Constructionally Selecting and Programming for Learner Goals belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter case conceptualization, intervention design, staff training, and literature-informed problem solving. In Constructionally Selecting and Programming for Learner Goals, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: Do Better Collective
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →This session will introduce pragmatic ways to select goals, and tips on creating programs that build on existing repertoires and strengths, and harness the power of stimulus control and reinforcement contingencies that are already in place.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 2 | General |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
233 research articles with practitioner takeaways
232 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.