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Contains 3 Component(s) Includes a Live Web Event on 09/16/2026 at 3:30 PM (EDT)
Families of children with ASD are increasingly bilingual, yet concerns about dual-language exposure persist across clinical settings. Dr. Cengher's research puts those concerns to the test.
Many clinicians tell bilingual families to stick to one language. The data tells a different story.
Join us for a free CEU that challenges one of the most common clinical assumptions in ABA and gives you the evidence-based tools to serve bilingual families with confidence.
Teaching Bilingual Repertoires to Children with Autism: Evidence, Strategies, and Clinical Implications
Wednesday, September 16, 2026
3:30 - 4:30 p.m. EST
1 Learning CEU
Cost: FreePresenter: Mirela Cengher, PhD, BCBA-D, Associate Professor of Psychology, University of Maryland, Baltimore County, Associate Editor, Behavior Analysis in Practice and The Analysis of Verbal Behavior
What This Session Covers
Families of children with ASD are increasingly bilingual, yet concerns about dual-language exposure persist across clinical settings. Dr. Cengher's research puts those concerns to the test.
The findings are clear: bilingual instruction is effective. It can be slightly less efficient than monolingual instruction, but that gap closes quickly with repeated, systematic teaching. More importantly, the research identifies specific strategies that make bilingual instruction work better, and they are practical enough to apply immediately.
What You'll Learn
- Why bilingualism is best understood as a distinct verbal repertoire rather than simply two monolingual systems layered together
- How simultaneous instruction compares to sequential instruction, and which approach the data favors
- Why one-person-one-language reduces language confusion and supports better learning outcomes
- How tact training drives stronger acquisition and transfer than listener training across verbal operants
- Practical recommendations for culturally responsive, caregiver-informed bilingual programming
About Dr. Cengher
Mirela Cengher began working with children with developmental disabilities as an undergraduate student in Romania before moving to the United States for graduate training in behavior analysis. She earned her PhD from The Graduate Center, City University of New York, and completed a postdoctoral fellowship at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. Her research integrates verbal behavior and stimulus control, with a focus on bilingual language acquisition in individuals with developmental disabilities. Her work has been supported by the Organization for Autism Research, the Society for the Experimental Analysis of Behavior, and the Sherman Center for Early Learning in Urban Communities.
This session is designed for intermediate-level BCBAs who work with or are likely to work with bilingual families.
Disclosure: Dr. Cengher has no financial relationships with any companies, products, or services related to the content of this event. Bierman Autism Centers is the ACE Provider for this event.
Publish Date: August 3, 2026
Mirela Cengher (Moderator)
Associate Professor, University of Maryland, Baltimore County (UMBC)
University of Maryland, Baltimore County
Mirela Cengher began working with children with developmental disabilities as an undergraduate student in Romania before moving to the United States for graduate training in behavior analysis. She earned her PhD from The Graduate Center, City University of New York, and completed a postdoctoral fellowship at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine. Her research integrates verbal behavior and stimulus control, with a focus on bilingual language acquisition in individuals with developmental disabilities. Her work has been supported by the Organization for Autism Research, the Society for the Experimental Analysis of Behavior, and the Sherman Center for Early Learning in Urban Communities.
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Contains 3 Component(s) Includes a Live Web Event on 08/25/2026 at 3:30 PM (EDT)
People with profound autism are routinely excluded from clinical studies. The research that does attempt to include this population is inconsistent in how it defines them, creating a knowledge gap that compounds into exclusion from the community and medical programs they need most. Through a rigorous consensus process, a new research definition for profound autism has been established. This session unpacks what that definition means in practice, and what behavior analysts need to know to serve this population safely and effectively.
More than 1 in 4 people with autism have profound autism. Most research excludes them entirely.
Join us for a free CEU with one of the most prominent voices in the field working to change that.
Understanding and Serving People With Profound Autism
Tuesday, August 25, 2026 3:30 — 4:30 p.m. EST
1 Learning CEU
Cost: Free
Presenter: Judith Ursitti, Co-founder and President, Profound Autism AllianceWhat This Session Covers
People with profound autism are routinely excluded from clinical studies. The research that does attempt to include this population is inconsistent in how it defines them, creating a knowledge gap that compounds into exclusion from the community and medical programs they need most.
Through a rigorous consensus process, a new research definition for profound autism has been established. This session unpacks what that definition means in practice, and what behavior analysts need to know to serve this population safely and effectively.
What You'll Learn
- The research definition of profound autism and why it matters for clinical practice
- Three behavior analytic approaches to support people with profound autism
- The role of the multidisciplinary team in building comprehensive, coordinated care
About Judith Ursitti
Judith Ursitti is the cofounder and president of the Profound Autism Alliance. Her advocacy career began in 2005 when her son Jack was diagnosed with autism at age 2. Since then, she has worked on the passage of autism insurance reform legislation across all 50 states, advocated for the original 2006 passage and subsequent reauthorizations of the Autism CARES Act, and served in leadership roles at Autism Speaks, the Massachusetts Autism Commission, and the Council of Autism Service Providers. She currently serves on the Scientific Advisory Board for SPARK Autism and the Community Advisory Committee for Aligning Research to Impact Autism (ARIA).
This session is designed for BCBAs at any experience level who want a clearer framework for understanding and supporting one of the most underserved populations in the field.
We look forward to seeing you on August 25.
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Join us for PEBBL's July Research Spotlight, where we're sharing findings from five consecutive case studies on Lookware, a video game-based program that combines ABA strategies with gaze-contingent eye-tracking technology to target emotion recognition and visual behavior in children with ASD.
What if a video game could tell you exactly where a child is looking, and use that data to drive learning?
Join us for PEBBL's July Research Spotlight, where we're sharing findings from five consecutive case studies on Lookware, a video game-based program that combines ABA strategies with gaze-contingent eye-tracking technology to target emotion recognition and visual behavior in children with ASD.
Eyes on the Game: Using Video Game-Based Therapy to Build Emotion Recognition and Gaze Skills in Children with ASD
0.5 Learning CEU
Presenters: Lauren Kryzak D'Amato, PhD, BCBA-D, LBA, LABA | Vice President, PEBBL
Robert K. Ross, EdD, BCBA-D, LABA, CPBA-AP | Vice President, Clinical Development and IntegrationWhat This Session Covers
Five participants, ages 4 to 8, engaged in 25 to 30-minute sessions across Visual Behavior and Emotion Recognition modules. The software applied differential reinforcement, prompting, fading, and behavioral momentum, automatically adjusting difficulty based on performance.
The data tell an interesting story. Participants improved emotion recognition accuracy as difficulty increased. Heatmap data showed greater face fixation during successful versus unsuccessful trials. And pre-response pupil dilation emerged as a predictive indicator of response accuracy, a novel finding with real implications for how we think about discrimination responding.
What You'll Learn
- How ABA strategies are embedded inside a video game format to target emotion recognition and gaze behavior
- How to interpret eye-tracking outcome data, including gaze duration, accuracy, and pupil diameter change, to inform individualized programming
- Where this research is headed next, including joint attention measurement, generalization assessment development, and pupil dilation as a predictive tool
Short. Applied. A genuine first look at where digital therapeutics and ABA practice intersect.
Meet PEBBL
PEBBL is our practice-embedded research engine. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlights, and let us know if you want in. Details → PEBBL page • Career Interest form → Fill out.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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Contains 4 Component(s)
Teach less. Get more. That's the promise of matrix training, and the research backs it up. Join us for a free CEU from a researcher who has spent her career closing the gap between what the evidence shows and what actually happens in the room.
Teach less. Get more.
That's the promise of matrix training, and the research backs it up. Join us for a free CEU from a researcher who has spent her career closing the gap between what the evidence shows and what actually happens in the room.
Getting More with Less Using Matrix Training
CEU: 1.5 Learning
Cost: Free
Presenter: Sarah E. Frampton, PhD, BCBA-D, LBA Assistant Professor, University of Nebraska Omaha | ABA Master's Program, Munroe Meyer Institute Associate Editor, Behavior Analysis Practice | Editorial Boards, JABA, AVB, JEABWhat This Session Covers
Time is limited. Instructional minutes are finite. Matrix training is one of the most efficient tools in the behavior analytic toolkit for getting learning to generalize well beyond what you directly teach, and it is underused in practice.
In this session, Dr. Sarah Frampton walks through recent applications of matrix training to teach complex tacts to children with ASD. You will leave with a clear understanding of the underlying principles, the key steps to set up a matrix arrangement, and practical troubleshooting strategies for when things do not go as planned.
What You'll Learn
- How to describe and apply matrix training to teach complex tacts
- How to arrange compound stimuli into effective matrix teaching arrangements
- Two common barriers to acquisition efficiency and how to troubleshoot them
- How to personalize procedures to match individual learner needs
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Have you heard of PEBBL?
PEBBL is Bierman’s new practice-embedded research engine. Inspired by a penguin’s pebble: small, well-placed actions that build something lasting. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlights, and let us know if you want in. Learn about career opportunities with PEBBL and sign up for future projects here.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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This content teaches RBTs how to give effective peer feedback using the SBI model (Situation, Behavior, Impact) and follow-up coaching, while managing emotional reactions with a simple Acknowledge–Pause–Redirect framework.
This presentation was designed in accordance with the BACB regulations to provide RBT professional development units (PDUs) towards the 2 year recertification cycle. It was designed independent of the BACB. This content teaches RBTs how to give effective peer feedback using the SBI model (Situation, Behavior, Impact) and follow-up coaching, while managing emotional reactions with a simple Acknowledge–Pause–Redirect framework. Through real behavioral-therapy scenarios, you'll build the confidence to turn difficult feedback conversations into productive opportunities for growth.
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Contains 4 Component(s)
This presentation was designed in accordance with the BACB regulations to provide RBT professional development units (PDUs) towards their 2 year recertification cycle.
This presentation was designed in accordance with the BACB regulations to provide RBT professional development units (PDUs) towards their 2 year recertification cycle. It was designed independent of the BACB. The area of focus, is further expanding upon area 'G' of the RBT 40 hour curriculum.
The presentation specifically reviews different frameworks and strategies aimed at improving workplace culture. It touches on psychological safety, organizational citizenship behavior, and reviews data further highlighting their importance in everday workplace interactions.
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Join us for Stay Calm, Part 2, an intermediate supervision CEU that shifts the lens from individual composure to the behavioral skills every BCBA needs to coach, support, and lead their team through the highest-stakes moments in clinical practice.
In Part 1, we focused on keeping yourself grounded when a situation escalates. This time, the question is different.
When one of your RBTs is in the middle of it, what do you do?
Join us for Stay Calm, Part 2, an intermediate supervision CEU that shifts the lens from individual composure to the behavioral skills every BCBA needs to coach, support, and lead their team through the highest-stakes moments in clinical practice.
Supporting the Frontline: Coaching RBTs with Composure During High-Stakes Behavioral Crises
1 Supervision CEU
Presenters:
Chrissy Barosky, PhD, BCBA-D, LABA, LBA, Chief Clinical Officer
Lauren D'Amato, PhD, BCBA-D, LBA, LABA, Vice President, PEBBL
Sarah B. Costa, M.S.Ed., BCBA, LABA, LBA, Director of Clinical ExcellenceWhat This Session Covers
Effective crisis response is never a solo effort. The calm, clarity, and deliberate technique you bring to the supervisory relationship shapes how your RBTs respond when they're face-to-face with severe aggression, self-injury, or property destruction. This session gives you a practical, evidence-based framework for all three phases of crisis supervision:
Before: Using Behavioral Skills Training (BST) to build crisis competency in RBTs before incidents happen
During: In-the-moment coaching strategies that protect treatment fidelity and staff well-being in real time
After: Structured post-crisis debriefing to reinforce effective responding, identify skill gaps, and prevent burnout
What You'll Learn
- How to conduct a PIC/NIC analysis on competing contingencies during crisis events
- Three in-the-moment supervisory coaching strategies
- The critical components of a structured post-crisis debrief
Grounded in behavioral principles, performance management literature, and BACB ethical standards, this session is built for BCBAs who want to lead their teams with precision and care so that every member of the clinical team can deliver safe, effective care even under the most demanding conditions.
No need to have attended Part 1. You can access the course here if you are interested.
___________________
Have you heard of PEBBL?
PEBBL is Bierman’s new practice-embedded research engine. Inspired by a penguin’s pebble: small, well-placed actions that build something lasting. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlights, and let us know if you want in. Learn about career opportunities with PEBBL and sign up for future projects here.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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Join us for PEBBL's May Research Spotlight and our first-ever Student Research Symposium, where five Bierman practitioners take the stage to present their own master 's-level research on real clinical questions.
They didn't just study the research. They did it.
Join us for PEBBL's May Research Spotlight and our first-ever Student Research Symposium, where five Bierman practitioners take the stage to present their own master's-level research on real clinical questions.
First Annual Student Research Symposium:
Building Better Outcomes: Applied Research in ABA Practice at Bierman1 Learning CEU
Hosted by: Lauren Kryzak D'Amato, PhD, BCBA-D, LBA, LABA, Vice President, PEBBLWhat You'll Hear:
Five 10-minute presentations. Five Bierman practitioners. Five studies built from the work you already do every day.
- Fluency-based staff training: How daily fluency timings helped BTs increase their rate of instruction, and what that meant for client learning outcomes.
- Supporting independent transitions: Evidence-based strategies, including picture activity schedules and practitioner-reported approaches, to help students move between activities in clinical settings.
- Token reinforcer conditioning: What happens when you pair novel tokens with high- versus low-preferred stimuli, and what the data shows about how preference level shapes reinforcing effectiveness.
- Play skill generalization: How matrix training combined with video modeling can build independent, novel combination play in young children with ASD.
- Social Skills: How structured social skill training can improve independent social play behaviors during instructional time, as well as the generalization of these skills to play periods.
Practical. Peer-driven. Data-informed.
This is what it looks like when clinical curiosity becomes real research.
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Meet PEBBL
PEBBL is our practice-embedded research engine. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlight, and let us know if you want in. Details → PEBBL page • Career Interest form → Fill out.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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Join us for our April Research Spotlight CEU, where we’ll examine how respondent and operant principles intersect in clicker training and how to intentionally establish the clicker as a conditioned reinforcer in ABA programming.
Click. Reinforce. Repeat.
But what actually makes a clicker work?
Join us for our April Research Spotlight CEU, where we’ll examine how respondent and operant principles intersect in clicker training and how to intentionally establish the clicker as a conditioned reinforcer in ABA programming.
Assent-Based Clicker Training in ABA
Harnessing Respondent and Operant Principles to Teach Children with Autism0.5 Learning CEU
Presented by: Lauren Kryzak D’Amato, PhD, BCBA-D, Vice President, PEBBL, and Kaitlin Tran, MS, BCBA
What We'll Cover:- How to establish the clicker as a conditioned reinforcer using respondent conditioning
- How clicker training transitions into operant teaching arrangements
- Behavioral indicators that conditioning has occurred
- Two methods to measure participant preference, one subjective and one objective
This session reviews research examining concurrent chain arrangements and measurable indicators that the clicker is functioning as intended.
Short. Applied. Research-informed.
Perfect for BCBAs looking to sharpen reinforcement systems and bridge foundational principles with real-world implementation.
Meet PEBBL
PEBBL is our practice-embedded research engine. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlight, and let us know if you want in. Details → PEBBL page • Career Interest form → Fill out.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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Join us for a CEU focused on staying grounded, analytical, and effective when clinical pressure is high.
Join us for a CEU focused on staying grounded, analytical, and effective when clinical pressure is high.
Stay Calm: Systematic Solutions Under Pressure
1 Ethics CEU
Presenter: Sarah B. Costa, M.S.Ed., BCBA, Director of Clinical ExcellenceHigh-stakes client situations can escalate quickly. This CEU focuses on how behavior analysts can maintain composure and professional judgment during moments involving high-intensity aggression, self-injury, or property destruction.
Participants will learn how to slow the moment down, systematically assess variables under pressure, and move beyond reactive responses to apply deliberate, data-driven solutions that prioritize safety, ethics, and meaningful outcomes. The session emphasizes keeping a clear analytic process intact when it matters most.
This CEU is designed to support confident clinical decision-making in real-world crisis situations.
______________________________
Have you heard of PEBBL?
PEBBL is Bierman’s new practice-embedded research engine. Inspired by a penguin’s pebble: small, well-placed actions that build something lasting. We study what works in real sessions, then fold the wins back into care. Track new studies, grab free CEUs at our Research Spotlights, and let us know if you want in. Learn about career opportunities with PEBBL and sign up for future projects here.
______________________________
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
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