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ABA Beyond the Data: Daily Summaries Delivered
by J. L. Burton, MA, BCBA, LBA
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.
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- 2 weeks ago1h 9m
Episode 14 - Transition Skills
How to Purchase CEUsGo 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.DescriptionIn this episode of ABA Beyond the Data, Jay explores why transition skills are foundational for autistic learners and their families. From leaving preferred activities to walking safely through parking lots, transitions impact community access, family routines, and independence. Jay breaks down why transitions are hard, how to assess what part of the transition is breaking down, and practical ABA strategies BCBAs can use immediately. Listeners will learn how predictability, communication, reinforcement, shaping, and safety-focused teaching can help children move through the world with more confidence and help families live with less isolation, fear, and stress.
- Feb 26, 20261h 14m
Episode 13 - Toilet Training
How to Purchase CEUsGo 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
- Feb 10, 202658 min
Episode 12 - Review of Common FAs
How to Purchase CEUsGo to https://www.aba-ceus.com/get-ceusSelect the CEU episode you’d like to purchase and add it to your cart.At checkout, At checkout, Answer 5 Multiple Choice Questions.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 - 2022https://pmc.ncbi.nlm.nih.gov/articles/PMC9582185/*Toward A Functional Analysis of Self Injury - Iwata - 1994https://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 - 1991https://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 - 2002https://pmc.ncbi.nlm.nih.gov/articles/PMC1284370/*Functional analysis of problem behavior: a review. - Hanley - 2003 https://pmc.ncbi.nlm.nih.gov/articles/PMC1284431/
- Jan 27, 20261h 12m
Episode 11 - Hours
How to Purchase CEUsGo to https://www.aba-ceus.com/get-ceusSelect the CEU episode you’d like to purchase and add it to your cart.At checkout, Answer 5 Multiple Choice Questions.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 targetsA = 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:
- Jan 12, 20261h 9m
Episode 10 - Relational Frame Theory
How to Purchase CEUsGo to https://www.aba-ceus.com/get-ceusSelect the CEU episode you’d like to purchase and add it to your cart.At checkout, Answer 5 Multiple Choice Questions.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
- Dec 23, 20251h 6m
Episode 9 - Joint Attention
How to Purchase CEUsGo to https://www.aba-ceus.com/get-ceusSelect the CEU episode you’d like to purchase and add it to your cart.At checkout, Answer 5 Multiple Choice Questions.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+1Mundy, P., & Newell, L. (2007). Attention, joint attention, and social cognition. Current Directions in Psychological Science, 16(5), 269–274. Link PMC+1Mundy, 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+1Lasch, C. (2022). Responding to joint attention as a developmental catalyst. Development and Psychopathology, 34(4), 1561–1573. Link PMCJones, 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+1Kasari, 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+1Dube, 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. <a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC2755395/?utm_source=chatgpt.com" target="_blank" rel="ugc no
- Dec 9, 20251h 9m
Episode 8 - Parent Training
How to Purchase CEUsGo 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.SourcesBradshaw, 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 ResearchGatePacia, 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 ResearchRaulston, 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 PMCTaylor, 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
- Nov 25, 20251h 0m
Episode 7 - NDBIs
How to Purchase CEUsGo to https://www.aba-ceus.com/get-ceusSelect the CEU episode you’d like to purchase and add it to your cart.At checkout, answer 5 Multiple Choice Questions.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.
About ABA Beyond the Data
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.
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