ABA Beyond the Data

J. L. Burton, MA, BCBA, LBA
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ABA: Beyond the Data is an ACE-approved podcast where you can earn CEUs while exploring the practice of Applied Behavior Analysis from two unique perspectives. Hosted by Jay Burton, a seasoned BCBA and parent of two wonderful boys on the autism spectrum, this show blends professional expertise with personal experience. Each episode dives into real-world challenges, fresh ideas, and practical strategies designed to improve your clinical work while keeping humanity and compassion at the core of ABA.

  1. Episode 13 - Toilet Training

    13 HR AGO

    Episode 13 - Toilet Training

    How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description: Episode 13 dives into toilet training through the lens of Applied Behavior Analysis—because my youngest is in the thick of it right now. We start with a quick, practical rebuttal to insurers who argue toileting “isn’t an autism target,” and explain why communication, social routines, and rigidity make it absolutely relevant. Then we unpack classic intensive models (Azrin & Foxx) and LeBlanc’s updates, including when ethical “positive practice” is truly warranted. Next, we cover less-intensive, family-friendly schedules and reinforcement. Finally, we spotlight urine alarms like Wet Stop. LeBlanc, L. A., Carr, J. E., Crossett, S. E., Bennett, C. M., & Detweiler, D. D. (2005). Intensive outpatient behavioral treatment of primary urinary incontinence of children with autism. Focus on Autism and Other Developmental Disabilities, 20(2), 98–105. (Request Article if would like it).  Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior Analysis, 4(2), 89–99. https://pmc.ncbi.nlm.nih.gov/articles/PMC1310676/  Tarbox, R. S. F., Williams, W. L., & Friman, P. C. (2004). Extended diaper wearing: Effects on continence in and out of the diaper. Journal of Applied Behavior Analysis, 37(1), 97–100. https://www.behaviorpedia.com/wp-content/uploads/2013/01/Rachel-S.-F.-Tarbox-W.-Larry-Williams-Patrick-C.-Friman-2004.-Extended-diaper-wearing-Effects-on-continence-in-and-out-of-the-diaper.-Journal-of-Applied-Behavior-Analysis-37-97-100..pdf?utm_source=chatgpt.com  Greer, B. D., NeideA component analysis of toilet-training procedures recommended for young children. Journal of Applied Behavior Analysis, 49(1), 69–84. https://www.paneecioccolata.com/allegati/2016-10-22Angsa/Greer-etal-TOILET-TRAINING-JABA-2016.pdf?utm_source=chatgpt.com  Patrick C. Friman and Dennis Vollmer, 1995, SUCCESSFUL USE OF THE NOCTURNAL URINE ALARM FOR DIURNAL ENURESIS, Journal of Applied Behavior Analysis, 1995, 28, 89-90 https://pmc.ncbi.nlm.nih.gov/articles/PMC1279792/pdf/jaba00003-0091.pdf  Wireless Urine Alarm: https://a.co/d/0c4pi8H6

    1h 14m
  2. Episode 12 - Review of Common FAs

    10 FEB

    Episode 12 - Review of Common FAs

    How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Description: In this episode of ABA Beyond the Data, we break down some of the most common functional analysis (FA) formats used in Applied Behavior Analysis—without getting lost in jargon. You’ll get a clear, practical overview of the history of FAs and why they’re considered the gold standard for identifying behavioral function. Then we walk through how standard analog (Iwata-style) FAs, brief FAs, precursor FAs, and interview-informed synthesized approaches (IISCA/PFA) work, what research supports them, and how to choose the most defensible option for your setting. Perfect for BCBAs who want to stay function-based and clinically practical. Sources *On the Reliability and Treatment Utility of the Practical Functional Assessment Process - Rajaraman - 2022 https://pmc.ncbi.nlm.nih.gov/articles/PMC9582185/ *Toward A Functional Analysis of Self Injury - Iwata - 1994 https://pmc.ncbi.nlm.nih.gov/articles/PMC1297798/pdf/jaba00008-0005.pdf *PRODUCING MEANINGFUL IMPROVEMENTS IN PROBLEMBEHAVIOR OF CHILDREN WITH AUTISM VIA SYNTHESIZED ANALYSES AND TREATMENTS - Hanley - 2025 https://practicalfunctionalassessment.com/wp-content/uploads/2015/06/here.pdf *A BRIEF FUNCTIONAL ANALYSIS OF AGGRESSIVE ANDALTERNATIVE BEHAVIOR IN AN OUTCLINIC SETTING - Northup - 1991 https://pmc.ncbi.nlm.nih.gov/articles/PMC1279601/pdf/jaba00021-0113.pdf *Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors - Smith - 2002 https://pmc.ncbi.nlm.nih.gov/articles/PMC1284370/ *Functional analysis of problem behavior: a review. - Hanley - 2003 https://pmc.ncbi.nlm.nih.gov/articles/PMC1284431/

    59 min
  3. Episode 11 - Hours

    27 JAN

    Episode 11 - Hours

    How to Purchase CEUs Go to ⁠⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Most BCBAs have written “40 hours” in a treatment plan—yet many can’t clearly explain where that number came from or how to prescribe hours in a defensible way. In this episode of ABA Beyond the Data, we trace the origins of intensive ABA back to the Lovaas era, then walk through key replications and meta-analyses showing why treatment intensity often matters for outcomes. We then unpack what CASP and the evidence base actually define as “hours,” what counts (and what doesn’t), and how to match intensity to scope, risk, and learning opportunity needs. Finally, you’ll get a practical framework for calculating hours that protects families, clinicians, and access to care. Let: T = total targets A = average trials to criterion per target (for this client) W = weeks in the authorization period (typically 26) P = estimated trials you can run per hour (based on client/staff performance) Hours/week = (T × A) / (W × P) Sources:

    1h 13m
  4. Episode 10 - Relational Frame Theory

    12 JAN

    Episode 10 - Relational Frame Theory

    How to Purchase CEUs Go to ⁠⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Relational Frame Theory can sound like grad-school jargon, but this episode breaks it down in a practical, BCBA-friendly way. We’ll define RFT in plain English, explain the core ideas that make language “generative,” and show how relational learning helps explain common clinical patterns—brittle generalization, rigid rule-following, “scripted” social skills that fall apart with peers, and why certain words can become powerful triggers. You’ll hear how to use an RFT lens without turning your practice into a theory seminar: how to shift goal selection from isolated targets to relationships, program for flexibility as an outcome, vary language the way real life varies it, and coach families in a way that reduces power struggles and builds trust. We’ll also cover ethical guardrails so you stay firmly in scope while still being modern, compassionate, and evidence-informed. Sources: Blackledge, J. T. (2003). An Introduction to Relational Frame Theory: Basics and Applications https://actmindfully.com.au/upimages/rft_blackledge.pdfGross, A. C., & Fox, E. J. (2009). Relational Frame Theory: An Overview of the Controversy https://pmc.ncbi.nlm.nih.gov/articles/PMC2779078/?utm_source=chatgpt.comGibbs, A. R. (2023). A Systematic Review of Derived Relational Responding Beyond Coordination in Individuals with Autism and Intellectual and Developmental Disabilities https://pmc.ncbi.nlm.nih.gov/articles/PMC10020770/Kelly, A. D., et al. (2021). Acceptance and Commitment Training in Applied Behavior-Analytic Services https://pmc.ncbi.nlm.nih.gov/articles/PMC8320414/?utm_source=chatgpt.com

    1h 11m
  5. Episode 9 - Joint Attention

    23/12/2025

    Episode 9 - Joint Attention

    How to Purchase CEUs Go to ⁠⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: This episode explores how to understand and teach joint attention—the foundation of social connection and early communication. It begins by breaking down what joint attention actually is: the back-and-forth coordination of attention between a person, another person, and something in the environment. From there, it looks at why this skill is so critical for language, play, and relationship development, and how it often presents differently in autism. The discussion then shifts into a practical, compassionate guide for assessment and teaching, focusing on both responding to and initiating joint attention in natural, meaningful ways. Using developmentally informed and behavior-analytic strategies, the episode highlights how to build authentic moments of shared engagement without turning it into an eye-contact drill—helping BCBAs and parents create more genuine, joyful social experiences. Sources: Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4). Link PubMed+1 Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16(5), 269–274. Link PMC+1 Mundy, P., & Sigman, M. (2006). Joint attention, social competence and developmental psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 293–332). Hoboken, NJ: Wiley. Chapter info Wiley Online Library+1 Lasch, C. (2022). Responding to joint attention as a developmental catalyst. Development and Psychopathology, 34(4), 1561–1573. Link PMC Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26. Link SAGE Journals+1 Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. PubMed PubMed+1 Dube, W. V., MacDonald, R. P. F., Mansfield, R., Holcomb, W. L., & Ahearn, W. H. (2004). Toward a behavioral analysis of joint attention. The Behavior Analyst, 27(2), 197–207. Link PMC+1 Klein, J. L., MacDonald, R. P. F., Vaillancourt, G., Ahearn, W. H., & Dube, W. V. (2009). Teaching discrimination of adult gaze direction to children with autism. Research in Autism Spectrum Disorders, 3(1), 42–49. Free full text or publisher page PMC+1 Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391. Free full text or Wiley version PubMed+1

    1h 7m
  6. Episode 8 - Parent Training

    09/12/2025

    Episode 8 - Parent Training

    How to Purchase CEUs Go to ⁠⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Parent training is supposed to be the heart of good ABA, but in real life it can feel like the hardest part of the job. In this episode of ABA Beyond the Data, we dig into what the research actually says about ABA-based parent training, why outcomes are so mixed, and how parent stress and life context quietly shape adherence. We talk about using tools like the PSI-4 to actually measure caregiver stress, and we pull in work on compassionate care, engagement barriers, and practical enablers of behavioral parent training. You’ll walk away with a simple four-step “simple cycle” you can use to structure every parent meeting so it’s more honest, more sustainable, and more effective for families and for you as the BCBA. Sources Bradshaw, J., Wolfe, K., Hock, R., & Scopano, L. (2022). Advances in supporting parents in interventions for autism spectrum disorder. Pediatric Clinics of North America, 69(4), 645–656. https://doi.org/10.1016/j.pcl.2022.04.002 ResearchGate Pacia, C., Gunning, C., McTiernan, A., & Holloway, J. (2023). Developing the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool for Behavior Analysts. Journal of Autism and Developmental Disorders, 53(9), 3319–3342. https://doi.org/10.1007/s10803-022-05637-5 University of Galway Research Raulston, T. J., Hieneman, M., Caraway, N., Pennefather, J., & Bhana, N. (2019). Enablers of behavioral parent training for families of children with autism spectrum disorder. Journal of Child and Family Studies, 28(3), 693–703. https://doi.org/10.1007/s10826-018-1295-x PMC Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice

    1h 11m
  7. Episode 7 - NDBIs

    25/11/2025

    Episode 7 - NDBIs

    How to Purchase CEUs Go to ⁠⁠https://www.aba-ceus.com/get-ceus⁠⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Summary: Ever feel like “good ABA” and “natural, joyful learning” are in two different worlds? This episode bridges that gap by unpacking Naturalistic Developmental Behavioral Interventions (NDBIs) in plain language—what they are, why they matter, and how they fit with the science you already use. You’ll hear how play, shared control, and real-life routines can still be deeply behavioral and data-driven, and you’ll get concrete ideas for shifting sessions away from rigid table time without losing structure. If you’ve been wondering how to make your ABA more developmental, more relational, and more sustainable for kids and families, this episode is your roadmap. Sources: Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of the Early Start Denver Model: A comprehensive early intervention for toddlers with autism. Pediatrics, 125(1), e17–e23. Vivanti, G., & Stahmer, A. (2020). Can the Early Start Denver Model be considered ABA practice? Behavior Analysis in Practice, 13, 267–276. Frost, K. M., Brian, J., Gengoux, G. W., Hardan, A. Y., Ingersoll, B., Kasari, C., et al. (2020). Identifying and measuring the common elements of naturalistic developmental behavioral interventions for autism: The NDBI-Fi. Autism, 24(8), 2285–2297. Ingersoll, B., & Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943–2952. Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83(3), 554–563.

    1h 1m
  8. Episode 6 - Trauma Informed Care

    11/11/2025

    Episode 6 - Trauma Informed Care

    How to Purchase CEUs Go to ⁠https://www.aba-ceus.com/get-ceus⁠Select the CEU episode you’d like to purchase and add it to your cart.At checkout, enter the three key words listed during the episode.Complete your purchase through our secure checkout.Your CEU certificate will be emailed to you within 24–48 hours.Each submission is individually reviewed and verified, so please allow time for processing and approval. If you have any questions, feel free to reach out to us anytime. Episode Summary In this episode we get practical about something that’s often treated like a slogan. Trauma Informed Care. We start by defining trauma in plain language—acute, chronic, and complex—and focus on impact: how histories of unpredictability and lost agency change what feels safe, how fast escape becomes the best option, and what that means for the contingencies we arrange. From there we connect the dots to modern, assent-based ABA: predictable openings, real choices, a clean “pause” pathway, simple communication that works immediately, humane delays, and micro-successes during waits. If you’ve heard our “My Way” episode, you’ll recognize the backbone—communication → tolerance → cooperation—applied deliberately through a trauma-informed lens. We also confront the training gap. Most behavior analysts endorse trauma-informed practice but report little formal preparation. So we close it with a supervisor toolkit: four 15-minute micro-modules (safety and predictability; assent and choice; reinforcement-first teaching; compassionate care skills), concrete behavior goals (four authentic choices per 10 minutes; honor opt-out in ≤3s; 4:1 acknowledgments; a “first five minutes” script), tight role-plays with checklists, IOA on assent recognition, and small weekly huddles that post real data the team can see. If a safety procedure is ever unavoidable, we frame it as a temporary, data-based exception with pre-brief criteria, informed consent, debrief, and an immediate plan to fade via skill building. By the end, you’ll have a clear way to show that trauma-informed ABA is not extra; it’s the Ethics Code in action. You’ll know how to document not just behaviors reduced but harms avoided—fewer holds, fewer room clears, more observable assent, faster re-engagement, and caregiver reports of “felt safe” and “would do again.” And you’ll have language you can use tomorrow that keeps sessions humane, effective, and deeply behavior-analytic. Who it’s for: BCBAs, BCaBAs, and RBTs who want compassionate, research-aligned practices that improve engagement and outcomes in autism intervention—and clinic leaders who need an actionable plan to coach and measure this work. Sources (selected):Hanley, G. P., Rajaraman, A., Gover, H. C., & Staubitz, J. L. (2022). Toward trauma-informed applications of behavior analysis. Behavior Analysis in Practice.Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2018). Compassionate care in behavior-analytic treatment. Behavior Analysis in Practice.Wheeler, K. (2024). Behavior analysts’ training and practice regarding trauma-related concepts. Behavior Analysis in Practice.Gover, H. C., Rajaraman, A., & Weiss, M. J. (2024). Incorporating trauma-informed care strategies into assessment and intervention for food selectivity.Hanley, G. P., et al. (2014). Skill-Based Treatment (“My Way”) and synthesized contingencies. Journal of Applied Behavior Analysis.Rohrer, H. M., Jessel, J., & Hanley, G. (2021). Assent-based practice. Behavior Analysis in Practice.CASP (2024). Practice Guidelines 3.0. Visit: https://aba-ceus.com

    1h 1m
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About

ABA: Beyond the Data is an ACE-approved podcast where you can earn CEUs while exploring the practice of Applied Behavior Analysis from two unique perspectives. Hosted by Jay Burton, a seasoned BCBA and parent of two wonderful boys on the autism spectrum, this show blends professional expertise with personal experience. Each episode dives into real-world challenges, fresh ideas, and practical strategies designed to improve your clinical work while keeping humanity and compassion at the core of ABA.

Information

  • Creator
    J. L. Burton, MA, BCBA, LBA
  • Years Active
    2025 - 2026
  • Episodes
    13
  • Rating
    Clean
  • Copyright
    © J. L. Burton, MA, BCBA, LBA
  • Show Website
    ABA Beyond the Data