When difficult cases keep routing back to you, another template is not enough. Build the assessment judgment, school-based functional-analysis skills, ACT-informed tools, and implementation systems needed to lead behavior support across classrooms and teams.
What this solves
You already understand the foundations of FBA and BIP development. The harder part is making sound decisions under school constraints and building a team process that does not route every problem back to you.
Concerns arrive from different classrooms with different levels of risk, but there is no shared process for deciding what needs immediate action, deeper assessment, or team support.
Interviews, records, and observations can point in different directions. You still have to decide what function the evidence supports and how certain the team should be.
A case may need more than another interview or ABC form, while schedules, staffing, space, safety, assent, and authorization constrain what you can do next.
When staff need clearer actions, coaching, and review routines, difficult cases keep returning to the BCBA instead of moving through a coordinated team process.
One connected practice
The program connects decisions that are often taught separately, then places systems leadership underneath the entire process.
Clarify the question, select the level of assessment, and judge confidence in function.
Translate evidence into feasible prevention, teaching, reinforcement, and response decisions.
Train, monitor, review, and adjust with the people who carry the plan into daily practice.
Systems leadership
Lead the communication, decision rules, staff development, and review routines that keep the process coherent across cases and teams.
Assessment judgment
Indirect and descriptive assessment can inform hypotheses and functional-analysis design, but they do not demonstrate a causal functional relation. Select methods based on the referral question, risk, feasibility, and evidence needed rather than treating assessment as a fixed ladder.
Decision points, not a required sequence
Define the concern
Target behavior, context, risk, and the decision the team needs to make
Indirect assessment
Interviews and records that inform hypotheses and next steps
Descriptive assessment
Direct observation of naturally occurring behavior and context
Classroom ecology
Instruction, task fit, engagement, reinforcement, routines, and setting events
Functional analysis
Systematic test and control conditions used to evaluate a functional relation
Treatment evaluation
Direct measurement of whether the selected support produces meaningful change
Any functional analysis must fit the practitioner’s competence, role, authorization, safety planning, assent practices, and local requirements.
Functional analysis
Study formats found in the research literature but still difficult to translate into everyday school practice. The goal is not to run the same analysis for every case; it is to select and adapt methods with sound judgment.
Short test and control sessions when FBA data point to likely functions, the team needs an experimental test, and risk is manageable.
Brief control and test trials embedded in classroom routines when time and disruption are important constraints.
Time to the first target response when repeated evocation would add risk or make the assessment impractical.
Earlier, lower-intensity responses that reliably precede and share function with severe behavior can become the assessment endpoint.
A specialist-led, controlled arrangement when a high-stakes decision requires separated test and control conditions.
ACT-informed assessment
ACT-informed tools can help organize discussion of overt and private behavior, rule-governed patterns, experiential avoidance, and values. They do not replace direct observation or experimental analysis when a functional relation must be tested.
The program uses these concepts as contextual assessment aids, connecting what the student reports to observable behavior, testable hypotheses, environmental supports, and team action.
Questions you will practice
Designed for school BCBAs
Your years in the field matter less than the work in front of you. This cohort is built for certified BCBAs responsible for behavior support in a K–12 school or district.
You make assessment and intervention decisions for current school cases.
You want practical experience selecting and adapting functional-analysis methods.
You train staff and need implementation to extend beyond your direct involvement.
You encounter behavior involving avoidance, language, rules, or complex context.
You are entering school practice and want a strong operating system from the start.
You are ready to apply the work to a student, staff member, team, or system each week.
This is an applied professional-development cohort for certified BCBAs. It is not exam preparation or a passive template library.
The cohort advantage
Work in a small cohort where there is time to examine real school-based challenges, receive direct feedback, and apply each part of the program to a student, staff member, or system you currently support.
Direct instructor access
Relevant case discussion
Feedback tied to your setting
Responsible discussion of complex cases
Six-week curriculum
Each week starts with a recurring school-practice problem, develops the judgment and methods needed to address it, and connects the work to your current setting within your role, competence, permissions, and local requirements.
01
Problem this week addresses
Referrals arrive with different levels of urgency, but without a shared process for deciding what happens next.
Practice focus
Build a repeatable way to clarify the concern, review context, and select an assessment path proportionate to the case.
Applied work
Apply the decision process to a current student, team, or referral system.
Working artifact
Assessment decision framework and referral map
02
Problem this week addresses
A plausible functional hypothesis can still lead to a mismatched BIP when the relation has not been tested.
Practice focus
Examine how testing a functional hypothesis can clarify intervention selection before BIP development, including when experimental analysis is warranted and feasible.
Applied work
For a current case, define the testable functional hypothesis and decide whether and how it could be tested safely and feasibly.
Working artifact
Functional-hypothesis testing plan
03
Problem this week addresses
You suspect an experimental analysis could clarify a case, but schedules, staffing, safety, and authorization make the next step feel impractical.
Practice focus
Study brief, trial-based, latency, precursor, and analog FA, then select and plan around school constraints, safety, assent, and authorization.
Applied work
Draft an analysis plan or a decision memo explaining why an FA is or is not indicated.
Working artifact
School-based FA planning and safety guide
04
Problem this week addresses
Descriptive ABC data alone may not capture how verbal behavior, reported private events, and avoidance patterns participate in context.
Practice focus
Use ACT-informed interview and mapping tools to examine rule-governed and avoidance patterns while keeping conclusions tied to observable behavior and testable hypotheses.
Applied work
Use an ACT-informed interview or mapping process where it fits your role and case.
Working artifact
ACT-informed contextual assessment map
05
Problem this week addresses
The assessment supports a functional hypothesis, but the resulting BIP can still become generic, difficult to implement, or disconnected from the evidence.
Practice focus
Translate what the team knows into feasible prevention, teaching, reinforcement, response, and progress-monitoring decisions.
Applied work
Review or revise one current plan against its assessment evidence.
Working artifact
Evidence-to-intervention alignment check
06
Problem this week addresses
A plan can depend too heavily on your direct presence while staff need clearer actions, feedback, and review routines.
Practice focus
Build the communication, training, fidelity, review, and escalation routines needed to lead behavior support through other people.
Applied work
Run or prepare a staff implementation cycle in your current setting.
Working artifact
Team implementation system
Applied resources
These working resources support the applied activities across the cohort. They are tools for judgment and implementation, not substitutes for individualized assessment.
Assessment decision framework
Ecological and systems review
Functional-hypothesis testing plan
School-based FA planning guide
ACT-informed contextual assessment map
Evidence-to-intervention check
Staff training and fidelity routine
Caseload review and escalation system
Your instructor
Rob brings more than 25 years of behavior-analytic work across school, district, teaching, and clinical settings.
He developed this cohort around the decisions school BCBAs face in practice: choosing an appropriate assessment path, adapting functional analysis to school constraints, connecting evidence to intervention, and leading implementation through teams.
Questions
Next small cohort
Six live weekly sessions for certified BCBAs. Current cohort dates and meeting times are confirmed before enrollment.
Pay in full
$1,997
Payment plan
3 payments of $697
$2,091 total. Billed automatically once per month for three months.
District purchase order or invoice needed? Contact us for the paperwork.
Use the program documentation packet to share the cohort’s dates, curriculum, instructor credentials, and tuition with your supervisor or purchasing office.
View the documentation packetTell us about your school role and what you want to strengthen. We’ll respond within two business days.