CEU Courses

These classes are tailored towards Board Certified Behavior Analysts, Registered Behavior Technicians, and ABA Therapists. Participants in the virtual CEU will receive a certificate on completion of a class. Speakers are responsible for providing high-quality content in the area of their expertise.

These courses were created to support Bierman STARS (Sharing Training for Autism Related Services).

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Products are filtered by different dates, depending on the combination of live and on-demand components that they contain, and on whether any live components are over or not.
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19 Results

  • Contains 3 Component(s) Includes a Live Web Event on 04/24/2024 at 3:00 PM (EDT)

    In our journey to foster comprehensive growth among future BCBA professionals, we're delighted to offer a session that extends beyond conventional behavior analysis. Guided by Simone Palmer, Ph.D., BCBA-D, LABA, VP of Clinical Training, this enlightening presentation will explore the vital soft skills of empathy and compassionate care. These often-overlooked competencies are crucial for fostering therapeutic rapport and achieving improved outcomes in behavior analysis.

    Bierman Autism Centers warmly invites you to our upcoming Virtual Supervision CEU Event:

    "Teaching Compassion Skills to Students of Behavior Analysis: A Preliminary Investigation"

    Date: Wednesday, April 24
    Time: 3-4 pm EST
    Investment: $10
    CEU Credit: 1 Supervision CEU

    About the Session:

    In our journey to foster comprehensive growth among future BCBA professionals, we're delighted to offer a session that extends beyond conventional behavior analysis. Guided by Simone Palmer, Ph.D., BCBA-D, LABA, VP of Clinical Training, this enlightening presentation will explore the vital soft skills of empathy and compassionate care. These often-overlooked competencies are crucial for fostering therapeutic rapport and achieving improved outcomes in behavior analysis.

    Event Highlights: 

    • Empathic and Compassionate Care Skills: Delve into methods for incorporating empathy and compassion into ABA training.
    • Preliminary Investigation Insights: Discuss the findings from a recent study on teaching soft skills to ABA students and their impact on professional practice.
    • Link to Article: Please review this publication before attending the course for an in-depth understanding.

    Supporting the Bierman STARS Program:

    Your participation not only enriches your professional capabilities but also directly supports our Bierman STARS program. This initiative is dedicated to empowering families in need with the foundational principles of ABA, fostering an environment where learning and professional development thrive.

     Join us in this exceptional session to broaden your skill set and contribute to the significant growth of compassionate care within the ABA community.

     We look forward to your participation in this transformative experience!

    Simone Palmer

    VP, Clinical Training

    Bierman Autism Centers

    Simone started working with behavior analytic interventions in Brazil, where she is from. She has been working in the field for more than 15 years. Throughout her career, she has implemented interventions based on the principles of behavior analysis to individuals diagnosed with autism spectrum disorder, as well as anxiety, depression, ADHD, hearing impairments, among others across several settings and environments. Since moving to the United States in 2010, Simone has worked with individuals age ranging from 18 months through 22 years old, and across multiple settings including: in-home, public and private schools, early intervention centers, and residential programs.

    Simone received her M.S. in Applied Behavior Analysis through Northeastern University and recently received her Ph.D. in Behavior Analysis through Simmons University. She is also a Board Certified Behavior Analyst (BCBA) and a Licensed Applied Behavior Analyst (LABA) in the state of Massachusetts. Currently, she is also an Adjunct Faculty at Simmons University.

    In her time outside of work and school, she enjoys traveling, going out to restaurants, video chatting with her family, and hanging out with her husband and with friends.

  • Contains 4 Component(s)

    Join us for an Ethics CEU session designed to advance best practices and uphold ethical standards in the care of individuals with Autism Spectrum Disorder (ASD). This enriching opportunity is open to all professionals looking to deepen their understanding and application of ABA principles.

    Bierman Autism Centers Invites You to a Special Virtual Ethics CEU Event:

    "The Ethics of Actually Helping People: Targeting Skill Acquisition Goals that Promote Meaningful Outcomes for Individuals with Autism Spectrum Disorder"

    Join us for an Ethics CEU session designed to advance best practices and uphold ethical standards in the care of individuals with Autism Spectrum Disorder (ASD). This enriching opportunity is open to all professionals looking to deepen their understanding and application of ABA principles.

    Event Overview:

    Our approach to autism care transcends basic interventions, focusing on a holistic methodology that melds rigorous assessments with a deep understanding of each learner's unique needs. Led by Chief Clinical Officer Chrissy Barosky, Ph.D., BCBA-D, LABA (MA, TX, UT), LBA (RI), this session delves into the assessment-to-treatment continuum in this article. We aim to spotlight goals that foster genuine, impactful change for our learners, moving beyond mere effectiveness to achieve truly transformative results.

    What You Will Learn:

    • Strategies for assessment-led goal selection that pave the way for meaningful progress.
    • Techniques to enhance case conceptualization beyond the outcomes of standardized skills assessments.
    • Methods for crafting interventions that significantly elevate learner outcomes, driving real change in the lives of those we serve.

    Supporting the Bierman STARS Program:

    Your $10 investment in this course contributes directly to our Bierman STARS program, a 6-week group training initiative for families in need. This program is designed to teach the fundamentals of ABA through expert-led presentations and small group discussions, aiming to integrate ABA strategies into daily routines to improve the lives of children and their families. 

    Bierman is committed to fostering an environment where learning and professional development thrive. Don't miss this opportunity to expand your knowledge and play a part in delivering life-changing support to individuals diagnosed with autism.

    We look forward to welcoming you to this important event!

  • Contains 4 Component(s)

    In this CEU Course, we will challenge that view by exploring how the behavior of language can contribute to and, when leveraged intentionally, attenuate the effects of burnout.

    In this CEU Course, we explore the heavy and serious phenomena of burnout.  When one is experiencing burnout, it's easy to look around and think that it is caused by circumstance.  There's too much to do.  People are difficult to work with.  Et cetera.  In this CEU, we will challenge that view by exploring how the behavior of language can contribute to and, when leveraged intentionally, attenuate the effects of burnout.  Starting with a relatable and fun introduction to relational frame theory, we will look at the impact the behavior of language has, focusing specifically on temporal responding.  Then, we will provide a behavioral definition of inspiration and use that to assess a segment of dialogue for its inspirationalness (and if you are thinking, "is that a word?" you are not alone).  Finally, we provide a basic structure for beginning a conversation intended to inspire people and attenuate the effects of burnout.  

    3 Learning Objectives:

    1) Identify how temporal framing relates to inspiration. 
    2) Complete a self-assessment of where speaking is or isn't inspiring. 
    3) Practice using presented concepts to begin an inspiring conversation. 

    Bio:

    Scott Herbst is the founder and president of SixFlex Training and Consulting and the Chief Programming Officer for Inquiry Inc..  He earned his Ph.D. at the University of Nevada, Reno, where he focused his studies in organizational systems, Relational Frame Theory, and Acceptance and Commitment Therapy.  He has published in the academic and popular literature in the areas of leadership, performance management, organizational culture, and communication.  He is currently on the editorial boards of the Journal of Organizational Behavior Management and Behavior and Social Issues, and is a frequent guest-reviewer for other behavioral journals.  He has published in both the academic and popular press in the areas of organizational development, Acceptance and Commitment Therapy (ACT), leadership, and communication.  In his current practice, he works with organizations and individuals in the areas of leadership development and communication.   

  • Contains 4 Component(s)

    This webinar will describe the problems many parents face and then discuss a general problem-solving approach that will help understand how problem behaviors arise, how to deal with them, and, more importantly, how to prevent them in the first place.

    Abstract: 

    Most parents fly on automatic pilot when raising their children. Such a strategy—if it can be called that—works to varying degrees. However, when it doesn’t work, parents seek help and advice from various sources, ranging from their children’s physicians to social media. Often, parents wait until they’re at their wit’s end and are desperate before seeking help. Being a good parent is a difficult job. Because behavior is a natural event, however, the most effective strategies for dealing with unwanted behavior and for teaching desired behavior is based on the science of behavior analysis. This webinar, based on my recent book, How to Build Good Behavior and Self-Esteem in Children, will describe the problems that many parents face and then discuss a general problem-solving approach that will help in understanding how problem behaviors arise, how to deal with them, and, more importantly, how to prevent them in the first place. The target audience is parents and BCBA practitioners who work with parents or carry out parent training.

    Bio: 
    How to Build Good Behavior and Self-Esteem in Children
    Click image to find the book on Amazon

    Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University (WMU) under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology also at WMU with Alan Poling. Dr. Schlinger was a full-tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now a professor of psychology and current director of the ABA Specialization Option and BCaBA course sequence, and former director of the M. S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published approximately 100 scholarly articles, chapters, commentaries, and book reviews in more than 35 different journals and books. He also has authored or co-authored four books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), Introduction to Scientific Psychology (1998), and How to Build Good Behavior and Self-Esteem in Children (2021). He is the past editor of The Analysis of Verbal Behavior and The Behavior Analyst (now Perspectives on Behavior Science) and sits on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies and the Advisory Board of The B. F. Skinner Foundation and The Venus Project (https://www.resourcebasedeconomy.org/advisory-board/). Dr. Schlinger received the Distinguished Alumni Award from the Department of Psychology at Western Michigan University in 2012 and the Jack Michael Award for Outstanding Contributions in Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International in 2015. 

    Hank is also an accomplished songwriter and guitarist. He has performed solo and with bands for many decades, both in his hometown of Dallas, Texas and in his adopted town of Los Angeles, California. His album, One More Invention, can be found on Spotify. He is also a reviewer of classical music concerts and recordings, and his reviews can be found at Culturespotla.com.

    Three Learning Objectives:

    Be able to identify five troublesome patterns/problems between parents and children with examples. Be able to say what the term " discipline " literally means. Be able to identify, with examples, the faulty explanation of behavior called circular explanation. Be able to recognize the definition of environment and the three implications of the definition. Be able to explain what reinforcement is and how it can be used to teach desirable behavior and prevent undesirable behavior. Be able to say what self-esteem means and how using positive reinforcement can lead to self-esteem.

  • Contains 4 Component(s)

    This training will focus on identifying key motor skills that lead to more complex play behavior, deciphering teaching arrangements based on learner profiles, and choosing materials to catapult learning.

    Abstract: 

    The core deficits of autism, including restricted or repetitive behaviors and impaired social interaction, can often lead to a limited play repertoire (Faras et al., 2010). Learning and exploring through play is also a behavioral cusp that significantly expands their environment, learning new skills and access a wider range of reinforcers. This makes play an important skill to teach when working with children in an early intervention setting. The early stages of play include a range of behaviors, from simple motor movements to complex paired actions and vocalizations. A proven method to assess the need for intervention is breaking larger, complex skills down and identifying the component motor skills needed to succeed (Kubina, 2019). Once a motor movement is determined to be a deficit, there are ways to intervene in a naturalistic, discrete trial training or fluency-based instruction teaching arrangement. After deciding the type of teaching strategy to use, it is imperative the correct materials are chosen. This training will focus on identifying key motor skills that lead to more complex play behavior, deciphering teaching arrangements based on learner profiles, and choosing materials to catapult learning. 

    Bio: 

    Christina Gallagher is a Precision Teacher and practitioner in Applied Behavior Analysis. Her passion for helping children led her to Temple University, where she received a Master’s in Special Education and later became a Board Certified Behavior Analyst. In the last five years, Christina has dedicated her efforts to support early intervention for children with Autism. She is currently working on an instructional library in programming for staff and is a part of the clinical training team.  

    Three Learning Objectives: 
    1. Assess the need for intervention on motor skills needed for complex play behavior
    2. Choose a teaching arrangement based on the learner profile
    3. Curate materials and activities to work on specific skills
  • Contains 4 Component(s)

    The behavior analysis field is growing exponentially, with more individuals training to receive BCBA certifications. For the benefit of our field and the populations we serve, it is of growing importance that we evaluate our supervision practices for effectiveness and efficiency. This training will explore a different way to measure trainees’ progress and outcomes due to our supervision.

    About this CEU:

    The behavior analysis field is growing exponentially, with more individuals training to receive BCBA certifications than ever before.  For the benefit of our field and the populations we serve, it is of growing importance that we evaluate our supervision practices for effectiveness and efficiency.  This training will explore a different way to measure trainees’ progress and outcomes due to our supervision. 

    About the Presenter:

    Kelly LeBlanc is a Board Certified Behavior Analyst and Licensed Applied Behavior Analyst in the state of Massachusetts. Kelly has worked in the field of ABA since 2013, primarily working with children diagnosed with ASD. She began supervising trainees in the field in 2016 and quickly fell in love with the subject. Kelly has served as a supervisor to trainees both at Bierman Autism Centers and at Simmons University. In her free time, Kelly enjoys hiking, playing board games and spending time with her cats.

  • Contains 4 Component(s)

    Identify and recognize critical sections and features of diagnostic reports and how to interpret them

    3 Learning Objectives:
    Identify critical sections and features of diagnostic reports
    Learn how to recognize common cognitive assessments and how to interpret them
    Determine how to interpret adaptive behavior data

    Presenter Bio:
    Allison has been working in the field of behavior analysis since 2006 and has been a Behavior Analyst since 2013. She has worked in multiple settings, including home, school, clinic, and insurance.

    Catherine has been working in the field of ABA since 2011 and is currently a licensed psychologist in New Jersey and a doctoral BCBA. As a diagnostician, she is passionate about bridging the gap between diagnostic and therapy services.

  • Contains 4 Component(s)

    This presentation will provide an overview of the various types of sleep problems reported in children with ASD, the effects of these sleep problems on children and caregivers, and a review of behavioral interventions to address sleep problems effectively.

    This BCBA Ethics CEU will cover:

    Sleep problems are a common occurrence among children with autism spectrum disorders (ASD). In addition to the challenges that sleep problems present for children’s neurodevelopment, learning, and daytime behaviors, sleep problems in children present significant challenges for the entire family. Research on behavioral interventions to address sleep problems in young children has shown them to be effective. These interventions have often been combined in multicomponent behavioral training programs to teach parents/caregivers to assess and intervene to improve children’s various sleep problems. This presentation will provide an overview of the various types of sleep problems reported in children with ASD, the effects of these sleep problems on children and caregivers, and a review of behavioral interventions to effectively address sleep problems.

    3 learning objectives:

    Attendees will list and describe the types of sleep problems children with ASD present and the effects of those sleep problems for the children and their caregivers.
    Attendees will review the literature supporting behavioral interventions to address sleep problems and will apply the various procedures to common sleep problems displayed in children with ASD.
    Attendees will examine the challenges and mitigating solutions to obtaining reliable data collection and fidelity of implementation when providing caregiver training to address sleep problems.

    Bio:

    Kylan Turner, Ph.D., BCBA-D, LBA, has worked with children with Autism Spectrum Disorders (ASD) since 2003. In 2009, Kylan was selected for a two-year Leadership and Education in Neuro-developmental Disabilities (LEND) Fellowship specializing in ASD; and developed and disseminated a training curriculum focused on applied behavior analytic (ABA) intervention to community organizations throughout Pennsylvania. She graduated with her Ph.D. in Special Education in 2012 from the University of Pittsburgh.

  • Contains 4 Component(s)

    This presentation will discuss the advocacy efforts behind the passage of legislation requiring insurance coverage for autism and the systemic change this has created.

    About the Course

    This presentation will discuss the advocacy efforts behind the passage of legislation requiring insurance coverage for autism and the systemic change this has created.

    About Amy Weinstock

    Amy Weinstock is the Director of the Autism Insurance Resource Center at the University of Massachusetts Medical School’s Eunice Kennedy Shriver Center and an instructor in the medical school’s Department of Psychiatry. She has an extensive background on insurance issues related to autism and has played a key role in passing several significant pieces of autism insurance legislation in Massachusetts, including the groundbreaking 2010 law requiring health insurance to cover medically necessary treatment for autism. Amy also serves as a trustee of the Riverview School and as a Commissioner on the State’s Autism Commission.

    Amy’s work has been recognized through numerous awards, including the Federation for Children with Special Needs Martha H. Ziegler Founders Award, the Margaret L. Bauman Award for Excellence, the Massachusetts ARC’s Distinguished Citizens Award, the Autism Speaks Advocacy Award, the Doug Flutie Jr. Foundation’s Shining Star and Essential piece awards, and the Northeast ARC’s Edward C. O’Keefe Memorial Award. She graduated from Wellesley College and received a Masters of Architecture from Harvard University.

    The cost for the CEU event is $10. The proceeds benefit Bierman STARS which helps fund pro-bono services to families struggling to access services.

  • Contains 4 Component(s)

    Learn how to create meaningful instructional materials that promote generalization and maintenance with Christina Gallagher.

    About the Course

    This presentation will discuss the advocacy efforts behind the passage of legislation requiring insurance coverage for autism and the systemic change this has created.

    The cost for the CEU event is $10. The proceeds benefit Bierman STARS which helps fund pro-bono services to families struggling to access services.