Retention by Design: Rethinking Systems, Supports, and Supervision matters because it changes what a BCBA notices when decisions have to hold up in clinic sessions and day-to-day service delivery. In Retention by Design: Rethinking Systems, Supports, and Supervision, for this course, the practical stakes show up in service continuity, accurate reporting, and defensible clinical decisions, not in abstract discussion alone.
Provider: BehaviorLive — via BABAT
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Employee retention remains one of the most pressing challenges in the field of Applied Behavior Analysis (ABA), with high turnover rates impacting client outcomes, staff morale, and organizational sustainability. This panel discussion will explore evidence-based strategies for fostering long-term staff commitment across multiple roles within ABA service delivery. We will highlight three key areas critical to effective retention: implementing robust onboarding and training practices that build confidence from day one; ensuring quality supervision , support, and relationships to maintain clinical quality and staff satisfaction; and creating clear career advancement pathways to promote growth and professional development. Attendees will leave with practical tools and organizational frameworks to evaluate their current retention practices and implement systemic improvements that support staff longevity and well-being. This session is ideal for clinical directors, supervisors, human resource professionals, and anyone invested in cultivating a strong, stable ABA workforce.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Margaret Fitch earned her Bachelor of Arts degree in Psychology from Fairfield University. She then completed her Master’s degree and coursework to become a BCBA at Saint Joseph’s University in Philadelphia, graduating in 2013. Since then, she has worked in various settings, including in-home services, public schools, and private schools. Margaret began her career as an ABA Therapist, working with students ages 7–12 in an Early Intensive Behavioral Intervention program. She then provided in-home services through Connecticut’s Birth to Three system and worked with clients over the age of 3 diagnosed with Autism.After becoming a Board Certified Behavior Analyst, Margaret accepted a position at a private school, offering services to children aged 3 to 21 with various disabilities, including Smith-Magenis Syndrome, Down Syndrome, emotional disturbances, and Autism. In addition to her work in schools, Margaret has served as an adjunct teacher at Bay Path University, where she also supervised students in the Master’s program.In December 2024, Margaret was appointed Executive Director of the Connecticut Association for Behavior Analysis (CTABA), where she leads initiatives to advance the field and support practitioners across the state. In June 2025, she earned her PhD in Applied Behavior Analysis from Cambridge College. Her doctoral research focused on the use of interactive computer-based training to improve paraprofessional data collection skills. She currently works at a private school for children with emotional disturbances, where she applies her expertise to support students, staff, and families.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
239 research articles with practitioner takeaways
233 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.