Partnership Language Catalog

ATTENTION BCBAS.

I stopped PARENT TRAINING and you should too!

Plus earn 2 Learning Type CEUs

I’m sharing my framework with you because I know what it feels like when you can’t reach a parent who desperately needs help. It was crushing when Amanda, a defeated mother of a 10-year-old boy who had been diagnosed with Prader Willi Syndrome, scrawled “give up” on the calendar a date 3 weeks from the day of our meeting,

I knew I had to find a way to get her to start using the strategies I’d been trying to teach her for months. But how?

Until then, she clearly understood the procedures I taught her and even promised to follow through at the end of each training session. Yet she never did.

I went home and thought about what I could do differently. I changed my approach and started looking at the situation from her perspective. By doing so, in less than the 21 days I’d promised her, I was able to uncover what was standing in her way so that she could be truly motivated to help her son. By using the strategies I share in the Partnership Language 5-Day Challenge I learned that she believed her son’s behavior was the result of his disability – and that therefore none of the interventions I taught her would make a difference.

Once I understood where she was coming from, one simple statement changed everything for her.

I told her, “I understand that he has a disability, but his behavior is not his disability. It is the result of the conditions that surround his behavior. If the conditions stay the same, so does the behavior. If you change the conditions, you change the behavior.”

At that moment she finally understood what months of “training” never achieved. She began using the strategies I had been teaching her. It wasn’t easy, but she stuck with it. One day we sat together and she said, “I finally enjoyed spending time with my son,” and broke down in tears.

This system works.

The Problem with Parent Training

You know that getting parents to use ABA strategies at home is the most effective way to make serious gains with your clients. But because parents are already overwhelmed, the reality is grim:

Many parents simply attend ABA parent training sessions out of obligation without actually changing what they do outside of sessions.
Even those who do use some of the strategies, this change is often short-lived.
Meaning your clients don’t receive the intended benefit of parent training.

But that’s not the end of it—the problem’s actually worse than that!

You spend endless hours scheduling and rescheduling parent training sessions, trying to come up with strategies that will get them to follow through.
Most parents don’t see how they can use the strategies you suggest, so it’s a waste of your time and resources to continue as you are.
Plus, you’re billing insurance companies for a service that’s not generally effective.

This is why I stopped parent training – and started partnering with parents instead!

And luckily for you, there’s now a program to help you QUIT your parent training program. Introducing the Partnership Language 5-Day Challenge which helps you:

5 20-minute lessons with actionable steps you can use with parents right from the start
Establish a partnership with parents
Identify obstacles to parent training and ways to overcome them
Use language that creates connection instead of separation
Create motivation to not only learn ABA strategies but also implement them at home

But, I’m getting ahead of myself. Hi, my name is Amelia Dalphonse. By now, you’re probably wondering…who am I and how can I make these claims?

Like you, I’m a BCBA. I work with autistic children and their families to help them achieve their highest potential.
My passion is helping parents experience success and I have over 13 years of experience helping parents reach their goals.
Because of my own struggles getting parents to engage in training, I have invested tons of time experimenting with different tactics to get parents involved in services.
I took my top tips and strategies and used them to create the Partnership Language 5-Day Challenge.

What’s Included with the Partnership Language 5-Day Challenge?

The Partnership Language 5-Day Challenge provides a unique, actionable plan to foster a partnership with parents that leads to increased engagement in training and a willingness to use ABA strategies with their child.

WITH THE PARTNERSHIP LANGUAGE 5-DAY CHALLENGE, YOU’LL GET:

5 20-minute lessons
Take all 5 lessons at once or one a day for a 5 day challenge
2 Learning Type CEUs
Downloadable worksheets so you can apply what you learn immediately
Tools to establish connection with parents
Strategies to motivate parents to implement what they learn
5-question quizzes to test your understanding

Act now, and join the Partnership Language 5-Day Challenge!

Frequently Asked Questions

How is the challenge different from a regular CEU course?

The challenge is broken into 5 20-minute lessons, each with actionable assignments so you can immediately put what you’re learning into practice. We call this a challenge to put the focus on DOING instead of just LEARNING.

When does the challenge start?

The challenge is an asynchronous event so you can start whenever is convenient for you. It’s broken into 5 days to make it easier to fit into your busy schedule, but you have the option of completing it all at once or even across several weeks.

Will I get a certificate of completion?

Once you complete each of the 5 lessons, including the quizzes, then you will receive a certificate granting you 2 general learning BACB CEUs.

How many CEUs do I earn by completing the challenge?

You will earn 2 Learning Type CEUs

How long do I have to complete the challenge? Do I have to complete it all within 5 days?

Once you buy the course, you are free to complete it whenever you like.

Assessment:

Domain:

Milestone:

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.