ABA Inside Track

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

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

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

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

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

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

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

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.
In our effort to cover every topic in behavior analysis ever, we're heading back to a basic, but key, topic: shaping. Is this is your 10th review of loading the problem loader? Or have you been too scared to utilize shaping because you've never mastered the art of the approximation? This episode goes from the basic steps in teaching more complex physical behaviors all the way to the nuances of verbal responding. Y'know, just like shaping.
Learning Objectives:
Participants will describe why shaping was better than reinforcing verbal attempts at gaining terminal outcome in verbal behavior.

Participants will describe the most vital components of shaping in clinical work.

Participants will describe how to use targeting and shaping to teach a clinical skill.

This episode is available for 1.0 LEARNING CEU.
Articles discussed this episode:
Ferguson, D.L. & Rosales-Ruiz, J. (2001). Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses. Journal of Applied Behavior Analysis, 34, 409-424. doi: 10.1901/jaba.2001.34-409
Newman, B., Reinecke, D., & Ramos, M. (2009). Is a reasonable attempt reasonable? Shaping versus reinforcing verbal attempts of preschoolers with autism. The Analysis of Verbal Behavior, 25, 67-72. doi: 10.1007/BF03393070

The podcast is coming out a few days early just to give you a little more time to get tickets to one (or more) of some of our favorite conference events of the year. Not enough time to book a flight, sadly. But, if you're in the area, we strongly encourage you to check out one of the options we discuss in the episode.
The only thing scary about this month is how to find time to attend all of the amazing conferences, talks, and events given by some of the best minds in behavior analysis! But whether you're attending BABAT, the Thompson Center for Autism Conference, the latest Skinner Session, IABS's ABA in Public Schools Conference, or all of the above, you'll have a bunch of new episodes from ABA Inside Track to enjoy during your commutes. First we go back to basics with a sucessively approximate review of shaping procedures. After that, returning guest, Dr. Judah Axe, shares some of his favorite articles by B.F. Skinner and why studying from the field's OG still holds meaning in the modern day. And then we all sit criss-cross applesauce and discuss what makes for a good circle time and what do do when your circle goes pear-shaped.
So, get thee to a behavior analytic conference, after downloading our new episodes, of course. And, who knows...you might even see us there in person!
Articles for October 2026
Shaping w/ Dr. Jackie MacDonald
Ferguson, D.L. & Rosales-Ruiz, J. (2001). Loading the problem loader: The effects of target training and shaping on trailer-loading behavior of horses. Journal of Applied Behavior Analysis, 34, 409-424. doi: 10.1901/jaba.2001.34-409
Newman, B., Reinecke, D., & Ramos, M. (2009). Is a reasonable attempt reasonable? Shaping versus reinforcing verbal attempts of preschoolers with autism. The Analysis of Verbal Behavior, 25, 67-72. doi: 10.1007/BF03393070
The Legacy of B.F. Skinner w/ Dr. Judah Axe
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
Circle Time w/ Dr. Diana Parry-Cruwys
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