No One Asked for a Behavior Analyst: Earning Trust, Not Just Showing Up belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines. In No One Asked for a Behavior Analyst: Earning Trust, Not Just Showing Up, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Class on Task 2025
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Being a BCBA in a school can feel like stepping into a storm without an umbrella, especially when you weren't invited. Too often, behavior analysts are brought in reactively, after things have already gone sideways, and they're expected to "fix it." Add to that a team who's had previous negative experiences with outside professionals, and it's clear: showing up with a plan isn't enough. You have to earn your place at the table. This session will walk you through how to build trust from the moment you step on campus. We'll explore what to do when you're thrown into a tough situation, how to navigate resistance with empathy, and how to become a collaborative partner, not another outsider. With real examples, practical strategies, and a little humor, you'll leave with tools to reset relationships, repair trust, and make meaningful impact- whether or not anyone asked you to be there in the first place.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Abigail Moehringer has been in schools since 2012, where she began her career as a special education teacher determined to meet the needs of every student in her classroom. Early on, she knew there had to be more when it came to understanding behavior—something beyond sticker charts and generic behavior plans. That “more” found her when a BCBA visited her school and gave a talk that shifted everything. She was instantly hooked.Abigail went back to school to become a Board Certified Behavior Analyst, and for several years continued teaching in special education classrooms, now with a new lens and a powerful toolkit for addressing behavior in meaningful ways. Eventually, she transitioned into a full-time BCBA role within her district, supporting both teachers and students through collaboration, coaching, and trust-building.Today, Abigail supports one district directly and also runs Mrs. Moe’s Modifications, where she equips educators and fellow BCBAs with practical, real-world tools to make classrooms more functional and supportive for all learners. Whether it’s offering behavior insight, creating teacher-friendly resources, or helping teams work through the “sticky stuff,” Abigail brings experience, humor, and heart to everything she does.
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.
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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.