaching discrimination of adult gaze direction to children with autism. Research in Autism Spectrum Disorders, 3(1), 42–49. Free full text (https://pmc.ncbi.nlm.nih.gov/articles/PMC2751861/?utm_source=chatgpt.com) or publisher page (https://pubmed.ncbi.nlm.nih.gov/20046922/?utm_source=chatgpt.com) PMC+1 (https://pmc.ncbi.nlm.nih.gov/articles/PMC2751861/?utm_source=chatgpt.com) Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391. Free full text (https://pmc.ncbi.nlm.nih.gov/articles/PMC2521872/?utm_source=chatgpt.com) or Wiley version (https://onlinelibrary.wiley.com/doi/10.1901/jaba.2008.41-377?utm_source=chatgpt.com) PubMed+1 (https://pubmed.ncbi.nlm.nih.gov/18816976/?utm_source=chatgpt.com)

10. 

    9 Dec 2025

    Episode 8 - Parent Training

    How to Purchase CEUs Go to ⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, enter the three key words listed during the episode. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Parent training is supposed to be the heart of good ABA, but in real life it can feel like the hardest part of the job. In this episode of ABA Beyond the Data, we dig into what the research actually says about ABA-based parent training, why outcomes are so mixed, and how parent stress and life context quietly shape adherence. We talk about using tools like the PSI-4 to actually measure caregiver stress, and we pull in work on compassionate care, engagement barriers, and practical enablers of behavioral parent training. You’ll walk away with a simple four-step “simple cycle” you can use to structure every parent meeting so it’s more honest, more sustainable, and more effective for families and for you as the BCBA. Sources Bradshaw, J., Wolfe, K., Hock, R., & Scopano, L. (2022). Advances in supporting parents in interventions for autism spectrum disorder. Pediatric Clinics of North America, 69(4), 645–656. https://doi.org/10.1016/j.pcl.2022.04.002 ResearchGate (https://www.researchgate.net/publication/362499491_Advances_in_Supporting_Parents_in_Interventions_for_Autism_Spectrum_Disorder?utm_source=chatgpt.com) Pacia, C., Gunning, C., McTiernan, A., & Holloway, J. (2023). Developing the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool for Behavior Analysts. Journal of Autism and Developmental Disorders, 53(9), 3319–3342. https://doi.org/10.1007/s10803-022-05637-5 (https://doi.org/10.1007/s10803-022-05637-5) University of Galway Research (https://research.universityofgalway.ie/en/publications/developing-the-parent-coaching-assessment-individualization-and-r-6?utm_source=chatgpt.com) Raulston, T. J., Hieneman, M., Caraway, N., Pennefather, J., & Bhana, N. (2019). Enablers of behavioral parent training for families of children with autism spectrum disorder. Journal of Child and Family Studies, 28(3), 693–703. https://doi.org/10.1007/s10826-018-1295-x (https://doi.org/10.1007/s10826-018-1295-x) PMC (https://pmc.ncbi.nlm.nih.gov/articles/PMC11017782/?utm_source=chatgpt.com) Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice

11. 

    25 Nov 2025

    Episode 7 - NDBIs

    How to Purchase CEUs Go to ⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Ever feel like “good ABA” and “natural, joyful learning” are in two different worlds? This episode bridges that gap by unpacking Naturalistic Developmental Behavioral Interventions (NDBIs) in plain language—what they are, why they matter, and how they fit with the science you already use. You’ll hear how play, shared control, and real-life routines can still be deeply behavioral and data-driven, and you’ll get concrete ideas for shifting sessions away from rigid table time without losing structure. If you’ve been wondering how to make your ABA more developmental, more relational, and more sustainable for kids and families, this episode is your roadmap. Sources: Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of the Early Start Denver Model: A comprehensive early intervention for toddlers with autism. Pediatrics, 125(1), e17–e23. Vivanti, G., & Stahmer, A. (2020). Can the Early Start Denver Model be considered ABA practice? Behavior Analysis in Practice, 13, 267–276. Frost, K. M., Brian, J., Gengoux, G. W., Hardan, A. Y., Ingersoll, B., Kasari, C., et al. (2020). Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism: The NDBI-Fi. Autism, 24(8), 2285–2297. Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943–2952. Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554–563.

12. 

    11 Nov 2025

    Episode 6 - Trauma Informed Care

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Episode Summary In this episode we get practical about something that’s often treated like a slogan. Trauma Informed Care. We start by defining trauma in plain language—acute, chronic, and complex—and focus on impact: how histories of unpredictability and lost agency change what feels safe, how fast escape becomes the best option, and what that means for the contingencies we arrange. From there we connect the dots to modern, assent-based ABA: predictable openings, real choices, a clean “pause” pathway, simple communication that works immediately, humane delays, and micro-successes during waits. If you’ve heard our “My Way” episode, you’ll recognize the backbone—communication → tolerance → cooperation—applied deliberately through a trauma-informed lens. We also confront the training gap. Most behavior analysts endorse trauma-informed practice but report little formal preparation. So we close it with a supervisor toolkit: four 15-minute micro-modules (safety and predictability; assent and choice; reinforcement-first teaching; compassionate care skills), concrete behavior goals (four authentic choices per 10 minutes; honor opt-out in ≤3s; 4:1 acknowledgments; a “first five minutes” script), tight role-plays with checklists, IOA on assent recognition, and small weekly huddles that post real data the team can see. If a safety procedure is ever unavoidable, we frame it as a temporary, data-based exception with pre-brief criteria, informed consent, debrief, and an immediate plan to fade via skill building. By the end, you’ll have a clear way to show that trauma-informed ABA is not extra; it’s the Ethics Code in action. You’ll know how to document not just behaviors reduced but harms avoided—fewer holds, fewer room clears, more observable assent, faster re-engagement, and caregiver reports of “felt safe” and “would do again.” And you’ll have language you can use tomorrow that keeps sessions humane, effective, and deeply behavior-analytic. Who it’s for: BCBAs, BCaBAs, and RBTs who want compassionate, research-aligned practices that improve engagement and outcomes in autism intervention—and clinic leaders who need an actionable plan to coach and measure this work. Sources (selected): Hanley, G. P., Rajaraman, A., Gover, H. C., & Staubitz, J. L. (2022). Toward trauma-informed applications of behavior analysis. Behavior Analysis in Practice. Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior-analytic treatment. Behavior Analysis in Practice. Wheeler, K. (2024). Behavior analysts’ training and practice regarding trauma-related concepts. Behavior Analysis in Practice. Gover, H. C., Rajaraman, A., & Weiss, M. J. (2024). Incorporating trauma-informed care strategies into assessment and intervention for food selectivity. Hanley, G. P., et al. (2014). Skill-Based Treatment (“My Way”) and synthesized contingencies. Journal of Applied Behavior Analysis. Rohrer, H. M., Jessel, J., & Hanley, G. (2021). Assent-based practice. Behavior Analysis in Practice. CASP (2024). Practice Guidelines 3.0. Visit: https://aba-ceus.com

13. 

    28 Oct 2025

    Episode 5 - My Way Intervention

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Sources Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism through synthesized reinforcement and skill-based treatment. JABA, 47(1), 16–36. Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses. JABA, 49(2), 359–376. Ghaemmaghami, M., Hanley, G. P., & Jessel, J. (2021). A review and practical summary of skill-based treatment research. JABA, 54(3), 1045–1072. Rohrer, M. W., Jessel, J., & Hanley, G. P. (2021). Assent-based practice. Behavior Analysis in Practice, 14(3), 566–582. Council of Autism Service Providers (2024). ABA Practice Guidelines (Section 4).

14. 

    14 Oct 2025

    Episode 4 - Beyond the Drama

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Episode Summary: If you’ve worked in ABA long enough, you’ve probably seen it — the drama, the gossip, the burnout, and the revolving door of staff turnover. Some clinics run like a well-oiled machine, while others feel more like a reality TV show with data sheets. In this episode of ABA Beyond the Data, we’re going to unpack why toxic and drama-filled workplaces are so common in our field and, more importantly, what we can actually do to change them. I’m your host, Jay Burton, BCBA and parent of two boys on the autism spectrum, and today we’re going beyond the drama to look at the research, the realities, and the real-world solutions for creating healthier, more sustainable ABA environments. We’ll start by exploring what creates toxic culture in the first place — things like unclear leadership, unrealistic caseloads, and negative social norms that spread faster than a cold in the clinic playroom. From there, we’ll look specifically at how stress and burnout feed that culture. You’ll hear about RBTs running from client to client without support, BCBAs buried under paperwork and parent meetings, and how poor work design sets everyone up to fail. Then, we’ll talk about gossip, bullying, and incivility — the unspoken realities of many ABA workplaces. We’ll get honest about the “RBT group chat,” leadership avoidance, and the way small cliques and side conversations can quietly destroy team trust. Most importantly, we’ll discuss how to stop it — by defining values, setting boundaries, and reinforcing professionalism the same way we reinforce any other behavior: through consistency. Next, we’ll shift focus to leadership and accountability. Research from Sloan Management Review and Berkeley Executive Education shows that culture starts at the top. Leaders who model respect, transparency, and work-life balance create clinics that thrive. Those who model burnout, gossip, or avoidance? Their teams follow suit. We’ll break down what healthy leadership looks like in ABA — from setting realistic caseloads to building psychological safety where staff feel safe asking for help. And because we’re not stopping at the problems, we’ll wrap up with solutions. You’ll learn how to redesign work, establish clear communication systems, and build team structures that reduce isolation and drama. We’ll also talk about the importance of staff wellness — breaks that actually happen, debriefs after tough sessions, and peer support systems that prevent burnout before it starts. At the heart of it all, this episode isn’t just about fixing clinic culture — it’s about remembering why we’re here in the first place. As a parent, I want my kids’ therapists to love coming to work. Because when staff thrive, kids thrive. If you’ve ever felt drained, frustrated, or caught in workplace drama, this episode is for you. Let’s look at how to move past the chaos and build something better — for ourselves, for our staff, and for the families we serve. 🎧 Listen to Episode 4: Beyond the Drama on Apple Podcasts, Spotify, Amazon Music, or YouTube. 🎓 Earn your CEUs for this episode at aba-ceus.com (https://aba-ceus.com) — just listen for the three key words throughout the episode. I’m Jay Burton, and this is ABA Beyond the Data.

15. 

    1 Oct 2025

    Episode 3 - TEACCH in ABA

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Episode Summary In this episode, we dive deep into the TEACCH model—what it is, how it’s implemented, and why it matters for ABA practice today. TEACCH—short for Treatment and Education of Autistic and related Communication-handicapped Children—originated at UNC in the 1970s. It emphasizes structure, predictability, and independence through four core elements: physical organization, individualized schedules, structured work systems, and visual clarity. But what does this actually look like in practice, and how does it fit alongside ABA? In this episode, I’ll cover: What TEACCH is: its history, philosophy, and why it has stood the test of time. How TEACCH is implemented: from pod structures and schedules to task boxes and routines. What the research says: evidence showing improvements in social functioning, adaptive skills, and independence. TEACCH + ABA: how structured teaching complements behavior analysis, with overlaps in antecedent strategies, task analysis, and environmental arrangement. Clinic-wide application: what it looks like to run a clinic using TEACCH-inspired systems, including real-life examples from my own practice. As both a BCBA and a parent of two boys on the spectrum, I’ll share professional insights and personal reflections—like how structured environments have been a game-changer not only in clinics but in my own home. You’ll also hear about challenges, like staff training and balancing flexibility with structure, and practical tips for starting small and scaling up. Most importantly, we’ll tackle a common misconception: that structure equals less fun. In reality, a good schedule creates more fun by opening doors to new activities, smoother transitions, and greater confidence for our learners. At my clinic, that means playrooms, art projects, trampolines, and rock walls—all embedded into a schedule that keeps the day moving and enjoyable.

16. 

    20 Sept 2025

    Episode 2 - ABA In Decline

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠ (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Episode Summary: The episode explores the rapid growth of the field, with BACB reporting a 58% increase in BCBA demand in one year. More providers doesn’t always mean better care—new clinics expand quickly, often promoting first-year BCBAs into leadership roles without proper support. Research is clear: supervision and caseloads predict outcomes (Dixon et al., 2016; Kranak et al., 2023). Yet overloaded analysts can’t provide quality oversight. If you’re forgetting clients’ names, you don’t have a caseload—you have a zip code. Treatment fidelity is another challenge. Without checks, three therapists may run the same program three different ways. That’s not ABA—that’s interpretive dance. Consistency is essential, but fidelity reporting remains inconsistent (Falakfarsa et al., 2021; Morris et al., 2024). At the system level, contingencies often reward profit over practice (Silbaugh et al., 2021). Billing pressures, staffing shortages, and productivity goals undermine care. Add burnout (Slowiak et al., 2021, 2023), and turnover becomes the norm—hurting kids and families most. Jay closes with key takeaways and practical fixes: advocate for reasonable caseloads, invest in supervision training, standardize fidelity checks, and prioritize staff retention and wellness. Because, as Dr. Seuss wrote: “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not. References Supervision & Caseloads Dixon, M. R., Bergstrom, R., Smith, M. N., & Tarbox, J. (2016). Supervision intensity and credential type influence skill acquisition for children with autism. Behavior Analysis in Practice, 9(4), 338–348. https://doi.org/10.1007/s40617-016-0130-x Kranak, M. P., Falligant, J. M., Zlomke, K. R., Briggs, A. M., Gregory, M. K., Fales, J. L., & Carnett, A. (2023). A systematic review of supervision in behavior analysis. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-023-00898-9 Treatment Fidelity Falakfarsa, T., Carroll, R. A., Kodak, T., & LeBlanc, L. A. (2021). A review of treatment integrity in applied behavior analysis. Behavior Analysis in Practice, 14(4), 1016–1031. https://doi.org/10.1007/s40617-021-00595-2 Morris, E. K., Vollmer, T. R., Slowiak, J. M., & Mace, F. C. (2024). How to measure and maintain fidelity in applied behavior analysis services. Behavior Analysis in Practice. Advance online publication. https://doi.org/10.1007/s40617-024-00992-5 System-Level Quality Concerns Silbaugh, B. C., Penrod, B., & Shillingsburg, M. A. (2021). The behavior of the ABA service industry: A conceptual analysis of quality. Behavior Analysis in Practice, 14(4), 1129–1143. https://doi.org/10.1007/s40617-021-00565-8 Workforce Supply & Demand Behavior Analyst Certification Board (BACB). (2025). US Employment Demand for Behavior Analysts: 2010–2024. Littleton, CO: Author. Retrieved from https://www.bacb.com Burnout & Practitioner Wellbeing Slowiak, J. M., Huitema, B. E., & Dickinson, A. M. (2021). Burnout in applied behavior analysis: The role of job demands and resources. Behavior Analysis in Practice, 14(2), 338–352. https://doi.org/10.1007/s40617-020-00520-1 Slowiak, J. M., Feiock, C. W., & Rawe, B. M. (2023). Predictors of burnout among BCBAs: A longitudinal analysis. Journal of Applied Behavior Analysis, 56(2), 413–431. https://doi.org/10.1002/jaba.995

17. 

    14 Sept 2025

    Episode 1 - Assent Based Practices

    How to Purchase CEUs Go to https://www.aba-ceus.com/get-ceus (https://www.aba-ceus.com/get-ceus) Select the CEU episode you’d like to purchase and add it to your cart. At checkout, answer 5 Multiple Choice Questions. Complete your purchase through our secure checkout. Your CEU certificate will be emailed to you within 24–48 hours. Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. In this episode of ABA Beyond the Data, we start by breaking down what assent really means. Consent is legal and informed; assent is the learner’s active “yes.” It’s not passive silence, and it can be withdrawn at any time. Recognizing assent and dissent is essential, especially for our learners who may communicate non-vocally. Leaning in, smiling, or reaching for materials may show assent, while turning away, pushing items aside, or hiding under the table may signal dissent. I share openly about my own journey as a clinician and as a dad. For too long, I was a “follow through no matter what” BCBA, and I saw how that damaged my relationship with my older son. When I shifted to assent-based practices, the trust that grew between us was undeniable. With my younger son, who has only known an assent-based approach, our relationship looks completely different—there’s less conflict and more connection. We also cover what to do when assent is withdrawn. Sometimes you don’t re-present the task, sometimes you re-present later, and sometimes you modify the conditions. I share the story of my son Lucas saying “no” to shoes—a breakthrough early word that I happily honored, because teaching our kids the power of their own voice matters more than compliance. Of course, there are moments when assent can’t be the deciding factor. Safety, health, and dignity always override. Crossing the street, getting medical care, or basic hygiene like brushing teeth—these are not optional. But even in non-negotiable situations, we can build in choice and dignity by offering flexibility and respecting the learner’s voice where possible. At the heart of this episode is a message of growth and honesty. Assent isn’t just ethical, it’s humane. It builds trust, reduces coercion, and teaches lifelong skills of choice and advocacy. And yes—sometimes dissent looks like hiding under a table with a Pop-Tart. Don’t call it an extinction burst; call it a Yelp review. Sources Cited Breaux, R. P., & Smith, T. (2023). Moving beyond compliance: Assent-based practice in applied behavior analysis. Behavior Analysis in Practice. Behavior Analyst Certification Board (BACB). (2020). Ethics Code for Behavior Analysts. Littleton, CO: BACB. United Nations. (2006). Convention on the Rights of Persons with Disabilities (CRPD).

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