Applied Behavior Analysis: Theory and Practice — 2026

Michael Mueller

Ph.D., BCBA-D, IBA

ABA Supervision: Best Practices to Build Skill and Confidence (1 Supervision BACB, IBAO CEU)

Supervision is a required process for all behavior analysts and behavior therapist/technicians. The activity is required but the process is not dictated by any credentialing body. Supervision practices therefore vary widely. This training will examine when and where supervision should occur and the best practices on the techniques and process to build therapist and client outcomes. The goal of supervision is not to catch errors; it is to build fluent, ethical, high-integrity implementation that improves client outcomes.

Fan Yu Lin

PhD, BCBA-D

A Next-Day Guide to Precision Teaching: A Practical Framework for Instructional Decisions (1 General BACB, IBAO CEU)

Precision Teaching (PT) provides a powerful lens for measuring behavioral change, yet many practitioners struggle to translate its data-rich principles into daily instructional actions. This presentation introduces a structured, operational checklist that serves as a practical «»navigational map»» for educators, bridging the gap between theoretical knowledge and classroom implementation.
The session walks participants through a sequential decision-making workflow: from establishing socially significant priorities to pinpointing component-composite relations and setting evidence-based fluency aims. Using the Standard Celeration Chart (SCC) as a core evaluative tool, the speaker demonstrates how the checklist guides teachers through critical instructional adjustments—ensuring that every decision is objective, timely, and responsive to the learner’s needs. By deconstructing complex planning into manageable, verifiable steps, this «»Next-Day Guide»» reduces the cognitive load on practitioners and focuses effort on what truly matters: achieving efficient, precise, and meaningful outcomes that enhance the learner’s quality of life.

Robert Pennington

PhD, BCBA-D

From Shopping List to Shakespeare: Teaching students with complex needs to write. (1 General BACB, IBAO CEU)

«In this session, Dr. Pennington will describe over a decade of research on teaching students with autism and intellectual disability to engage in written expression. Participants will leave with a doable intervention package that can be broadly applied across writings context.
Objectives 
1. Participants will describe strategies for increasing students’ motivation to write
2. Participants will describe the application of frames to facilitate the acquisition and generalization of writing responses
3. Participants will describe applications of technology and response prompting strategies to teach students to write «

Ekaterina Zhestkova

BCBA, IBA, Supervisor (ABACS)

The Behavior Analyst’s Own Ambivalence: Identify and Defuse It
How Motivational Interviewing Strategies Help Reveal Cultural Biases and the Behavior Analyst’s Own Ambivalence (1 Cultural BACB, IBAO CEU)

Emily Varon

MS, BCBA

Ethical Considerations for Sleep Programming (1 Ethics BACB, IBAO CEU)

In the absence of formal training on sleep and sleep-related variables during behavior analytic coursework, ethical barriers may arise when BCBAs choose to treat problematic sleep within the scope of ABA services. This event aims to unveil the potential for questionable ethical behavior when developing sleep plans for families and offers methods for preventing out-of-scope practices.
Additionally, this event offers practical and valid sleep information for BCBAs to utilize immediately in supporting families with problematic sleep.

Rasmi Krippendorf

BA, MS, BCBA

ABA in mainstream schools (1 General BACB, IBAO CEU)

Behavior analysts need to find ways to work with and through teachers in mainstream schools, changing and improving the way they do their work, instead of opposing us when we do ours.
What can we do and how can we do it?

Ailsa Xiaohui Sun

PhD, BCBA

Social Model of Disability & ABA (1 General BACB, IBAO CEU)

This presentation focuses on the social model of disability (Oliver, 1983), a positive philosophical perspective for understanding disability-related issues. The core argument of this model is its attribution of disability to social factors. As societies evolve continuously across socioeconomic, technological, and ideological dimensions, disability is recognised as a changeable rather than fixed condition. In contrast to traditional models, including the medical model widely followed today, framing disability as an inherent individual characteristic, the social model argues that disability arises from a society’s failure to accommodate individual needs. People with identical needs may experience disability in one social context but not in another. Accordingly, the social model of disability provides a fundamental philosophical foundation that empowers disabled individuals to abandon self-blame, dismantles the underlying rationale for disability discrimination, and fosters social responsibility to build a mutually inclusive society that benefits all community members.
This presentation adopts a moderate philosophical stance that acknowledges both environmental and individual factors, conceptualising disability as an interactive outcome of person and context. From this positive framework, the roles of behavioural analysis practitioners can be interpreted in two key dimensions. First, practitioners and stakeholders can apply behavioural expertise to build more inclusive and supportive environments. Such professional practice enhances societies’ support ability, reduces environmental barriers and enables disabled individuals to pursue meaningful lives and reach their own potential. Second, skill training interventions can strengthen individual capabilities, lowering people’s reliance on external support. This allows individuals to participate more actively in social contexts that currently lack adequate accommodation and inclusive resources.

Anastasiya Kozorez

IBA, Supervisor (ABACS)

Why does a Behavior Analyst need a Theory of Mind. A Misconception or a Deictic frame. (1 General BACB, IBAO CEU)

Why should a behavior analyst know about Theory of Mind – the very ability to “read minds,” understand the desires, intentions, and beliefs of other people? After all, we have Applied Behavior Analysis, which explains behavior through environmental variables rather than mental states.
This question was raised by Hank Schlinger in his presentation last year, and it prompted many people to reflect on the issue. The answer may influence how we understand the nature of social difficulties in autism and how we design intervention programs.
This presentation examines Theory of Mind from two perspectives: through the lens of verbal behavior and Relational Frame Theory (RFT), and through the findings of cognitive psychology. The presentation reviews both classic and contemporary studies, as well as practical implications of how knowledge about Theory of Mind can support work with children with autism.

Participants will learn:

• What Theory of Mind is.
• How false-belief tasks work and what they reveal about child development.
• Why infants and great apes demonstrate Theory of Mind despite the absence of an extensive verbal repertoire.
• Whether Theory of Mind can be viewed solely as a product of operant learning and verbal behavior, or whether other mechanisms are involved in its development.
• Why it is valuable for behavior analysts to look beyond their own field and how integrating approaches can improve client outcomes.

Nadezhda Guseva

PhD, IBA, Supervisor (ABACS)

The Role of Behavioral Approaches in Building Parent Competencies for Effective Early Intervention in Children with ASD (1 General BACB, IBAO CEU)

Early childhood is the most important time for developing skills and adaptive behaviors in a child with ASD. The most natural environment for a child’s development is their home and family: it is a safe place where routines are repeated and events are predictable. The most interested and reliable people in the child’s life are those who are with them in this environment. At the same time, this is precisely when parents themselves are going through a difficult process of accepting their child’s diagnosis. Prolonged stress prevents them from processing information, learning new skills, and, most importantly, carrying out simple daily tasks. A behavioral approach helps engage parents in their child’s development program, regardless of whether they are ready to seek psychological help themselves at this moment. Moreover, starting with the first successful steps, parents’ stress levels begin to decrease thanks to the most powerful positive reinforcement in this situation—the child’s achievement, accomplished through their own efforts.
This presentation is about how behavior analysts can help parents to get involved in their child’s treatment program, become productive members of the therapeutic team, and change their lives for the better.

Ekaterina Rodygina

IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS)

Don’t Panic! Let’s Go to the Doctor: Preparing Children with ASD for Medical Procedures

The presentation covers the results of using systematic desensitization, differential reinforcement, and additional behavioral intervention methods to reduce avoidant behavior in children with autism spectrum disorder (ASD) during dental, invasive, and non‑invasive diagnostic medical procedures. Step‑by‑step task analysis combined with visual support and exclusive reinforcement is shown to establish calm behavior and generalize the skill to real medical settings.

Anna Kim

BCaBA, IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS)

Applied Behavior Analysis Approaches to Developing Pretend Play in Children with Autism Spectrum Disorder

The presentation reviews contemporary Applied Behavior Analysis (ABA) approaches to developing pretend play in children with Autism Spectrum Disorder (ASD). Particular attention is given to naturalistic teaching, fostering independent play initiation, increasing variability in play behaviors, and promoting cooperative play with peers.
The presentation also examines common mistakes made by practitioners and outlines practical principles for teaching pretend play skills.

Elena Sazonova

Ph.D., IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS)

Using Multiple Exemplar Training to Teach Metaphor Comprehension to Older Preschool and Early Elementary Students with Autism Spectrum Disorder

This study investigated the effectiveness of teaching metaphor comprehension to children with Autism Spectrum Disorder (ASD) aged 6–9 years. The intervention targeted metaphors based on shared physical attributes of the source and target stimuli. Using a multiple-baseline-across-participants design, participants were taught through multiple exemplar training with visual and echoic prompting. In the first post-intervention probe session, participants demonstrated 80–100% correct responding, successfully interpreting novel metaphors that shared structural similarities with previously trained examples.

Alexandra Obukhova, Elena Zhernova

Development and Implementation of a Hierarchical Assessment of Tooth Brushing and Dental Visit Skills in Children with ASD in Dental Care Practice

The presentation describes the development of hierarchical checklists for assessing oral hygiene and dental visit skills in children with ASD, based on behavioral chain analysis and ABA principles. Results of implementing these tools in the interdisciplinary practice of the «Tooth Fairy» program to enhance the accessibility and quality of dental care are outlined.

Maria Grekova, Elena Zhernova

SPIKA Author’s Program: Development of Social Communication Skills in Preschool Children with ASD in Structured Interaction with Neurotypical Peers

The report presents results of the study on the effectiveness of the SPIKA author’s program aimed at developing social communication skills in preschool children with autism spectrum disorder (ASD) within structured interaction with trained neurotypical peers. The program follows a modular design consisting of three sequentially progressing blocks: self-awareness, understanding of emotions, and social interaction. The findings indicate positive changes in key behavioral outcomes following participation in the program.

Fei Wang

QBA, IBA, CPBA-5

Bridging Communication Gaps: Evidence-Based Structured Language Interventions for Inclusive Education

This study explored the intervention effectiveness of structured language templates on the social language abilities of students with different disabilities in an inclusive education environment, and verified the cross-contextual applicability of teaching materials under the «teacher-student co-compilation» model. A multi-baseline, cross-subject quasi-experimental design was employed, selecting 32 students aged 6-14 from three cities in the Greater Bay Area with diverse disability types to participate in a 12-week structured language template intervention. The intervention covered nine structured templates: description, evaluation, negotiation, dialogue, and presentation, implemented according to the three-tiered SCERT system. Assessments were conducted at multiple time points using scales such as SCQ, PEP-3, and SSiS, combined with qualitative analysis using classroom observation video coding and teacher logs. Results showed a significant improvement in social communication skills and marked progress in language abilities. Different disability types exhibited differentiated responses, with the ADHD group showing significantly better mastery of description and evaluation templates than the ASD group. The conclusion is that structured language templates can effectively support the social language development of students in inclusive education, and this study provides a practical paradigm for the low-cost promotion of social language courses in inclusive education.

Zijun Ren

MSc, IBA, BCBA

Why Children Delay Homework: From Ability Issues to Attitude Problems—A Behavior-Analytic Approach

This talk focuses on homework procrastination in school-age children. Using an ABA framework, it differentiates ability-driven delays (e.g., slow pace, inattention, excessive erasing) from attitude-driven avoidance (e.g., task refusal, escape behaviors, poor self-monitoring). Practical behavioral interventions are provided to improve homework completion efficiency and reduce task avoidance.

Dr. Jenkin Chu

BCBA, IBA

International guidelines for reasonable force and physical restraint

The use of reasonable force and physical restraint in Applied Behavior Analysis (ABA) remains a highly sensitive and regulated area of practice. This presentation reviews key international guidelines and position statements, including those from the Association for Behavior Analysis International (ABAI), alongside relevant human rights frameworks and national standards (e.g., UK Restraint Reduction Network, Hong Kong Education Bureau guidelines on restraint in special education, and related ethical codes).

Katrina Tsai

From Individual Intervention to System-Level Practice: Implementing ABA Frameworks in an International School

This practice-based presentation describes the implementation of Applied Behavior Analysis (ABA) in an international school over one academic year, demonstrating the transition from individual student support to school-wide systems change.
At the individual level, ABA strategies were used to improve students’ adaptive behavior, emotional regulation, and social skills. At the classroom and staff levels, a school-wide reinforcement system was introduced, and teachers and teaching assistants received training in ABC analysis, Discrete Trial Training (DTT), self-management, and behavioral functions. Teaching assistants were further trained to apply DTT to support academic and social skill development.
At the systems level, a multi-tiered support framework was established, student data were used to guide intervention planning, and parent workshops were conducted to promote consistency between home and school.
Outcomes included increased teacher confidence in using ABA strategies, broader implementation of DTT in classrooms, greater consistency in behavior support practices, and wider adoption of ABA-informed approaches across the school.

Qi Qiu

IBA

The Power of Shaping: Applying Shaping Procedures in Psychological Adjustment and Family Caregiving for Advanced Cancer Patients

This presentation is based on my personal experience in seeking medical care and providing family support following my mother’s diagnosis of advanced ovarian cancer.

1. Shaping the Patient’s Mindset. Using shaping procedures, I guided my mother from a stance of «If it’s cancer, I’m not treating it» to active cooperation with medical care. In practice, I broke down the target behavior into successive approximations and applied differential reinforcement to gradually build her acceptance of treatment.

2. Task Analysis in Caregiving. I deconstructed the overall caregiving process into sequential stages: symptom identification and diagnosis, hospital and physician selection, and treatment planning and adjustment. At each stage, I focused only on the highest-priority target behavior while maintaining awareness of the broader context. This approach reduced emotional load and ensured orderly medical decision-making.

3. Behavioral Support During Chemotherapy. To address decreased appetite and slow physical recovery, I guided my mother to review the correlation between her eating behavior and her condition the following day, using naturally occurring contingencies to maintain nutritional intake. For recurring discomfort and emotional fluctuations during chemotherapy cycles, I applied a combination of antecedent adjustments and targeted interventions.

This presentation illustrates the translational application of behavior analysis in home-based medical care, offering an actionable framework for supporting family members in managing illness and improving quality of life under high-stress conditions.

Bo Wang

BCaBA, IBA

From Troublemaker to Friendly Peer in Three Months: A Behavioral Analyst Multidisciplinary Team Intervention Based on ABA for a Three-and-a-Half-Year-Old Child

Background: A three-and-a-half-year-old child attends a regular kindergarten. Parents reported that the child was highly egocentric at home, unable to tolerate rejection, and frequently experienced emotional outbursts. Kindergarten teachers indicated that the child could hardly remain seated in class, often left their seat during lessons, threw toys at peers, and displayed sudden aggressive behaviors including hitting and verbal abuse.
Intervention Process: The behavioral analyst adopted ABA professional terminology to synchronize information from significant others across different settings, established a consistent communication platform, integrated multi-source information, guided stakeholders to objectively interpret the child’s behaviors, and formulated unified behavior change strategies. Implementation Support: The behavioral analyst provided direct modeling and demonstration examples, supporting parents and kindergarten teachers to promote the child’s behavioral development appropriately in natural environments.

Yan He

BCaBA, IBA

The Effects of Naturalistic Environment Teaching on Improving Independence in Daily Living Skills Among Preschool-Aged Children with Autism Spectrum Disorder

This study aimed to investigate the impact of Natural Environment Teaching (NET) on the independence of daily living skills in two preschool children with Autism Spectrum Disorder (ASD). A case study design was employed over a 12-week period. The intervention was implemented within naturalistic settings, and its effectiveness was evaluated through parental tracking and feedback on the children’s self-care performance in both home and kindergarten environments.
The results indicated that the NET intervention had a positive effect on enhancing the children’s self-care abilities within home and school settings. According to parental reports, both children demonstrated significant progress, becoming more proactive and independent in completing various daily activities. For instance, during mealtime, the children were able to independently complete steps such as fetching food, eating, and clearing their dishes without repeated prompts from adults. Additionally, they began to actively put away their toys and learning materials after activities concluded. These changes suggest that the NET intervention effectively facilitated the generalization of learned skills to real-life scenarios, thereby improving the children’s independence in daily activities across different environments.

Xuejiang Tian

IBA, BCBA

How Can ABA Step Beyond Autism

This theme focuses on several core topics for in-depth discussion, including analyzing the developmental achievements and practical costs of the autism specialization of ABA, adopting normal distribution thinking to examine how many people are in need of ABA support, sorting out 350 application fields to identify blue ocean opportunities in the ABA industry, exploring ways for behavior analysts to develop cross-domain promotion competencies, and elaborating actionable strategies for active knowledge dissemination — ranging from academic publication to facilitating the practical adoption of evidence-based methods by frontline practitioners.

Ekaterina Zhestkova

BCBA, IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS)

Ekaterina is Russia’s first certified specialist in the field of applied behavior analysis. She is the founder of the Step Up educational project, co-author and lecturer of an innovative training course for behavioral analysts, and actively participates in the development and popularization of ABA in Russia. Her contribution to the training of specialists has had a significant impact on the establishment of the profession. 

Maria Sudarikova

ВСВА, IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS) 

Maria is one of the founders of the professional community of behavioral analysts in Russia. She actively promotes applied behavioral analysis: provides supervision, consultation for families of children with ASD, and collaborates with centers and educational institutions. She supports novice specialists, conducts educational activities in the field of ABA, and leads intervision meetings.

Svetlana Anisimova

ВСВА, IBA, Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS)

Svetlana is a recognized expert in the field of ABA. She is the editor of more than 20 publications on applied behavior analysis in Russian, which have made scientific knowledge more accessible to specialists and parents of children with ASD and other developmental disabilities. She organizes intervision meetings and supports the professional community and interdisciplinary cooperation. 

Alexandra Zhestkova

ВСaВА, IBA,  Supervisor of Unified Register of Russian Specialists in Applied Behavior Analysis (ABACS), Interpreter

Alexandra is a behavior analyst with extensive experience, a translator and publisher of behavior analytic literature in Russian, co-author and instructor of training courses for behavior analysts with the educational project “Step Up”, and a regular interpreter at RusABA Association events. Thanks to her, Russian specialists and international colleagues can ask each other questions — and speak the same language.