BCBA Continuing Education Units

We're Moving to a New CEU Platform!

Autism Partnership Foundation is transitioning our BCBA continuing education courses to a new learning platform to improve your learning experience. We anticipate completing this transition over the next few weeks.

During this transition, both platforms will remain available.

New CEU Platform

You can browse our available CEU courses below and log in to your new account here.

Original CEU Platform

If you've previously purchased or completed CEU courses through our original website, you can continue to access that platform during this transition.

Important Information About Previous CEU Records

Your course completion history and certificates from our original platform will remain in that system and will not transfer to the new platform. We encourage you to log in to your original account and download any certificates you would like to retain.

Thank you for your patience as we make this transition. We appreciate your continued support of Autism Partnership Foundation!

Functional Analysis | BCBA CEU | Learning | 2 Hour

In this presentation, Greg Hanley discusses contemporary functional assessment and analytic decision-making within applied behavior analysis. Emphasis is placed on conducting a structured analysis interview, described as an acronym-based process that informs subsequent analytic procedures.

Free

Cultural Competence | BCBA CEU | Ethics | 1 Hour

In this presentation the speaker examines the role of compassion, rapport, and humane practice within applied behavior analysis. The talk emphasizes that technical competence alone is insufficient; effective service delivery requires deliberate attention to relationship-building, client dignity, and socially valid outcomes.

Free

Special Education Law for Practicing Behavior Analysts | BCBA CEU | Ethics | 1 Hour

In this presentation, the speaker provides an overview of special education law and its relevance to practicing behavior analysts. Drawing from personal experiences, including advocacy for a sibling and participation in IEP meetings, the speaker explains foundational federal laws such as Section 504, the ADA, and IDEA.

Free

Analysis and Application of the Ethical Code | BCBA CEU | Ethics | 1 Hour

In this presentation the speakers review core features of the 2022 BACB Ethics Code and its implications for professional conduct in applied behavior analysis. The presentation emphasizes that the updated code consolidates prior guidelines into a unified framework organized around responsibility to clients, supervisees, colleagues, and the profession.

Free

Using OBM to Improve Service Delivery (APFCON 2024) | BCBA CEU | Supervision | 1 Hour

In this talk, the speaker describes his journey from experiencing poor leadership to applying organizational behavior management (OBM) to improve systems and performance. After encountering significant dysfunction in a school he implemented simple, behaviorally grounded changes in the school’s breezeway.

Free

ABCs of Staff Support | BCBA CEU | Supervision | 1 Hour

In this presentation, the speaker examines the current state of staff training and performance management in human service settings and argues that the field of behavior analysis must more consistently apply its own science to the supervision and preparation of staff. Drawing on survey data, she highlights concerning trends, including limited pre-service training, reliance on lecture-based formats, and insufficient supervision training for supervisors.

Free

Supervisory Strategies | BCBA CEU | Supervision | 1 Hour

In this presentation the speaker outlines an evidence-based, behavior-analytic approach to supervision focused on improving staff performance while enhancing quality of work life. Supervision is defined as establishing and maintaining staff behavior sufficient to achieve desired client outcomes.

Free

Training Others to Implement a Progressive Approach to ABA | BCBA CEU | Supervision | 0.5 Hour

In this presentation, the speaker describes how to train staff to implement a progressive approach to ABA. Progressive ABA is contrasted with protocol-driven models; rather than following static curricula, interventionists are expected to adapt procedures based on child behavior, environmental variables, and short- and long-term goals.

Free

Teaching Interaction Procedure (TIP) Part 1: The Basics | BCBA CEU | Supervision | 0.5 Hour

In this presentation, the speaker provides a detailed overview of the Teaching Interaction Procedure (TIP), with emphasis on its application to teaching social skills. TIP is described as a flexible, structured procedure that can be implemented in one-to-one or group formats, in contrived or natural settings, and either proactively or in-the-moment.

Free

Teaching Interaction Procedure (TIP) Part 2: Toward Generalization | BCBA CEU | Learning | 0.5 Hour

In this presentation, the speaker examines how to embed programming for generalization within the Teaching Interaction Procedure (TIP). Building on Stokes and Baer (1977), she emphasizes that generalization does not occur automatically and must be actively programmed to ensure behavior change extends across time, settings, persons, and related behaviors.

Free

The Crossroads (Part 1) | BCBA CEU | Supervision | 1 Hour

In this presentation, the speaker describes the field of applied behavior analysis (ABA) as being at a “crossroads.” The talk builds on prior presentations and discussions about concerns surrounding ABA and focuses on how professionals should respond.

Free

The Crossroads (Part 2) | BCBA CEU | Supervision | 0.5 Hour

In this second part of the presentation, the speaker focuses on how behavior analysts can combat the use of “fad,” anti-scientific, and pseudoscientific treatments. The speaker states that the field is at a “crossroads” regarding whether to prioritize science and evidence-based practice or justify non-evidence-based interventions.

Free

What Makes a Quality Behavior Analyst (Part 1) | BCBA CEU | Supervision | 1 Hour

In this presentation, the speaker discusses what makes a quality behavior analyst, emphasizing that children reaching their “absolute potential” requires excellent treatment delivered with high fidelity and quality. The term behavior analyst is defined broadly as anyone implementing behavior intervention based on the principles of applied behavior analysis, regardless of certification status.

Free

What Makes a Quality Behavior Analyst (Part 2) | BCBA CEU | Supervision | 1 Hour

In this presentation, the speaker discusses what distinguishes high-quality behavior analysts beyond minimum certification standards. The speaker emphasizes that being “book smart” and passing multiple-choice exams does not necessarily translate to strong clinical performance, noting concern about individuals who perform well academically but struggle with real-world implementation.

Free

Training Others to Teach Social Skills | BCBA CEU | Supervision | 0.5 Hour

In this presentation, the speaker discusses how to train interventionists to effectively teach social skills. She begins by emphasizing the importance of social skills for developing meaningful, high-quality relationships and notes elevated rates of bullying, anxiety, depression, and suicidal thoughts among autistic individuals.

Free

Toilet Training: A Fluid Process | BCBA CEU | Learning | 1 Hour

In this presentation, Dr. Shannon Arthur discusses the social significance of toilet training and the contributions of applied behavior analysis (ABA) to this area. She frames toilet training as a behavior with broad implications for access to daycare, preschool, vocational settings, community participation, and quality of life.

Free

Utilizing the TIP to Train Behavioral Artistry | BCBA CEU | Learning | 1 Hour

This presentation describes two experimental studies evaluating the use of the Teaching Interaction Procedure (TIP) to train “behavioral artistry” in behavior technicians and special education teachers. Behavioral artistry, originally described by Fox (1985), refers to interpersonal and therapeutic traits such as optimism, persistence, flexibility, and the ability to respond compassionately and effectively to client behavior.

Free

Concerns About ABA: A Thoughtful Discussion (APFCON) | BCBA CEU | Learning | 1 Hour

This panel discussion addresses concerns about Applied Behavior Analysis (ABA). One speaker frames ABA as a science governed by lawful relations in behavior, arguing that promoting a science in a culture that is not “scientifically minded” creates tension. Concerns discussed include public criticism that ABA is abusive, traumatic, overly intensive (e.g., “30 hours”), or oppressive.

Free

Progressive Discrete Trial Teaching | BCBA CEU | Learning | 1 Hour

In this presentation, the speaker compares conventional discrete trial teaching (DTT) with a progressive approach to DTT. The progressive model is described as relying heavily on clinical judgment, including ongoing evaluation of learner behavior, function, motivation, attentiveness, health, and historical performance.

Free

One Positive Approach to Treating Mealtime Behaviors | BCBA CEU | Learning | 1 Hour

In this talk, the speaker discusses “food selectivity, not food refusal,” and emphasizes that food selectivity can also be called “picky eating.” The speaker also states, “I'm talking about meal time behavior,” and stresses involving others with medical expertise when food refusal is happening, including nutritionists and other professionals with medical knowledge.

Free

A Positive Way to Improve Family Dynamics (APFCON 2023) | BCBA CEU | Learning | 1 Hour

The speakers present on behavior contracting (also called contingency contracting or “just contracting”) and describe it as a behavior change strategy that identifies a task to be completed and a reward to follow successful accomplishment of the task. They note contracting was first developed in the 1970s, has a long basis of peer-reviewed support, and is described in a Behavior Analysis and Practice article as “one of the greatest hits” of behavior technology that is “robustly effective” across individuals and situations.

Free

Decreasing Aberrant Behavior Part 1: Conceptual Underpinnings | BCBA CEU | Learning | 0.5 Hour

In this lecture, the speaker describes how the Autism Partnership method conceptualizes and addresses “aberrant behavior.” The talk is grounded in the paper The Big Four Functional Assessment: Research Informs Preventative Behavior Analysis, written in the 1980s, and in years of clinical experience.

Free

Decreasing Aberrant Behavior Part 2: Proactive Strategies | BCBA CEU | Learning | 0.5 Hour

This lecture is the second part of a three-part series on decreasing aberrant behavior within the Autism Partnership method and progressive ABA. The speaker reviews part one (functional behavior assessment and conceptualization of function) and emphasizes that behavior is lawful and may serve more than the traditional four functions.

Free

Decreasing Aberrant Behavior Part 3: Reactive Strategies | BCBA CEU | Learning | 0.5 Hours

The focus of this session is reactive strategies. The speaker explains that despite proactive efforts, learners will still engage in aberrant behavior. Reactive procedures discussed include creating behavioral momentum by starting with simple, high-probability tasks and building toward more challenging ones; providing low-level reinforcement for the absence of aberrant behavior; ensuring aberrant behavior receives the least amount of attention necessary; and viewing disruptive behavior as a loss of opportunity for reinforcement (e.g., missing preferred activities due to extended tantrums).

Free

Sexuality Education for Individuals with ASD: How can ABA help? | BCBA CEU | Learning | 1 Hour

In this presentation, the speaker discusses the role of applied behavior analysis (ABA) in sexuality education for individuals on the autism spectrum. She explains that sexuality education is highly individualized and may evoke discomfort, but emphasizes the need for accurate, direct instruction. Drawing on her clinical experience, she describes how sexuality becomes especially relevant in adolescence and adulthood, as gaps in instruction can lead to social, vocational, or legal difficulties.

Free

Telehealth versus In Person Discrete Trial Teaching | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Justin B. Leaf describes a master’s thesis study comparing direct telehealth and in-person discrete trial teaching for teaching expressive labels to children diagnosed with autism spectrum disorder. The study was published in Behavior Modification (2020). The rationale for telehealth includes increasing accessibility, particularly in rural or underserved areas, and addressing service disruptions during COVID-19 when clinics, homes, and schools closed.

Free

There is No Such Thing as a Bad Behavior Analyst (APFCON 2023) | BCBA CEU | Learning | 0.5 Hour

Dr. Pat Friman argues that the broader culture does not truly value the work of behavior analysts, contrasting societal investment in sports and entertainment with limited recognition for service professions. He presents his central position: “There’s no such thing as a bad behavior analyst.” He clarifies this is a position rather than an empirical assertion and distinguishes between doing behavior analysis poorly and being a “bad” person.

Free

Comparison of Most-to-Least to Error Correction to Teach Tacting | BCBA CEU | Learning | 0.5 Hours

Dr. Justin B. Leaf reviews a 2014 study titled Comparison of most-to-least prompting to error correction to teach tacting to two children diagnosed with autism. The speaker situates the study within ongoing field-wide debate about whether corrective feedback (e.g., saying “no, that’s not it”) should be used during instruction. The focus is limited to verbal corrective feedback, not punitive procedures.

Free

Quality Treatment Through Collaboration (APFCON 2023) | BCBA CEU | Learning | 1 Hour

This panel focuses on improving quality treatment for individuals with autism through meaningful collaboration. The first speaker emphasizes that collaboration is central to quality treatment, describing partnerships among parents, professionals, teachers, providers, and clients as essential for meaningful change and improved quality of life. The second speaker discusses collaboration from policy, legal, and provider perspectives. The third speaker describes Autism Speaks’ role in support services, research, and advocacy, highlighting tools such as the Autism Response Team and the development of data resources. The final speaker, who identifies as autistic, reflects on receiving ABA from age three, the importance of being treated with dignity, and the need for continued collaboration that considers the autistic person’s perspective.

Free

An Evaluation of Positional Prompts for Receptive Identification | BCBA CEU | Learning | 0.5 Hour

Dr. Justin B. Leaf reviews a 2016 study published in Behavior Analysis in Practice entitled “An evaluation of positional prompts for teaching receptive identification to individuals diagnosed with autism spectrum disorder.” The speaker defines prompts as antecedent manipulations designed to increase the likelihood of correct responding and distinguishes between controlling and non-controlling prompts. Prompts are commonly used in discrete trial teaching, and prompting systems provide rules for when and how to fade prompts.

Free

Cool versus Not Cool Procedure in a Group Instructional Format | BCBA CEU | Learning | 0.5 Hour

Dr. Justin B. Leaf reviews a 2016 study conducted at Autism Partnership Hong Kong evaluating the Cool Versus Not Cool procedure in a small group instructional format. The procedure is described as a social discrimination program in which instructors demonstrate both the “cool” (appropriate) and “not cool” (inappropriate) ways of engaging in a targeted social behavior. Learners observe, identify whether the behavior was cool or not cool, explain why, and then practice the skill.

Free

Teaching Board Games to Children with ASD | BCBA CEU | Learning | 0.5 Hour

In this presentation Dr. Justin B. Leaf describes a study conducted at the University of Kansas, with authors from Autism Partnership Foundation, on teaching board games to two children with autism spectrum disorder. The speaker reviews social deficits commonly associated with autism, including difficulties with social reciprocity and peer relationships, and notes that some individuals do not prefer to participate in social play or games.

Free

Use of a Level System to Improve Synchronous Engagement | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Justin B. Leaf describes a study titled The Use of a Level System with Flexible Shaping to Improve Synchronous Engagement. A level system (also referred to as a behavior monitor or clip chart) is framed as a multi-tiered system commonly used in schools and social skills groups. The speaker acknowledges controversy surrounding level systems and notes limited empirical research.

Free

Comparison of SP and NNP | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Justin B. Leaf reviews a 2010 study published in the Journal of Applied Behavior Analysis comparing simultaneous prompting and no-no prompting in two-choice discrimination tasks with children diagnosed with autism. The speaker clarifies that neither system is endorsed for clinical practice within the Autism Partnership method, though components are considered important for teaching.

Free

Teaching Social Communication Skills Using the CNC Procedure | BCBA CEU | Learning | 0.5 Hour

Dr. Justin B. Leaf reviews a 2016 study published in Education and Treatment of Children that examined teaching social communication skills using a cool versus not cool procedure, plus role play and a social skills taxonomy. The stated purpose of the study was “to expand the cool verses not-cool procedure. One expansion was that role plays were mandatory in this study.

Free

Teaching Social Interaction Skills Using the CNC Procedure | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Justin B. Leaf reviews a study on teaching social interaction skills using the Cool Versus Not Cool procedure. The speaker emphasizes that teaching meaningful, socially significant behavior is central to the Autism Partnership method and addresses common resistance to teaching social skills, including claims that autistic individuals are “not social,” competing academic or language priorities, limited empirically evaluated curricula, and the difficulty of teaching nuanced social behavior.

Free

Changing Preference from Tangible to Social Activities | BCBA CEU | Learning | 0.5 Hour

In this presentation Dr. Justin B. Leaf reviews a 2016 study published in the Journal of Applied Behavior Analysis titled “Changing Preferences from Tangible to Social Activities through an observation procedure”. The rationale for the study is that children diagnosed with autism often display restrictive interests and tend to prefer tangible, edible, or electronic items over social activities. The goal was to condition social stimuli and activities to function as reinforcers through peer observation.

Free

Social Skills Groups Curriculum | BCBA CEU | Learning | 0.5 Hour

In this presentation, Dr. Christine Milne discusses how to design and sequence curriculum within a social skills group after development and logistics have been established. The speaker emphasizes that goals must be determined at both the group and individual levels and that appropriate goals are critical to avoid wasting time.

Free

Social Skills Group Development and Logistics | BCBA CEU | Learning | 1 Hour

In this presentation, Dr. Christine Milne introduces social skills groups and explains that the talk will focus primarily on developing social skills groups and the logistics needed both during setup and while running groups over time. The speaker summarizes a review of social skills interventions for individuals with ASD ages 6–21 that targeted social competence, social communication, and quality of life, with emphasis on randomized controlled trials comparing treatment groups to control groups.