ABA Inside Track

Enjoy a short preview of our latest full-length Book Club episode. Want to hear the whole thing and get 2.0 CEs for FREE? Subscribe to our Patreon today at the premium $10+ levels for that plus other bonuses! As more and more behavior analysts spread out from private clinics into the world of public school education, it becomes pretty obvious how little most of us know about the needs and challenges required of working with teachers, students, and administrators. But what if I told you there was a book that could give you a crash course to turn your understanding of behavior analytic principles into applicable plans for meaningful work in schools? Would you be more excited if the author himself told you that? We wrap up the 2025/26 Book Club season with a 10-year-anniversary discussion of Dr. Merrill Winston's "Adventures in Special Education and Applied Behavior Analysis." And it's a doozy! We've got over an hour chatting with Dr. Winston himself about the wackiness of schools, whether his book should be required reading for BCBAs entering public school settings, and the the role of AI in the future of this work. Plus the ABA Inside Track Book Club crew gives their personal takes on the book while sharing some of their favorite excerpts. Rob says this episode is a MUST for BCBAs starting out in schools and a great refresher of all the lessons us veterans learned after muddling through our first years. The full episode is available for 2.0 LEARNING CEUs. Patrons at the $10 and up level, as part of your subscription, you'll be able to earn these CEs for no charge! Subscribe to our Patreon today! Content discussed in this episode: Winston, M. (2016). Adventures in special education and applied behavior analysis. Sloan Publishing.

Sure, I bet we can all think of a concept. But could you define exactly what a "concept" is? What it isn't? How about teach a concept? This week Dr. Catherine Williams joins us to look at the concept of concepts using both behavior analytic terminology and some fun, experimental behavioral research. Because making up rules about what defines the concept of a fancy triangle doesn't always cut it. And because sometimes your non-examples are much too far out, hippie. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Williams, C.L., St. Peter, C.C., Perone, M., Aguilar, M., Cederberg, B.A., Gregersen, D.J., & Richardson, E.J. (2025). Using must-have and can-have features to improve conceptual learning. Journal of the Experimental Analysis of Behavior, 124, e70037. doi: 10.1002/jeab.70037 Williams, C.L. & Roop, J.C. (2025). Instruction consisting of a rule and set of examples and nonexamples reliably teaches concepts. Journal of the Experimental Analysis of Behavior, 124, e70061. doi: 10.1002/jeab.70061 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, the two episode secret code words, and answers to the knowledge check questions to complete the purchase. Email us at [email protected] for further assistance.

Double double your behavior. Double double your analysis. Oh no single podcast, ABA Inside Track freshens your brain like... Double research, double discussion, Come on and double listen. ABA Inside Track, ABA inside Track...episode. This episode is available for 1.0 DUAL-DIAGNOSIS/LEARNING CEU. Articles discussed this episode: Nussbaum, N.L. (2012). ADHD and female specific concerns: A review of the literature and clinical implications. Journal of Attention Disorders, 16, 87-100. doi: 10.1177/1087054711416909 Kurtz, P. F., Chin, M. D., Robinson, A. N., O'Connor, J. T., & Hagopian, L. P. (2015). Functional analysis and treatment of problem behavior exhibited by children with fragile X syndrome. Research in Developmental Disabilities, 43, 150-166. doi: 10/1016/j.ridd.2015.06.010 Lambert, J. M., Parikh, N., Stankiewicz, K. C., Houchins‐Juarez, N. J., Morales, V. A., Sweeney, E. M., & Milam, M. E. (2019). Decreasing food stealing of a child with prader-willi syndrome through function based differential reinforcement. Journal of Autism and Developmental Disorders, 49, 721-728. doi: 10.1007/s10803-018-3747-y If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, the two episode secret code words, and answers to the knowledge check questions to complete the purchase. Email us at [email protected] for further assistance.

As the summer weather turns its bright face towards New England, we find ourselves wrapping up another year of book club...just in time to start planning for NEXT YEAR'S BOOK CLUB!! Get your phone loaded with all the podcasts you need for the beach with this month's new episodes. First, we open up a themed grab bag with articles all related to participants with dual-diagnoses. Then we dig into the details of concept formation with Dr. Catherine Williams to find out exactly how you should really be teaching new things. Last, get prepared for your annual medical check-up with an episode all about medical toleration procedures. And as if that wasn't enough, Patrons gain access to our Summer Book Club pick, "Adventures in Special Education and Applied Behavior Analysis" featuring an interview with Dr. MerrilI Winston in addition to our regular book club shenanigans. If you work in the school setting (or are getting ready to work in the school setting) you do not want to miss out. Interested in selecting all of next year's Book Club selections? Then be sure to fill out our new poll to let us know what we should be packing in our summer go-bags for next year's episodes. Articles for June 2026 (DUAL DIAGNOSIS) A Very Dual-Diagnosis Grab Bag (Summer 2026 Grab Bag) Nussbaum, N.L. (2012). ADHD and female specific concerns: A review of the literature and clinical implications. Journal of Attention Disorders, 16, 87-100. doi: 10.1177/1087054711416909 Kurtz, P. F., Chin, M. D., Robinson, A. N., O'Connor, J. T., & Hagopian, L. P. (2015). Functional analysis and treatment of problem behavior exhibited by children with fragile X syndrome. Research in Developmental Disabilities, 43, 150-166. doi: 10/1016/j.ridd.2015.06.010 Lambert, J. M., Parikh, N., Stankiewicz, K. C., Houchins‐Juarez, N. J., Morales, V. A., Sweeney, E. M., & Milam, M. E. (2019). Decreasing food stealing of a child with prader-willi syndrome through function based differential reinforcement. Journal of Autism and Developmental Disorders, 49, 721-728. doi: 10.1007/s10803-018-3747-y Conceptual Learning w/ Dr. Catherine Williams Williams, C.L., St. Peter, C.C., Perone, M., Aguilar, M., Cederberg, B.A., Gregersen, D.J., & Richardson, E.J. (2025). Using must-have and can-have features to improve conceptual learning. Journal of the Experimental Analysis of Behavior, 124, e70037. doi: 10.1002/jeab.70037 Williams, C.L. & Roop, J.C. (2025). Instruction consisting of a rule and set of examples and nonexamples reliably teaches concepts. Journal of the Experimental Analysis of Behavior, 124, e70061. doi: 10.1002/jeab.70061 Medical Toleration Cuvo, A., Raegan, A., L., Ackerlund, J., Huckfledt, R., & Kelly, C. (2010). Training children with autism spectrum disorders to be compliant with a physical exam. Research in Autism Spectrum Disoders, 4, 168-185. doi: 10.1016/j.rasd.2009.09.001 Dowdy, A., Tincani, M., Nipe, T., & Weiss. M. J. (2018). Effects of reinforcement without extinction on increasing compliance with nail cutting: A systematic replication. Journal of Applied Behavior Analysis, 51, 924-930. doi: 10.1002/jaba.484 Slifer, K. J., Avis, K. T., & Frutchey, R. A. (2008). Behavioral intervention to increase compliance with electroencephalographic procedures in children with developmental disabilities. Epilepsy Behavior, 13, 189-195. doi: 10.1016/j.yebeh.2008.01.013 Adventures in Special Education and Applied Behavior Analysis Book Club (feat. Dr. Merril Winston) Winston, M. (2016). Adventures in special education and applied behavior analysis. Sloan Publishing.

While "just the facts" might be one way to ask questions, it's certainly not the ONLY way. And, if you're not careful, your interviewing style could get you all the wrong answers. This week we're joined by Dr. Ray Joslyn to discuss ALL the behavior analytic research there is on forensic interviewing. Is it the way we ask the questions or our responses to answers that influence accuracy the most? Are children or adults the most impacted by misleading statements? And did Scooby Doo really eat that ice cream cone? Are you sure? Hmm...ok, if you say so. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Doepke, K.J., Henderson, A.L., & Critchfield, T.S (2003). Social antecedents of children's eyewitness testimony: A single-subject experimental analysis. Journal of Applied Behavior Analysis, 36, 459-463. doi: 10.1901/jaba.2003.36-459 Sparling, J., Wilder, D.A., Kondash, J., Boyle, M., & Compton, M. (2011). Effects of interviewer behavior on accuracy of children's responses. Journal of Applied Behavior Analysis, 44, 587-592. doi: 10.1901/jaba.2011.44-587 Najafichaghabouri, M., Joslyn, P.R., & Preston, E. (2024). Idiosyncratic effects of interviewer behavior on the accuracy of children's responses. Journal of Applied Behavior Analysis, 57, 463-472. doi: 10.1002/jaba.1065 Moon, S.L. Joslyn, P.R. (in press). Effects of adversarial questioning on response accuracy in analog forensic interviews. If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, the two episode secret code words, and answers to the knowledge check questions to complete the purchase. Email us at [email protected] for further assistance.