Introduction To Group Instruction becomes clinically important the moment a team has to turn good intentions into reliable action inside case conceptualization, intervention design, staff training, and literature-informed problem solving. In Group Instruction, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: CASP CEU Center
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Join Free →Introduction to Group Instruction p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Helvetica; color: #3b3f50} Original Air Date: February 25, 2026 Short Title: Introduction to Group Instruction RBT PDU offered: 0.5 BACB RBT PDU Webinar Duration: 33 minutes Instructors: Nichole O'Donnell, M.Ed., BCBA, LBA Abstract: p.p1 {margin: 0.0px 0.0px 12.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} li.li2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} ol.ol1 {list-style-type: decimal} p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 11.0px Helvetica; color: #3b3f50} Group instruction is a critical component of effective applied behavior analysis programming, yet it can be challenging for RBTs to implement with confidence and consistency. This presentation provides an introductory overview of group instruction, with a focus on why group learning opportunities are essential for learner development. Participants will explore what group instruction can look like in practice, with a focus on identifying the individual purpose of group for their learner. The presentation will also review common types of groups implemented in ABA programs, such as social skills groups, play-based groups, and routine-based instructional groups. The training will outline measurable skill areas that can be addressed through group instruction. Finally, the presenter will discuss an article review focused on the concept of "helping versus hovering," highlighting how excessive prompting and adult proximity can intentionally limit independence during group activities. Key takeaways will emphasize strategies RBTs can use to support learner success while promoting independence, peer engagement, and meaningful participation in group settings. This presentation is designed to build foundational knowledge and practical skills RBTs can immediately apply in their daily clinical work. Learning Objectives Explain why learning
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | General |
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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.