Teaching Behavior Analysts case conceptualization through behavioral skills training is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinical documentation, payer communication, supervision records, and leadership review. In Teaching Behavior Analysts case conceptualization through behavioral, 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 →A survey conducted in 2020 indicated approximately 64% of children with ASD had received ABA therapy within the past year (Maenner, 2023). Since that time, the prevalence of ASD has increased (rising to 1 in 32, CDC, 2025), and all 50 state laws are now requiring insurance to cover ABA therapy for the medical treatment of ASD (last state passed mandate in 2019). At the same time, the majority of BCBAs are young within their careers (41% certified within 5 years), and, in many states, there are more newly certified BCBAs than those with more than 5 years experience, indicating a deficit in available mentors (Deochand et al., 2024). Graduate programs in behavior analysis often focus on how to arrange the environment to maximize learning, but there is often a gap in instruction on how to choose socially significant, developmentally appropriate goals that align with child development theories. As a result, newly minted BCBAs may be inclined to overly rely on assessments as curricula. This can lead to lack of identifying missing component skills, designing inappropriate treatment plan goals, and, ultimately, wasted time and resources for the child, family, and community. This symposium highlights a series of initiatives and trainings to assist BCBAs with designing short term skill acquisition programming within the framework and mindset of longer term goals and overarching case conceptualization, including a Quality Assurance (QA) review process, development of goal planning training for Behavior Analysts and Clinical Directors, and aligning transition readiness assessment goals and data collection to create data driven transition recommendations.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
Chrissy Barosky, Ph.D., BCBA-D, LABA (MA, TX, UT), LBA (RI), joined Bierman in 2013 as a Behavior Analyst and is now the Chief Clinical Officer. Chrissy has been working in the field of ABA as a practicing Behavior Analyst since 2008, and before that in the field of developmental disabilities since 2005. Prior to working in the center-based setting at Bierman, Chrissy worked in home-based ABA settings, as a consultant in schools and as a special educator. In addition to overseeing all clinical operations at Bierman, Chrissy is also Adjunct Faculty at Simmons University where she teaches masters level courses on verbal behavior, behavior analytic methodologies, and organizational behavior management (OBM). Chrissy obtained her bachelor’s degree from Northeastern University in Human Services, her masters degree from Columbia University in Applied Behavior Analysis and Education, and completed her Doctorate in Behavior Analysis at Simmons University. Chrissy’s research interests are in Verbal Behavior, specifically in early language acquisition and how it ties into joint attention, and staff training and its impact on client outcomes. Chrissy has presented at a variety of local and national conferences including the Association for Behavior Analysis International.
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
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.