Our workshops feature small-group instruction for putting theory into action. Call now to reserve your seat.

Every course is led by experienced and knowledgeable practitioners of ABA-VB working
full time as consultants to school districts.

They will engage you and coach you how to work with a student on pairing with reinforcement, manding, tacting, etc. as outlined in the Assessment of Basic Language and Learning Skills tool, known as the ABLLS-R.

If interested in attending our workshops please contact us:
Call (732) 254-0300 or email us at This e-mail address is being protected from spambots. You need JavaScript enabled to view it

1. Introduction to ASD and Autism in the classroom (1 day) ---When is a public health crisis not a public health crisis? Answer? When it is a thing called Autistic Spectrum Disorder. Occurring at rates that approach the public health definition of an epidemic, Autism diagnosis continues to increase at alarming rates. Teachers are seldom prepared to deal with the introduction of children with “spectrum disorder” in their classes. This presentation reviews basic information on what autism “looks like” across the diagnosis spectrum, how children with Autism learn differently than students who are not classified and what teachers can do to increase their effectiveness as instructors. Skinner’s “the teacher as scientist” as well as strategies from ABA are reviewed along with information regarding what expectations and requirements from Federal Law (IDEA – Individuals with Disabilities Education Act) are, and how they can be met in the Least Restrictive Environment. Participants can expect to obtain a practical understanding of how ASD (Autistic Spectrum Disorder) affects learners and what they as teachers can do to optimize instruction to more effectively engage the learners with this diagnosis in their classroom.

2. ABA – Ethics Workshop, case study analysis (submitted for BACB CE hours) (3 hours)

3. ABA – VB “Basic Training” (formerly Boot Camp) (2 days) --- Intensive instruction in basics of ABA inclusive of VB terminology, theory and practice. (General intro level)
From the ABCs of behavior analysis, to the review of data collection and analysis – participants in this two day seminar, can expect to receive an in depth immersion into the practical applied nature of behavior analysis. Video analysis for functions of maladaptive behavior lead the audience through real time, “in vivo” application of the concept of functional analysis. Performing a sequential analysis – also known as an ABC (antecedent, behavior consequence) provides the audience participant with the basic knowledge to begin to ask a different (functional) question about the behaviors they seek to change in their students or children. TWO DAYS of immersion starts off with a baseline assessment of what knowledge the audience currently has, and provides the basis for targeting training to the group over the next day and a half. Participants will be able to complete a sequential analysis, identify functions of behavior and interpret graphic representation of data, as well as be familiar with the various methods of providing treatment based on function.

4. ABA – VB “Jump School” (full day, small group hands on) ---Small group settings 6 persons per instructor; 4 stations. Pairing, Manding, ITT and NET teaching sessions. (max 24 persons).
Many persons claim to be providing ABA in a “verbal Behavior” format. Unfortunately most of those persons have only a cursory knowledge of the subject and very few have supervised applied exposure to the use of Skinner’s work in teaching language to children with Autism. This 1 day, intensive seminar, breaks out into small hands on groups – who will practice the concepts learned in our ABA-VB Basic training (or it’s equivalent). Those sessions will be administered in small groups of 6 to 8 persons, who will work with another participant under the direct supervision and guidance of a Board Certified Behavior Analyst, who has at least 2 – 4 years of certified experience delivering “Best Practices” VBI services to children with ASD (autistic spectrum disorders) . Participants will learn to use the ABLLS-R to establish learning targets, how to “pair with reinforcement”, developing requesting or “manding skills” with early learners, creating a “natural environment” lesson and setting up ITT (intensive table teaching) for home and or class.

5. Management of PROBLEM BEHAVIOR - Using Science for FBA - 1 day  ---Behavior is shaped by the reinforcement (or punishment) it obtains in the environment over time. Just as children can acquire skills, they can also acquire “bad behaviors” or more behaviorally behaviors that are maladaptive. As children get older, these maladaptive behaviors can become dangerous and or harmful to the learner as well as to the people who care for them. Traditional thinking does not provide a viable solution to intervention. When people ask “why” does he or she do that, there are as many answers as there are people in the room. FBA teaches key stakeholders such as family members, siblings and relatives to ask a different question: “What function does the behavior serve?” Thinking along the lines of a “function” to the behavior – leads to dealing with the behavior based on 50 years of research. Asking a different question leads to different outcomes. The participant of this training is encouraged to bring their real life problems for analysis and collaborative thinking on how to intervene. The workshop begins by presenting the basics of Functional Behavior Assessment for a non-technical learner. We will then apply that information to an analysis of audience presented problems and the audience is encouraged to participate in developing a functional analysis of the problems presented. Based on function, solutions from research are presented as a method for future intervention @ home and in community.

6. Creating and maintaining motivation in the class for paras and staff. (4.5 hours) ---How do administrators and teachers maintain a high level of performance in the classroom. Para professionals (teacher aides and teacher assistants) are often the backbone of strong instructional programs. How to maintain a competency based, highly motivated performance from staff over time requires attention to obtaining and documenting the success of interventions over time, as well as enhancing ahd acknowledging the quality of education programs in the classroom. Participants of this training will learn how to maintain an increase skills in addressing problem behaviors, increasing adaptive functioning of children in the class and how to effectively work as a team to change the lives of children with disability. Target audience for this training is special ed teachers and teacher assistant/aides.

7. ABA-VB tools for Speech Pathologists (1 day) ---This presentation focuses on the basics of ABA as it applies to “Speech and Language” instruction (pathology). the basic science of ABA is reviewed as are specific hands on supervised exercises on how to evoke better (more) communication from students with disabilities. The focus is on the shaping of communication making use of behavioral principles. For many speech pathologists and teachers, the learning that they have already; is nicely complimented by adding these “tools to their tool box.” At the end of this session, speech professionals will be able to utilize specific shaping procedures to teach their clients how to label, request and verbally interact with them in session.

8. HFA and Asperger’s Syndrome – Inclusive Education needs (1 day) ---More and more children are being diagnosed with High Functioning Autism and Asperger’s Syndrome. What are the requirements of inclusive education and how administration can and child study teams meet the needs of both these children and their typically developing peers in an inclusion environment using the tools of Applied Behavior Analysis. Participants will gain understanding of the incidence of HFA/Asperger’s as well as information in those instructional strategies that work best for children in the spectrum, and how those strategies can be implemented in an inclusion environment.

9. FBA for School Staff (technical complexity – high) – 1 day ---How to perform a functional assessment as required by the IDEA for any student being reviewed for placement change as a result of behavior challenges. Presentation includes a) informal assessment, b) descriptive analysis and c) experimental analysis. At the end of the presentation learners will be able to discriminate between different levels of assessment, complete FBA interview and understand how to perform the various types of functional assessment as a basis for behavioral intervention.

10. C-Au-T: Cognitive Autism Therapy ( a copyrighted presentation of DDRS Inc., NY). --- ABA principles to shape latency (delay) to stimulus (events, and or thoughts/emotions) which might trigger behavior that is neither socially appropriate or acceptable. The 1 day training reviews creating a therapeutic relationship with the client, in order to probe (test) stimuli that evoke emotional response (e.g., anger, fear, etc.). Coping skills to dispute irrational beliefs that support the maladaptive behavior are taught to the student and then rehearsed with the student/client in an office setting. Evoking the reaction with the client/student continues until they demonstrate a fluency in delaying their reaction to stimuli that evoke maladaptive behavior and their ability to use the cognitive disputation techniques. Finally, eastern meditative practices based on ancient Vipassana school breath work is used to close the session and guide the client/student back to a relaxed state. Participants will see CAuT in action with a student in crisis (18 year old high school student) as well as obtain an interactive disk to use off site.

11. Competency based parent/para training in ABA VB methodology. --- A three day progressive instruction in competency based (measured) training in verbal behavior methodology of ABA. {curriculum used as the basis for the Easter Seals Academy in Westchester NY}

12.Best practices early intervention assessment & training for children with ASD (1 day)

13. Using the ABLLS-R as a curriculum support tool to design meaningful IEPs