RBT supervision is a required part of RBT practice. Unfortunately, many RBTs struggle with understanding the requirements or being able to meet the requirements of supervision in day to day practice. Further, this creates credential problems and can result in ethical sanctions or violations for both the RBT and the BCBA. These concerns are preventable as long as you’ve got the right information and support in place. In this discussion, Dr. Shane T. Spiker and Hana Call share some tips, tricks, and guidance to ensure that RBTs are able to adequately address their supervision needs in practice.

Ethics codes are necessary for a profession to establish guidelines and principles of professional practice. They are often established as a means to create guardrails for ethical practice as well as establish a means to hold practitioners and certificants accountable for their professional behavior. While RBTs are not responsible for adhering to the Ethics Code for Behavior Analysts, they have their own code that they are responsible for. In this talk, Dr. Shane T. Spiker will briefly review the current code as it applies to RBT professional behavior.

Data collection is one of the critical elements of comprehensive and effective behavior analytic practice. When we work with learners, they have a wide variety of behaviors that require creative data collection methods, which can be challenging for behavior teams. In this discussion, Dr. Shane T. Spiker will review some ways that you can work with your supervisor to improve, alter, or adjust your data collection methods to be as effective as possible in practice.

Caregiver involvement in treatment is one of the most important factors in ensuring success for our clients. Unfortunately, we sometimes struggle to involve caregivers in meaningful or effective ways. So, what can we do to ensure that we are meeting caregivers where they’re at? Empowering them with behavioral science? In this discussion, Dr. Shane T. Spiker will discuss some ways that we can improve upon our caregiver involvement.

Supervision is a constant painpoint for RBTs for lots of reasons. Whether it has to do with getting enough supervision, having engaged supervisors, or simply just getting the experience they want, supervision can create some unnecessary headaches. But what if the RBT had some more say in the process? Good news, folks, RBTs do! In this talk, Dr. Shane T. Spiker will provide some guidance on how to improve the overall supervision experience for you as an RBT.

The BACB recently announced that RBTs will be required to collect ongoing professional development for their certifications, eliminating competency assessment requirements beginning January 1, 2026. In this talk, Dr. Shane T. Spiker, Patrick O’Leary, and Holly Downs will discuss some of those changes and provide brief strategies for ensuring that RBTs are able to meet those new standards and have the most current information regarding BACB standards.

The BACB recently announced that RBTs will be required to collect ongoing professional development for their certifications, eliminating competency assessment requirements beginning January 1, 2026. In this talk, Dr. Shane T. Spiker and Holly Downs will discuss how much the field has rapidly changed regarding the RBT role within the last two decades and some possible advancements to come in the future.

Professionalism is a common point of contention among many professionals. Given the oblique nature of what qualifies as professional or not, it stands to reason that confusion is likely to occur. So that begs the question…what does professionalism even mean? In this discussion, Dr. Shane T. Spiker will break down what professionalism means for RBTs, some examples and non-examples of what is considered professional (generally speaking), and our ethical obligation as professionals to ensure we are meeting the highest standard of practice possible.

The BACB recently announced that RBTs will be required to collect ongoing professional development for their certifications, eliminating competency assessment requirements beginning January 1, 2026. In this talk, Dr. Shane T. Spiker and Holly Downs will discuss how much the field has rapidly changed regarding the RBT role within the last two decades and some possible advancements to come in the future.

Participants will review the four primary functions of behavior and identify how each function informs the selection of specific, proactive antecedent interventions. The training will also guide RBTs in identifying and accurately interpreting the behavior reduction components of a Behavior Intervention Plan (BIP) to ensure precise and function-based implementation. In addition, participants will apply a systematic framework to implement behavior intervention procedures with consistency and fidelity. By the end of the session, RBTs will be better equipped to think function-first, confidently select antecedent supports, and apply a systematic framework to implement behavior intervention procedures to fidelity.

RBTs work in a variety of capacities including home/community and clinic-based settings. However, there are additional complexities for RBTs working in school-based settings. Whether it has to do with district, state, and federal guidelines, adherence to IEPs, classroom management strategies, administrative interactions, etc. RBTs working in schools require an additional set of skills beyond what they might encounter in other settings. In this series, Wes Lowery does a deep dive into various aspects of school-based services to help bolster RBT skills and ensure they are rendering the most competent and effective services within these settings.

The BACB recently announced that RBTs will be required to collect ongoing professional development for their certifications, eliminating competency assessment requirements beginning January 1, 2026. In this talk, Dr. Shane T. Spiker and Holly Downs will discuss how much the field has rapidly changed regarding the RBT role within the last two decades and some possible advancements to come in the future.