Learning Objectives 1. Identify the four functions of behavior (escape, attention, access, sensory) and the limits of relying on function alone. 2. Describe six core yearnings—belonging, competence, coherence, self-directed meaning, orientation, feeling—through an ACT-informed lens. 3. Examine an assessment tool for evaluating how core yearnings show up for clients, for a more neuroaffirming picture of the behavior.

It’s easy to choose goals that are clear and countable. In this session, we’ll focus on goals that truly change a learner’s daily life. You’ll learn how to tell the difference between measurable skills and meaningful ones, and use a practical framework to select VB-MAPP targets that build independence, strengthen communication, and support regulation for lasting, functional progress.

In this session, participants will define assent and dissent, identify behaviors tied to each, and practice adjusting interventions when assent is withdrawn to empower learners. You’ll leave with practical tools to foster authentic engagement and move beyond compliance toward real care. Perfect for BCBAs curious about assent-based practice but unsure where to start. No tricks—just meaningful participation.

Learn to move beyond deficit-based writing while meeting insurance requirements. In this free CE event, you’ll differentiate the medical vs. social model of disability, identify 3 strength-based writing strategies, classify elements of measurable goals, and practice 2 ways to create strength-based goals.

If you are a bcba consulting in a school setting, this is the course for you! In this 50 minute event we explore three common glitches that often derail whole group learning, access two data collection tools, and learn strategies to increase student engagement.

Behavior and skills are often targeted without considering fluctuating capacity. Stress, sensory load, sleep, and illness affect regulation. On “low battery days,” expectations may exceed capacity, raising distress. This session explores fluctuating capacity, its effect on learning and behavior, and how to use the Stress Survey Schedule to adjust supports proactively.