MASTER ABA

BETTER TOGETHER

Our vision

Provide support and advocacy for autistic individuals through education and empowerment of ABA professionals.

mEMBERSHIP

Members receive access to all our online courses, a library of resources BCBAs need every day, as well as the support so often missing in the field!

ACHIEVE Parent Training Curriculum

How can BCBAs get parents who are stressed and overwhelmed to engage in training?

Based on research and 30+ years of experience working with families, I have finally discovered the answer to this question. This curriculum not only provides the information your families need during parent training, but it also gives you the tools you need to get them to engage in learning.

Included you will find 2 lessons specifically for you as the BCBA to help forge a collaborative partnership with your parents and caregivers, along with the 3 secrets I’ve discovered that will make parent training more successful than ever. The remaining 29 lessons are written for parents and caregivers in clear language they can understand.

Each lesson contains goals, material covering the topic, an assignment and a quiz. The lessons are intended for you to review with families together. Assignments and quizzes can be copied, or you may purchase the companion workbook to save the hassle of making copies.

Available in paperback and online.

RISE Supervision Curriculum

How can busy BCBAs be sure they’re covering everything needed when providing supervision?

Based on significant research on the topic of supervision and years of experience, I now have the answer to this question. This curriculum not only provides the resources your trainees need during supervision, but it also gives you the tools you need to get them to engage in learning.

Included you will find 4 lessons that will set supervision up for success, along with the 4 pillars I’ve discovered that will make supervision more successful than ever. The remaining 20 lessons encompass all the BACB required topics.

Each lesson contains goals, material covering the topic, assignments and a quiz to gauge learning.

Available in paperback and online.

CEU Courses

Professional Development Courses

Beginner

Intermediate

Membership

$15 / month

Community of like-minded professionals
Professional development courses
Courses in Advanced ABA concepts
Download library of 69 resources (and growing!)
Live events such as coworking sessions, office hours and more
AID Document Creation Tools (add on)
RISE Supervision Curriculum (add on)
ACHIEVE Parent Training Curriculum (add on)

ADAPT

The field of ABA requires us all to adapt to meet the needs of our clients. Listening to what adults with autism have to say can help guide us. Learn how to prioritize more effectively, overcome feelings of inadequacy we all get and more!

BUILD

Continue to build your skills every day to build your expertise, gain confidence and expand your ability to help your clients. Courses will help you apply your knowledge and grow your expertise.

LEVERAGE

Create efficiency from leveraging reusable documents so you can focus on more valuable tasks. You will have access to an extensive library of resources to help your clients.

EMPOWER

Connect with other professionals to learn how to address issues that come up every day. Use our forum to get your questions answered, find support and inspire ideas.

Add On Memberships*

*Must be a member of ABLE to add these features, you’ll have an opportunity to join these programs duriing checkout when you sign up for ABLE.

Additional $10/month

ANALYZE

Track and analyze data directly in the tool, then export to add to any template.

IDENTIFY

Select interventions based on your learners' gross motor skills, communication skills and listener skills.

DEVELOP

Choose program information specifically worded to help get your treatment plans approved.

$347 one time fee

REALIZE

Establish a strong relationship with your supervisee and get things off on the right foot.

IMPART

Review the fundamentals of ABA to develop a shared baseline.

SHARPEN

Apply theoretical concepts to the real world.

EMPOWER

Position your supervisee to be a leader in the field.

$347 one time fee

ASSESS

Each family starts with a unique set of needs and skills. Begin by assessing where they are to create an individualized coaching plan.

CREATE

Learn to develop trust and build a collaborative relationship with parents and caregivers that will lead to better results for your clients.

HIGHLIGHT

Focus on your clients' strengths and build on those, rather than their deficits.

IDENTIFY

Determine how your learner communicates and understand communication challenges specific to the learner.

ENGAGE

Begin by building a foundation of early learning skills necessary to conquor more complex skills.

VIEW

Use interventions with a focus on understanding the unique perspective of the individual.

EVALUATE

Understand each learner's behavior to help promote independence, and evaluate their progress.

wdt_ID	Skill Type	Assessment	Domain	Level	Milestone	Goal	Medical Necessity Criteria	Targets	Measurement	Recommendations	Teaching Ideas
1	Communication	VB-MAPP	Mand	1	1M	LEARNER will mand for 2 preferred items using a visual, sign or verbal approximation.with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
2	Communication	VB-MAPP	Mand	1	2M	LEARNER will emit 4 different mands for preferred items using a visual, sign or verbal approximation with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
3	Communication	VB-MAPP	Mand	1	3M	LEARNER will generalize 6 mands using a visual, sign or verbal approximation across 2 people, 2 settings, and 2 different examples of a reinforcer with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
4	Communication	VB-MAPP	Mand	1	4M	LEARNER will spontaneously emit 5 mands in 60 minutes using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
5	Communication	VB-MAPP	Mand	1	5M	LEARNER will emit 10 different mands using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
6	Communication	VB-MAPP	Tact	1	1M	LEARNER will tact 2 reinforcing items with echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
7	Communication	VB-MAPP	Tact	1	2M	LEARNER will tact any 4 items without echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
8	Communication	VB-MAPP	Tact	1	3M	LEARNER will tacts 6 non-reinforcing items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Cup Shoe Hat Spoon Chair Bed	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
9	Communication	VB-MAPP	Tact	1	4M	LEARNER will spontaneously tact 2 different items in 60 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.		Rate	When creating goals for spontaneous behavior, avoid the use of specific targets. Instead, consider using rate data	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
10	Communication	VB-MAPP	Tact	1	5M	LEARNER will tact 10 items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Ball Car Cat Bowl Cow Book Mickey Shirt Train Baby	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.

MASTER ABA

BETTER TOGETHER

Our vision

mEMBERSHIP

ACHIEVE Parent Training Curriculum

How can BCBAs get parents who are stressed and overwhelmed to engage in training?

RISE Supervision Curriculum

How can busy BCBAs be sure they’re covering everything needed when providing supervision?

CEU Courses

Professional Development Courses

Beginner

Intermediate

Membership

ABLE Support for BCBAs

ADAPT

BUILD

LEVERAGE

EMPOWER

Add On Memberships*

ANALYZE

IDENTIFY

DEVELOP

REALIZE

IMPART

SHARPEN

EMPOWER

ASSESS

CREATE

HIGHLIGHT

IDENTIFY

ENGAGE

VIEW

EVALUATE

Are you a fraud?

Function of Behavior