NDBls: Integrating Developmental Principles and the Science of ABA to improve outcomes for infants and toddler with ASD 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 NDBls: Integrating Developmental Principles and the Science of ABA to improve outcomes for infants and toddler with ASD, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Louisiana Association for Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Our increased ability to identify and diagnose children with autism spectrum disorders (ASD) at earlier ages provides us with both an opportunity and a challenge. These advances now allow us the opportunity to begin intervention much earlier in life. Our challenge, however, is to design and adapt our interventions to very young children in order to achieve optimal outcomes. No one teaching approach is right for each child. As such, considerations regarding the best treatment approach should be tailored to each child's individual learning needs and developmental considerations should be made for very young children with ASD. The evidence supporting interventions for children with ASD has changed in the last decade, and meaningful research supports the effectiveness of Naturalistic Developmental Behavioral Interventions (NDBIs). However, one major barrier to implementing this approach is that many behavioral practitioners lack training, knowledge and support for implementing NDBIs. This presentation will summarize the effectiveness of NDBI research, discuss how NDBls fit within the scope of practice for behavioral practitioners, describe the key components of NDBIs, discuss the similarities and differences between traditional ABA programs and NDBIs.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Hughes-Lika is a Board Certified Behavior Behavior Analyst at the doctoral level (BCBA-D), a licensed behavior analyst (LBA), an International Behavior Analyst (IBA), and an Early Start Denver Model Certified Therapist and Trainer. She has been providing evidence-based services for children with autism and related disorders for over 29 years, and for the past 14 years, she has specialized in interventions for young autistic children (0-4 years). She completed her Bachelor of Arts degree in Psychology and Sociology from Saint Ambrose University, her Master of Arts degree in Applied Behavior Analysis from The Ohio State University, and her Ph.D. in Intellectual and Developmental Disabilities from the University of Kent in Canterbury, UK. She has taught both undergraduate and graduate courses on behavior analysis, positive behavior support, ASD, and supervision in the US and abroad. She is passionate about the dissemination of behavior analysis. In 2015, she was the recipient of the Society for the Advancement of Behavior Analysis (SABA) International Development Grant for her work to promote research, education, training, and behavior analysis for professionals and families in Albania. She presents her research at national and international conferences and her research studies are published in peer-reviewed journals. Her current research interests and publications are focused on the use of technology to disseminate evidence-based behavioral training to parents and caregivers of children with ASD (OPT-In-Early), the implementation of Naturalistic Developmental Behavioral Interventions (NDBIs) for infants and toddlers with ASD, and competency-based supervision systems. She is the founder of The NDBI Navigator, an organization dedicated to supporting professionals working with young autistic children. Rooted in the principles of Naturalistic Developmental Behavioral Interventions (NDBIs), it offers accessible, evidence-based, and developmentally appropriate resources to help clinicians, educators, and behavior analysts turn knowledge into meaningful practice.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.
No credit card required. Cancel anytime.
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.