Available courses

Supervising Full-Time ABA Programmes in Mainstream School Settings

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Supervising Full-Time ABA Programmes in Mainstream School Settings

This recorded training explores the practical and clinical considerations involved in supervising full-time ABA programmes within mainstream school environments.

Presented by Alison Hogan, BCBA, UKBA(cert), the session considers how behaviour analysts can structure effective supervision when working alongside tutors, teaching assistants, school staff and wider multidisciplinary teams. It examines the importance of clear roles and expectations, staff competency, ongoing monitoring and feedback, communication across professionals, and maintaining the quality and consistency of behaviour-analytic provision within a busy school setting.

The training also considers some of the challenges supervisors may encounter when implementing individualised ABA programmes within existing school systems, including differences in professional perspectives, staff training needs and responding when learner progress is limited or inconsistent.

Learning outcomes

By the end of this training, participants should be able to:

  • Identify key considerations when establishing and supervising a full-time ABA programme within a mainstream school.

  • Describe supervisory structures that support effective and consistent programme implementation.

  • Consider how staff competency, training, monitoring and feedback can influence the quality of behaviour-analytic provision.

  • Identify supervisory strategies for working collaboratively with school staff and multidisciplinary professionals.

  • Consider appropriate supervisory responses when implementation difficulties or limited learner progress are identified.

Duration: 54 minutes 45 seconds
Format: Recorded asynchronous training
BACB Credit: 1.0 Learning CEU, including 1.0 Supervision CEU
UK-SBA Credit: 1.0 Supervision APD
Presenter: Alison Hogan, BCBA, UKBA(cert)

Participants must watch the full training and successfully complete the accompanying knowledge check before the training is marked as passed and their certificate of completion becomes available.

Adults Are Learners Too: Generalising Our Own Science

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Adults Are Learners Too: Generalising Our Own Science

This recorded training explores how the science of behaviour can be applied not only to the individuals we support, but also to the adults who are responsible for implementing behavioural interventions in practice.

Presented by Angharad Williams, BCBA, UKBA(cert), the session considers the difference between being able to describe a procedure and being able to implement it competently. It explores practical approaches to adult learning, including Behavioural Skills Training (BST), rehearsal, feedback and competency-based learning, with a focus on supporting meaningful generalisation into everyday practice.

The training encourages behaviour analysts and practitioners to consider how effectively we apply our own science when teaching, coaching and supervising others, and how adult learning can be structured to improve implementation and outcomes.

Learning outcomes

By the end of this training, participants should be able to:

* Describe why knowledge of a behavioural procedure does not necessarily demonstrate competency in implementing it.
* Identify key components of effective Behavioural Skills Training.
* Explain the role of rehearsal and performance feedback in developing practitioner competency.
* Consider how behaviour analytic principles can be applied more systematically when teaching and supporting adult learners.
* Reflect on ways to promote generalisation of skills from training into everyday practice.

Duration: 67 minutes
Format: Recorded asynchronous training
Credit: 1.0 BACB Learning CEU / 1.0 UK-SBA Learning APD
Presenter: Angharad Williams, BCBA, UKBA(cert)

Participants must watch the full training and successfully complete the accompanying knowledge check before a certificate of completion is issued.

Culturally Responsive and Ethical Practice in ABA Toilet Training

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Toilet Training & Cultural Adaptations
An on-demand professional development session designed for behaviour professionals wanting to build confidence in delivering more inclusive, ethical, and family-centred toilet training support. This module moves beyond standardized ABA protocols to explore how culture, family structure, and household realities shape effective, socially valid toileting interventions.
Covers:
  • Foundations of ABA toilet training strategies and why a "one size fits all" approach falls short
  • Practicing cultural humility and adapting communication, language, and reinforcement to family preferences
  • Assessing environmental and socioeconomic barriers (household size, bathroom access, work schedules) that affect implementation
  • Ethical considerations, client dignity, and readiness assessment before starting training
  • Task analysis, chaining, and data collection for the full toileting routine
  • Non-punitive accident management and supporting caregivers through regression
Perfect for: BCBAs; UKBA(cert)s; ABA Supervisors & Tutors; SEN and autism professionals
Counts towards 1 EDI CEU/APD for UK-SBA (or 1 Ethics CEU for BACB)

Ethical & Clinical Frameworks for Feeding Interventions in ABA

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This module is focused on ethical diet interventions for children with autism using ABA.

Key points include:

  • the importance of respecting autonomy, sensory needs, and medical safety. Research showed 40-89% of children with autism exhibit food selectivity, compared to 20-40% in typically developing children.
  • Effective interventions include graduated exposure, differential reinforcement, and shaping.
  • Only 26% of 38 reviewed studies used preference assessments, and 16% used functional assessments. The speaker emphasized the need for isolated reinforcers, multidisciplinary assessments, and regular reviews to ensure ethical and effective interventions.