​The Science of Learning: Better Teaching Through Behavior Analysis
General Schedule
Friday, April 4
8:00- 8:30 am Registration, Check in, Breakfast
8:30-5:00 pm Daytime Sessions (lunch on your own) 
6:30-10:00 pm Poster Session, Evening Social and Dixie Eastridge Memorial Speaker
Saturday April, 5
​8:15- 8:45 am Registration & Check in
8:45-12:00 Morning Sessions 
1:00-5:00 pm Behavioral Safari! Behind the scenes tour at the Cheyenne Mountain Zoo (optional; additional cost)
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Investing in Our Future: The Benefits of Effective Reading Instruction for Economically Disadvantaged Children
Denise Ross, Ph.D., BCBA-D
Chair: Department of Inclusive Ed.
Professor of Special Education
Kennesaw State University, GA

Abstract: Third-grade children from economically disadvantaged backgrounds who struggle with reading proficiency are six times more likely to drop out of high school than their proficient peers. This gap not only increases their risk of remaining economically disadvantaged into adulthood but also has broader financial and social repercussions for their families, communities, and society at large. Over several decades, the science of behavior has developed teaching methods that significantly enhance learning outcomes for school-age children. When these methods are applied to reading instruction, they can effectively meet the literacy needs of economically disadvantaged children. In this presentation, I will describe research-based teaching procedures from the science of behavior and their application to reading instruction. I will also highlight recent advancements in science-based reading interventions that are rooted in verbal behavior analysis. Finally, I will discuss the extensive benefits of investing in effective reading instruction for economically disadvantaged children and their wider communities. This presentation will conclude with strategic recommendations for behavior analysts to form partnerships with schools and community organizations, aimed at addressing the educational challenges faced by economically disadvantaged families. (1 BACB CEU)
Learning Objectives: Participants will…
  • describe the relationships between economic disadvantage and reading proficiency for third-grade children, including the implications for high school graduation rates and long-term socioeconomic status;
  • discuss specific research-based teaching procedures from the science of behavior that improve reading skills and how these methods can be applied effectively in reading instruction to meet the needs of economically disadvantaged children;
  • develop actionable strategies for behavior analysts to partner with educational institutions and community organizations, including collaborative efforts to enhance reading instruction and overall educational outcomes for economically disadvantaged children and their families.
Bio: Denise Ross is a researcher in special education and applied behavior analysis, specializing in language and literacy instruction. She serves as Chair of the Inclusive Education Department at Kennesaw State University and focuses her academic work on addressing the educational needs of children from economically disadvantaged communities. She is co-editor of When Text Speaks: Learning to Read & Reading to Learn (Sloan) and co-author of Verbal Behavior Analysis: Inducing and Expanding New Verbal Capabilities in Children with Language Delays (Pearson). Her research has been published in Behavior and Social Issues, the American Psychologist, Behavior Analysis in Practice, and the Journal of Behavioral Education. Dr. Ross has held faculty positions at the University of Wisconsin-Milwaukee, Western Michigan University, and Columbia University. She is a graduate of Columbia University and Spelman College.
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A Behavior Analytic Approach to Teaching Written Expression
​to Students with Autism and Intellectual Disability
Robert Pennington, Ph.D., BCBA-D
William T. Bryan Endowed Chair in Special Education Technology
University of Kentucky

Abstract: The development of written expression skills is essential to success in a range of critical life domains including academic performance, employment, and social interaction. Despite its importance, there has been little guidance from the research literature on strategies to teach students with complex support needs to write. In this exciting workshop, Dr. Pennington will describe a behavioral approach to teaching written expression to students with autism and intellectual disability. Further, he will distill findings from a decade of research investigations into practical teaching strategies for educators to implement quickly in their classrooms. Dr. Pennington will draw on decades of experience in classroom settings to engage participants as they work through activities and learn powerful new concepts. (1 BACB CEU)
Learning Objectives: Participants will…
  • provide a rationale for teaching written expression to students with autism and intellectual disability;
  • describe behavior analytic principles that have been applied to teach written expression to students with autism and intellectual disability;
  • describe strategies for teaching sentence construction to students with autism and intellectual disability; and describe strategies for teaching narrative construction to students with autism and intellectual disability.​
Bio: Robert Pennington is a Professor and the William T. Bryan Endowed Chair in Special Education Technology at the University of Kentucky. He has over 30 years of experience working with individuals with disabilities, their families, and teachers and has published over 100 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families. He also values service to field and his local communities through membership on numerous advisory committees, editorial boards, leadership in professional organizations, and consultation in schools. His current research interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.
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In the Works:
​A System of Instruction in a South African Township School
Kelsia King, M.S., BCBA
Director of Academics, Prospect Academy
​Arvada, CO
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Abstract: In collaboration with the leadership of Charles Duna Primary School and members of the New Brighton Professional Learning Community (PLC) in Gqeberha, South Africa, Partnerships for Educational Excellence and Research (PEER) International designed a flexible implementation of methods and curricula to build learner numeracy repertoires. This presentation will describe the process by which PEER team members, guided by Markle and Tiemann's System of Instruction (1967) and the Morningside Model of Generative Instruction (2020), designed assessment, facilitated teacher analysis of learner performance data, and guided teacher instructional decisions to improve learner educational outcomes in a post-apartheid elementary and middle school setting. Sensitivity to the context and contingencies in which we work in order to accomplish our mutual goals is essential. Thus, we will also discuss the social significance of effective dissemination of Instructional Design and Precision Teaching to environments in the United States and beyond. 
​(1 BACB CEU)
Learning Objectives: Participants will be able to…
  • name at least 3 effects of the contingencies of apartheid on black South Africans' everyday life;
  • identify how gridding test results by objectives (Diagnostic and Prescriptive style) influences instructional decision making;
  • see a performance and identify the learning channel being used.
Bio: Kelsia is a dedicated educator and behavior analyst with a Master's degree in Applied Behavior Analysis from Jacksonville State University. Her passion for evidence-based instruction began during her graduate studies, where she served as an Adjunct Professor, teaching remedial math courses to incoming freshmen. This is where she was first introduced to the power of the Morningside Model of Generative Instruction (MMGI). She conducted research using the Model with undergraduates who made multiple grade-level gains in basic computation skills in less than a semester. Eager to deepen her expertise, Kelsia later worked as a classroom teacher-scientist at Morningside Academy, the creator of MMGI, where students with learning disabilities or who are behind in school come to catch up and get ahead. Building on this foundation, she now extends her impact globally through Partnerships for Educational Excellence (PEER) International, training elementary and middle school teachers in South Africa on evidence-based teaching, practice, measurement, and assessment. Simultaneously, she serves as Director of Academics at Prospect Academy, a public charter school in her home of Arvada, Colorado, dedicated to serving students with disabilities, using the MMGI. To further advance the field of Precision Teaching, she also holds the position of Assistant Vice President of Non-Conference Programs for the Standard Celeration Society. Kelsia's dedication to Precision Teaching and effective instruction drives positive educational outcomes for students across diverse settings.
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Using Instructional Design to Teach
​Autistic Children Emotion Recognition
Anna M. Linnehan, Ph.D., BCBA-D, LABA
Assistant Professor
Endicott College
 
Abstract: Many common theories describe emotions as an internally mediating process. Additionally, many scientific studies as well as teaching procedures for children rely on facial expression as the primary indications of emotions. However, these misconceptions have been recently updated or refuted by neuroscience. Additionally, while facial expression is part of the context of a description of emotions, facial expressions are not good indicators of specific emotions. The purpose of this presentation is to provide a parsimonious behavior analytic account of emotions as described by Skinner and updated by the Goldiamond-Layng theory, which states that emotions are not internal states but rather descriptions of changes in contingencies, or contingency descriptors. Emotion words are therefore treated as concepts (or abstract tacts). This presentation will discuss instructional design procedures, including content analysis, concept analysis and developmental testing to teach the recognition of the emotion-words, “fear” and “anger,” and the corresponding contingency effect (description of the consequence). Next steps in teaching, applying principles and strategies (Tiemann & Markle, 1991) will also be discussed. (1 BACB CEU)
Learning Objectives: Participants will be able to… 
  • describe why facial expressions alone are insufficient for emotion recognition;
  • distinguish between emotions and emotional behavior; and
  • identify contingencies associated with the emotion words “fear” and “anger” and explain how they can be applied in instructional settings. ​
Bio: Anna M. Linnehan is an Assistant Professor of Behavioral Science at the Institute for Applied Behavior Analysis and a faculty member at Endicott College. She holds both her master’s and doctoral degrees in Applied Behavior Analysis from Endicott College in Beverly, MA. Dr. Linnehan began her career as a professional chemist before transitioning to behavioral science, driven by her passion for using scientific principles to improve lives. Her research integrates the Goldiamond-Layng Theory, a behavioral contingency analytic approach to emotions, with instructional design to teach emotional concepts and help individuals identify and problem-solve their own emotional behavior. Her TEDx talk, "Why Reassurance Doesn’t Always Make Us Feel Better," highlights this work. In addition to her research, Dr. Linnehan is dedicated to the dissemination of nonlinear contingency analysis and assent-based procedures, applying Israel Goldiamond’s constructional approach to behavior. She also explores signal detection theory to analyze decision-making processes and behavior. Dr. Linnehan recently co-authored the book Decisions and Judgments in Ambiguous Situations: A Conceptual Introduction to Signal Detection Theory with Dr. T. V. Joe Layng. She also served as an editor and contributing author for Perspectives on Neurodiversity and Belonging: Reflections for Behavior Analysts. Her contributions extend to peer-reviewed journals, where she has served on multiple editorial boards, and she is an Advisor for the Cambridge Center for Behavioral Studies. As an educator, Dr. Linnehan enjoys teaching behavioral science at the undergraduate, master’s, and doctoral levels, inspiring the next generation of behavior analysts.
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A Treatise on the Conditionability of Plants
Brendan Boehr, M.S., BCBA
Behaviour Scientist and Community Educator
St.Amant, Winnipeg, Manitoba, Canada

Abstract: Can the basic behavioural conditioning procedures that we know and love be applied to the behaviour of plants? Operant and respondent conditioning procedures are undeniably effective across the animal kingdom, including with individual cells and even bacteria and protozoa; and yet, neither in our textbooks nor our journals will you find an answer to this question. In fact, it seems our science has not even asked this question yet. But Brendan Boehr thinks the answer is (PROBABLY) YES! and in this presentation he is going to show you why. This is a treatise on the conditionability of plant behaviour; but it is more than that. It is a garden fertilized with interdisciplinary science, sprouting ambition, hoary indolence, and homemade operant rhizotrons that consistently yield more problems than solutions. So get out your gardening gloves and put on your thinking cap: these seeds aren’t going to water themselves. (1 BACB CEU)
Learning Objectives: Participants will …
  • list several reasons why the root apical meristem is a good candidate for behavioural conditioning;
  • describe equipment that could hypothetically be used to apply behavioural conditioning procedures to the roots of plants; and
  • ​describe plant behaviour using terminology commonly used by behaviour analysts to characterize animal behaviour.​
​Bio: Brendan Boehr hails from the bleak northern countryside of rural Manitoba, Canada. He likes his climate like he likes his data: cold, uncompromising, and breathtaking. His dual M.S. from the Florida Institute of Technology is put to good use delivering colorful workshops which are attended by thousands of families, clinicians, and professionals every year; and he is the creator of the 11-part Fulfilling Potential Workshop Series, which is hosted by St.Amant in Winnipeg and offered to all, free of charge. Brendan has practiced applied behaviour analysis in Canada and the USA as a behaviour analyst, university instructor, independent contractor, and consultant. He is drawn to theoretical, unconventional, and novel applications of behavior science; but you're more likely to find him writing amateur rap songs, paddling his canoe, and staring very, very closely at plants.
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The Animals are Waiting: A “Freeing Up the Operant”
​Approach to Environmental Enrichment at Zoos
Rick Hester
Curator of Behavioral Husbandry
Cheyenne Mountain Zoo and Behavior Works

Abstract: Discrete trial training (DTT) is an essential strategy for teaching animals to be active partners in their medical and husbandry care. This approach has resulted in extraordinary welfare benefits and is now the standard of care in modern zoos. However, DTT is restricted by the trainers’ decisions. Trainers provide the cue, they set the behavioral criterion, they deliver the reinforcers, and they control the number of repetitions per session. Additionally, DTT occupies a relatively small portion of any zoo animal’s day. When training is the high point of their day, animals often do little more than wait for the next session to begin. After a training session has ended, animals are typically turned-out into less controlled habitats where trainers have prearranged so-called enrichment opportunities (devices and other conditions) intended to induce active animals who behave similarly to their wild counterparts. However, the goals of environmental enrichment, as suggested by Markowitz (1982), have never been realized. Recently, at Cheyenne Mountain Zoo, we have taken a free operant approach to environmental enrichment. With this approach, trainers engineer environments so that animals are free to make any possible operant response and to vary those responses as described by Lindsley (1996), such as the freedom to form and to speed responses. Two important dimensions have emerged when selecting and creating enrichment opportunities, i.e., time to satiation and time to depletion. Both strategies together, that is, 1) borrowing animals for discrete training sessions to meet our medical and husbandry goals, and 2) returning them to environments that free up their operant behavior, can greatly improve the welfare of animals in human care. 
​(1 BACB CEU)
Learning Objectives: Participants will understand the…
  • role of discrete trial training in zoos;
  • goals of environmental enrichment.
  • free-operant principles outlined by Ogden Lindsley (1996) and their application with animals in human care.​
Bio: Rick Hester is the Curator of Behavioral Husbandry for the Cheyenne Mountain Zoo in Colorado. He oversees all the zoo’s behavior programming. His work includes the zoo’s animal training for husbandry, medical, and public show behaviors, environmental enrichment, developing programs to improve problem behavior situations, the zoo’s formal animal welfare assessments, and exhibit design for behavior goals. He has worked at Cheyenne Mountain Zoo since 2006. He spent 10 years working as an animal keeper caring for a wide variety of species, including small primates, great apes, penguins, African lions, and bears. In 2015, he started working with Dr. Susan Friedman and began to understand the importance of behavior analysis and its application for animals in human care. He has curated the zoo’s behavior programs since 2018, is affiliated faculty at Colorado State University in the Department of Biology and a consultant and course co-instructor for Susan Friedman’s Behavior Works LLC.
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Dixie Eastridge Memorial Speaker
Mission Critical: ABA in Real Time and What Science Demands Now
Starlette (Star) M. Sharp, Ph.D.
Systems Change and Science Education Interventionist
Director, Prostate Cancer Genomics Training Program at Johns Hopkins University
Office of Science and Technology Policy
Executive Office of the President | The White House 2025

​Abstract: In a time of widespread misinformation, politicized science, and urgent educational reform, Applied Behavior Analysis (ABA) stands at a crossroads. This talk explores the critical role of science in shaping behavior, informing education, and guiding the future of ABA. Drawing from the intersections of behavior science, learning theory, and public understanding, we will examine how ABA can remain grounded in its scientific foundations while adapting to the evolving demands of real-world practice. Through the lens of contemporary issues, ranging from science denial and social media misinformation to classroom interventions and policy debates, this session addresses three central questions: (1) What does the science of behavior demand from practitioners today? (2) How can ABA better inform and transform educational settings? and (3) What responsibilities do behavior analysts have in correcting misinformation and promoting scientific literacy? By bridging the gap between the lab, the classroom, and the public square, this talk makes the case that staying rooted in science isn’t just an academic exercise, it’s a mission-critical imperative for the field’s integrity, relevance, future impact and is best practice for the many students that depend on it.
Learning Objectives: By the end of this presentation, participants will be able to...
  • Describe the current expectations and ethical responsibilities of behavior analysts as informed by the evolving science of behavior;
  • identify strategies for applying ABA principles to improve and transform educational systems and classroom practices; and
  • explain the role of behavior analysts in addressing misinformation and promoting scientific literacy within their professional and public communities.​
Bio: Originally from Indianapolis, Indiana, Starlette Sharp earned her Bachelor of Science in Biology and Master of Science in Cancer Biology from Tuskegee University. She began her career as the inaugural director of the Penn State Millennium Scholars Program, a role she held for four and a half years, where she made significant contributions to fostering diversity and inclusion in STEM education. Starlette later transitioned to a career in science education policy, holding impactful roles at prestigious organizations including the National Science Foundation, the National Academies of Sciences, Engineering, and Medicine, and the White House Office of Science and Technology Policy. These experiences deepened her commitment to advancing equitable access to science education and research opportunities. Building on her passion for education and equity, Starlette pursued and completed a PhD in Science Education at Penn State University. She now leads the Disparities in Cancer Genomics Training Program at Johns Hopkins University, where she focuses on addressing inequities in cancer research and training future leaders in the field. Outside of her professional endeavors, Starlette enjoys spending quality time with her husband, JT, and their beloved dog, Shoshone. Her personal and professional journeys reflect a lifelong dedication to driving meaningful changes in science, education, and society..
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Building Repertoires:
​Ten Common Pitfalls in RBT Training
Adam Hockman, M.A.
Chief Learning Architect, ABA Technologies
Founder, ​Wider Reach Incubator

Abstract: New technicians meet their 40-hour training requirements through a combination of instructor-led training, asynchronous online courses, and in-situ practice. To optimize those 40 hours, careful consideration must be given to the design and delivery of instruction and practice. This presentation explores ten common pitfalls ABA companies encounter when developing RBT training programs, provides alternative behavior-analytic instructional design approaches (yes, they exist!), and shares resources to help you get started. (1 BACB CEU)
Learning Objectives: Participants will…
  • identify ten frequent challenges ABA organizations face when designing and delivering RBT training programs;
  • examine alternative instructional design approaches rooted in behavior analysis to enhance the effectiveness of RBT training; and
  • consider evidence-based strategies and available resources to optimize the structure, delivery, and practice components of the 40-hour RBT training.
Bio: Adam Hockman has a varied career in applying behavior and implementation science in education, healthcare, and the performing arts. He is the chief learning architect at ABA Technologies. There, he helps clients build employee learning and performance systems. He has designed programs for organizations in business, autism services, healthcare, higher education, occupational safety, and the performing arts. He is on the faculty of the Heifetz International Music Institute, where he teaches behavioral practice and performance skills to classical musicians. Adam founded Wider Reach Incubator in 2023, a project that helps behavior analysts write for mainstream media and supports state and international affiliates to improve their dissemination efforts. Previously, Adam worked as a research associate to Dr. Francis Mechner at The Mechner Foundation. He is co-author with Dr. Terry McSween of The New Values-Based Safety: Using Behavioral Science to Improve Your Safety Culture. He has taught technical writing in psychology at Western Michigan University.
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Learning by Doing:
Transforming Workforce Training with Immersive Technology
Ellie Kazemi, Ph.D., BCBA-D 
CEO of Transform VXR
​Professor, CalState Northridge

Abstract: An immersive learning environment is an interactive space—physical or virtual—designed to recreate realistic scenarios or teach specific skills and techniques, including role-playing, simulations, and virtual learning platforms. Although approaches like Behavioral Skills Training (BST) are highly effective, they often lack scalability and personalization, especially when training in-person and with large groups. With advancements in cutting-edge technologies, such as artificial intelligence, immersive, experiential, and hands-on practice has become more accessible and scalable. However, the success of these experiences depends on the intentional application of instructional design principles and the science of behavior. Without proper design, guidance, and feedback, even well-intended immersive experiences, that look and feel “real”, can fall short or become ineffective. Immersive experiences within safe, scalable digital environments offer a transformative opportunity to close gaps in workforce training by fostering competence, confidence, and engagement. In this presentation we will explore how thoughtfully designed immersive learning, aligned with real-world performance outcomes, can reduce risks, improve employee confidence, and prepare professionals to thrive in evolving work environments. (.5 BACB CEU; .5 Ethics)
Learning Objectives: Participants will be able to…
  • identify the defining features of immersive learning environments, including simulations, role-playing, and conversational AI;
  • describe how to enhance learning outcomes for immersive experiences by integrating science of behavior; and
  • explain how immersive experiences can enhance teaching and learning.
Bio: Dr. Ellie Kazemi is a leading expert in workforce training, immersive learning, and outcome-driven strategies. As Director of AI and VXR Initiatives at California State University, Northridge, and CEO of Transform VXR, she pioneers AI-powered, immersive training solutions that enhance competency and performance. She has collaborated with NASA, FEMA, and the National Autism Data Registry to develop scalable, technology-enhanced training with measurable impact. Ellie founded a self-supported graduate program in behavior analysis at CSUN and authored Fieldwork and Supervision for Behavior Analysts, a widely used resource in ABA supervision training. She has also contributed to standard development, evaluation methodology, and measurement science in accreditation settings. As a principal investigator on national research grants, she has led efforts to advance simulation-based learning, AI, and workforce development. A sought-after speaker, Ellie has worked internationally and received multiple awards, including the ABAI Best Mentor Award and the Outstanding Service to the Community Award. ​
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Concluding Remarks
Applied Behavior Analysis: Hard on the Problems, Easy on the Person 
Pat Friman, Ph.D., ABBP​ 
Vice President of Boys Town Center for Behavioral Health
Boys Town, Nebraska

Abstract: The underlying assumption of applied behavior analysis is a revolutionary perspective on problematic human behavior. It attributes the cause of the problems not to the misbehaving person him or herself, but to what has happened to the person over the course of their life prior to the exhibition of the problems. Thus it seeks not to fix the blame but rather to fix the problems instead. Actions stemming from this perspective are thus very easy on the person and very hard on the problems. Unfortunately only a tiny minority of the human species hold this view—they are known as behavior analysts. Their view is in direct opposition to the traditional and universal perspective on problem behavior, the most apt description of which is blame and punish. This view is hard on the person and often just makes the problem worse. In fact it is responsible for almost all of the horrible things humans have done to humans throughout history including wars, programs, genocides, martyrdoms, crucifixions, divorces, abuses, and rancorous exchanges between family members, friends, and colleagues. This talk will discuss the behavior analytic perspective and assert that each and every member of our field is an apostle for its dissemination. This is no trivial matter. Widespread adoption of the behavior analytic view could transform the quality of life on this planet. (.5 BACB CEU)
Learning Objectives: Attendees will be able to describe…
  • the circumstances view of behavior; and 
  • at least two of its many virtues.
Bio: Dr. Patrick C. Friman received his Ph.D. from the University of Kansas. He is the current Vice President of Behavioral Health at Boys Town and a Clinical Professor in the Department of Pediatrics at the University of Nebraska School of Medicine. He was formerly on the faculties of Johns Hopkins University, University of Pennsylvania, and Creighton University Schools of Medicine. He was also formerly a Professor and the Director of the Clinical Psychology Program at University of Nevada. He is a Fellow of the Association for Behavior Analysis International, in three divisions of the American Psychological Association, and of the American Board of Behavioral Psychology. He is the former Editor of the journal of Applied Behavior Analysis and former President of the Association for Behavior Analysis International. He has published more than 200 scientific articles and chapters and three books. The majority of his scientific and clinical work is in Behavioral Pediatrics and Behavioral Medicine. Dr. Friman’s work in behavioral pediatrics has concentrated on the gap between primary medical care for children on one side, and referral-based clinical child psychological and psychiatric care, on the other. A secondary focus is on adolescent behavior and development. He also specializes in consultation regarding workplace issues such as motivation, dealing with difficult people, change, happiness and pathways to success.