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ABA Inside Track

ABA Inside Track

By: ABA Inside Track
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Summary
 Wish you could do a better job keeping up with peer-reviewed journals? Why not listen to a podcast where behavior analysts discuss a variety of fascinating topics and the research related to them? Now you can spend your extra time thinking of ways to save the world with ABA.Inside Track Productions Science Social Sciences
Episodes
  • November 2026 Preview

    November 2026 Preview
    Nov 4 2026
    Now that the leaves are almost all fallen in New England, it must be time for a new round of ABA Inside Track episodes to keep you busy during awkward pauses at the Thanksgiving table. After a discussion of our whirlwind Octobers of conferences and business trips, we get to business with a review from Jackie of how video feedback can be used as a powerful self-monitoring tool. Then we ask our friend/SLP/BCBA, Rose Griffin, from ABA Speech to explain gestalt language processing models and where on the Brodhead flowchart of "jump on the table to decry a lack of evidence-base" it might put us. Finally, Jackie takes a spin in the host chair to ask Rob all about strategies to improve the uptake of classroom management systems in classrooms when just showing teachers the data on Good Behavior Game can't quite move the needle. Plus, a quick review of themed Mexican restaurant, Casa Bonita! Articles for November 2026 Self-Monitoring with Video Feedback - CE Instructor: Dr. Jackie MacDonald Bishop, C.D., Snyder, P.A., & Crow, R.E. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35, 170-182. doi: 10.1177/0271121415594797 Paden, A.R. & Carroll, R.A. (2025). Effectiveness of video self-monitoring for training and maintaining procedural fidelity during covert observations. Journal of Applied Behavior Analysis, 58, 213-224. doi: 10.1002/jaba.2928 Sarto, E., Greer, R.D., & Singer-Dudek, J. (2026). The effects of observing others versus self-observation on teacher accuracy in presenting learn unit instruction. Behavior Analysis in Practice. doi: 10.1007/s40617-026-01183-z Gestalt Language Processing - CE Instructor: Rose Griffin Bryant, L., Bowen, C., Grove, R., Dixon, G., Beals, K., Shane, H., & Hemsley, B. (2024). Systematic review of interventions based on Gestalt Language Processing and Natural Language Acquisition (GLP/NLA): Clinical implications of absence of evidence and cautions for clinicians and parents. Current Developmental Disorders Reports, 12. doi: 10.1007/s40474-024-00312-z Lorang, E., Mathée-Scott, J., Johnson, J., & Venker, C.E. (2026). A response to Blanc and colleagues' viewpoint on Gestalt Language Processing and the Natural Language Acquisition protocol: Concerns and common ground. Perspectives of the ASHA Special Interest Groups, 11, 43-50. doi: 10.1044/2025_PERSP-25-00055 Sanabria, E. & Spiker, S. (2026). Building foundations: Developing repertoires of humility, responsiveness, and collaboration in applied behavior analysis. Behavior and Social Issues. doi: 10.1007/s42822-026-00264-6 Finding Buy-In with Classroom Management - CE Instructor: Robert Parry-Cruwys McGuire, S.N., Meadan, H, & Folkerts, R. (2024). Classroom and behavior management training needs and perceptions: A systematic review of the literature. Child and Youth Card Forum, 53, 117-139. doi: 10.1007/s10566-023-09750-z Wills, H.P., Caldarella, P., Mason, B.A., Lappin, A., & Anderson, D.H. (2019). Improving student behavior in middle schools: Results of a classroom management intervention. Journal of Positive Behavior Interventions, 21, 213-227. doi: 10.1177/1098300719857185 Canché, T., Sims, W.A., & King, K.R. (2026). Brief, consultation-based performance feedback to support effective classroom management. Contemporary School Psychology. doi: 10.1007/s40688-026-00602-w
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    25 mins
  • Circle Time - CE Instructor: Dr. Diana Parry-Cruwys

    Circle Time - CE Instructor: Dr. Diana Parry-Cruwys
    Oct 28 2026

    MPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

    To listen for the fun of learning? Just push play!

    Email us at abainsidetrack@gmail.com for further assistance.

    While circle time should be a joyous occasion with learning and meaningful, fun activities, many students find themselves fixated on singing the "Goodbye, everyone" song just to get the heck out of there! So, how do we make our circle times more engaging while supporting the needs of diverse learners still figuring out what thie early group instruction format is all about? This week, Dr. Diana Parry-Cruwys brings us all over to the festively decorated rug to share simple practices and frameworks that can make your circle time a star...metaphorically speaking.

    Learning Objectives:

    1. Participants will describe assessments that can facilitate skills targeted within circle time.

    2. Participants will identify potential adaptations of circle time to benefit all learners.

    3. Participants will describe two ways to increase attending during circle time.

    This episode is available for 1.0 LEARNING CEU.

    Articles discussed this episode:

    Barton, E.E., Reichow, B., Wolery, M., & Chen, C. (2011). We can all participate! Adapting circle time for children with autism. Young Exceptional Children, 14, 2-21. doi: 10.1177/1096250610393681

    Seifert, A.M. & Metz, A.E. (2017). The effects of inflated seating cushions on engagement in preschool circle time. Early Childhood Education Journal, 45, 411-418. doi: 10.1007/s10643-016-0797-7

    Crozier, S. & Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1803-1814. doi: 10.1007/s10803-006-0315-7

    Vargo, K.K., Heal, N.A., Epperley, K., & Kooistra, E. (2014). The effects of a multiple schedule plus rules on hand raising during circle time in preschool classrooms. Journal of Behavioral Education, 23, 326-343. doi: 10.1007/s10864-014-9199-3
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    1 hr and 7 mins
  • The Legacy of B.F. Skinner - CE Instructor: Dr. Judah Axe

    The Legacy of B.F. Skinner - CE Instructor: Dr. Judah Axe
    Oct 21 2026

    IMPORTANT NOTICE: To earn CEUs for listening, you MUST sign up and listen to this episode on our website to get credit.

    To listen for the fun of learning? Just push play!

    Email us at abainsidetrack@gmail.com for further assistance.

    Sure, B.F. Skinner's work is THE keystone for everything we do in behavior analysis. But, that's all just boring "into to ABA" history, right? Well, Dr. Judah Axe, president of the B.F. Skinner Foundation, begs to differ (and we totally agree!). In this episode we discuss two of Dr. Axe's favorite writings by Skinner, from superstition to problem solving, and how so many of his analyses are still relevant to the behavior analysts of today. We know you'll enjoy rekindling your BFF-ship with BF.

    If you're interested in learning more about B.F. Skinner's legacy and how his impact is still felt in the field, check out the Skinner Sessions courtesty of the B.F. Skinner Foundation. And don't forget to subscribe to Operants, the quarterly newsletter from the Foundation. It's a Rob favorite!

    Learning Objectives:

    1. Participants will describe the advantages of having behavior analysts read classic Skinner articles.

    2. Participants will identify variables responsible for human problem solving versus novel responding.

    3. Participants will describe how proverbs may produce a form of socially transmitted problem solving.

    This episode is available for 1.0 LEARNING CEU.

    Articles discussed this episode:

    Skinner, B.F. (1984). An operant analysis of problem solving. The Behavioral and Brain Sciences, 7, 583-613. doi: 10.1017/S0140525X00027412

    Skinner, B.F., (1948). Superstition in the pigeon. Journal of Experimental Psychology, 38, 168-172. doi: 10.1037/0096-3445.121.3.273
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    1 hr and 12 mins
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