Building Capacity for Excellence in ABA Adult Services: It's Not Easy But It Is Possible is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of adult services and community participation, clinic sessions and day-to-day service delivery. For this course, the practical stakes show up in skills that remain meaningful when school supports disappear and adult expectations change, not in abstract discussion alone.
Provider: BehaviorLive — via Four Corners ABA
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →The quality of services for adults with intellectual and developmental disabilities is impacted by many systemic barriers, one of which is training employees to competently implement functionally meaningful, behavior-analytic interventions with the resources available. The required qualifications for personnel in these roles are not typically at level with industry standards for child services. The task of training employees from non-clinical backgrounds in large organizations presents as an insurmountable system-level initiative. Therefore, it is critical to explore innovative approaches aimed at standardization and efficiency. Dr. Weddle will provide an overview of two, video-aided behavioral skills training packages designed to train employees to implement both essential skill acquisition and positive behavior support interventions. Additionally, efficacy and social validity outcomes will be presented as well as systems metrics focused on scaling these initiatives. Learning Objectives: Participants will review the barriers and enablers of elevating service standards in adult service settings. Participants will identify systems-level objectives and outcomes critical to elevating clinical standards and practices in adult services. Participants will identify modalities and strategies for achieving employee competency with basic ABA skills with non-clinically trained staff in an adult service setting. Participants will review the efficacy and social validity of training packages with non- clinically trained employees.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
In her current role as Vice President of Clinical Quality and Standards, Dr. Weddle leads efforts to build and sustain strong clinical quality systems – always placing people at the center of every decision. She is a Board Certified Behavior Analyst at the doctoral level (BCBA-D), a licensed psychologist, and a licensed health service provider and behavior analyst in Massachusetts. Dr. Weddle holds a B.S. in Psychology from Illinois State University and a Ph.D. in Educational Psychology with a focus on School Psychology from Northern Arizona University. She also completed a Leadership Education in Neurodevelopmental Disabilities (LEND) fellowship through the Maternal and Child Health Bureau at the University of Arizona. Dr. Weddle’s career spans educational, clinical, and residential settings for both children and adults. Her experience includes coordinating multi-site research projects and consulting with public school districts. She specializes in assessment, instruction, and function-based interventions, providing training and support to educators, therapists, and behavior analysts. At May Institute, she serves on the APA Training Faculty and chairs the Institutional Review Board (IRB), upholding ethical standards in research and professional development. She has authored peer-reviewed publications on language-based interventions and functional analysis, co-authored book chapters, and regularly presents at national and international conferences. She also contributes as a peer reviewer for respected journals in behavior analysis and education. Her strategic approach to clinical quality is informed by an emerging focus on applying behavioral science to leadership, systems improvement, and staff engagement – promoting sustainable, values-driven change.
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.