Thank you for listening!

You can access .5 Ethics CEUs with the link below.

CEU Links: https://form.jotform.com/260343839957066

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What if the “noncompliance” you’re seeing isn’t defiance at all—but a nervous system that genuinely can’t handle one more demand? In this episode, we sit down with behavior analyst and ACT-based coach Kaitlin Wilder to rethink PDA, pressure, and what actually helps kids (and clinicians) move forward.

Key Questions Explored in the Episode:

1. What is PDA, and why do some people prefer “pervasive drive for autonomy” over “pathological demand avoidance”?
2. Why do traditional reinforcement systems often backfire with PDA profiles?
3. What does “it’s a can’t, not a won’t” actually look like in real life?
4. What is “demand energy,” and how do kids detect it instantly?
5. How does ACT (Acceptance and Commitment Therapy) fit into ABA work—especially in schools?

Kaitlin Wilder shares her background as a school-based behavior analyst and special education teacher, describing how “real life” school environments often make even the best plans fall apart. She explains how burnout, anxiety, and an identity built around overworking eventually led her to take FMLA during COVID—and how learning ACT helped her shift from external behavior control to internal flexibility and values-based action.

The conversation then turns to PDA: what it is, why the label is contentious, and why it’s often experienced as “a can’t, not a won’t.” Kaitlin describes how PDA strategies can start as social avoidance tactics and escalate when the child feels unheard or pressured—especially when adults rely on authority, charts, and consequences. She emphasizes that compassion and presence matter, but warns that “the next step” mindset can itself become a demand. ACT, she argues, is uniquely suited here because it centers the person’s experience, language, and values—helping them untangle anxiety-driven avoidance loops and build committed action that comes from within.

About The Guest:

Kaitlin Wilder is a behavior analyst with 15 years of experience across school-based roles, including special education teaching and district behavior support. She now runs Wild Sub Behavior, integrating ACT-informed coaching and direct clinical work—especially with complex cases—focused on psychological flexibility, autonomy-supportive practice, and sustainable change for neurodivergent individuals and the professionals who support them.

Time Stamps:

00:00 Kaitlin’s 15-year journey in ABA + school-based reality

10:45 Burnout, COVID pressure, and taking FMLA

12:36 Discovering ACT, leaving public school, starting a coaching business

14:43 Introducing PDA topic + “lived experience” emphasis

15:37 PDA language: “pathological demand avoidance” vs “pervasive drive for autonomy”

18:46 Real-life school example: escalation, overwhelm, “nothing works”

22:04 “It’s a can’t, not a won’t” + shifting perspective

29:06 “Demand energy” + why “next step” can become the demand

32:39 Anxiety as future-focused planning that drives avoidance

35:45 ACT as neuroaffirming and person-centered—treating the child like a real client

42:35 PDA community distrust of ABA + need for affirming practice

49:25 Teacher training + burnout + self-work as the missing ingredient

52:49 Closing message: confidence as freedom from needing to be “right”

Links for the Guest:

Connect with Kaitlin Wilder: https://www.linkin.com/in/kaitlinwilderhere

Visit Kaitlin Wilder’s website: wildsidebehaviorcoaching@gmail.com

Ready to shift from “How do I make them comply?” to “How do I reduce pressure and build real flexibility?”

Tune in to the full episode for practical insights on PDA, ACT, and creating change that actually lasts.

Thank you for listening!

You can access .5 Ethics CEUs with the link below.

CEU Links: https://form.jotform.com/260343839957066

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What is it really like to grow up as the sibling of a child with autism, and are we paying enough attention to their experience?

In this episode we explore the often unseen emotional world of siblings and what families and professionals can do to better support them.

Key Questions Explored in the Episode:

1. What challenges do siblings of children with autism commonly face?
2. How can parents balance intensive care needs while nurturing their other children?
3. What practical tools help siblings feel seen, validated, and supported?
4. How can conversations about autism be handled in age appropriate, empowering ways?
5. What strengths and positives can emerge from growing up alongside a neurodivergent sibling?

Todays guest is Kayla Paquette, a BCBA who recently launched her own private practice. The focus is on the sibling experience in families raising a child with autism. Kayla highlights how siblings often carry invisible stressors, including social pressure and emotional displacement, while sometimes being placed in caregiving roles.

The conversation shifts toward actionable guidance for parents and clinicians. Kayla emphasizes intentional one on one time, validating complex emotions, avoiding comparisons, and fostering open dialogue. The episode closes by reframing the sibling experience to include its powerful strengths such as empathy, resilience, and deep emotional awareness.

About The Guest:

Kayla Paquette is a Board Certified Behavior Analyst with seven years of experience in ABA. She recently launched her own private practice providing in home, school, and daycare ABA services, as well as community based social skills and enrichment groups. She also offers photo shoot support packages for families and travel consulting. Kayla is the author of the children’s book “Sometimes It’s Hard,” written to help siblings of children with autism feel seen and understood.

Time Stamps:

1. 00:00 Introduction and CEU information
2. 02:30 Meet Kayla Paquette and her private practice
3. 08:15 The overlooked experience of siblings
4. 18:40 Social stress and caregiver roles
5. 27:10 Practical strategies for parents
6. 36:25 Introducing the book “Sometimes It’s Hard”
7. 44:50 The positive impact on siblings

Ready to better support the siblings in your families and caseloads?

Tune in to the full episode for practical strategies, emotional insight, and meaningful tools you can implement right away.

Thank you for listening!

You can access .5 Ethics CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-79217/2BRWARRQHOEBNOY35R?Type%20of%20CEU%27s=.5%20BACB%20Ethics%20CEUs&Instructor=Meaghan%20Timko,%20BCBA

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What does it really take to lead effectively in the world of ABA without burning out? In this episode, we explore how intentional leadership and clear priorities can help BCBAs build meaningful careers while protecting their personal lives.

Key Questions Explored in the Episode:

1. What qualities matter most when hiring and developing ABA professionals?
2. How does passion influence long-term success in the ABA field?
3. What leadership skills are essential beyond clinical expertise?
4. How can BCBAs realistically maintain work-life balance in demanding roles?

In this episode of My BCBA Life Meaghan Timko, Chief Operating Officer at Gradual Behavioral Health joins to share her path through the ABA field and the lessons she learned transitioning into leadership.

The conversation focuses on hiring and workforce development, emphasizing the importance of passion, alignment, and transparency when building teams. Meaghan explains why technical competence alone is not enough and how strong leadership depends on communication and genuine care.

The episode concludes with a discussion on work-life balance. Meaghan outlines how she sets priorities, creates boundaries, and makes intentional time for family and personal interests, offering realistic guidance for long-term sustainability.

About The Guest:

Meaghan Timko is a Board Certified Behavior Analyst and the Chief Operating Officer at Gradual Behavioral Health. She brings extensive experience in both clinical practice and organizational leadership, with a strong focus on people-centered systems and sustainable growth.

Time Stamps:

00:00 Introduction to BCBA Life Circle

00:47 Meet Meaghan Timko: A Journey in ABA

01:53 The Right Person for the Job

02:24 Hiring and Workforce Development in ABA

03:43 The Importance of Passion in ABA

11:27 Leadership and Soft Skills in ABA

25:34 Work-Life Balance for BCBAs

32:35 Final Thoughts and Takeaways

Ready to grow as a leader without sacrificing balance?

Tune in to the full episode for practical insights and real-world perspective.

Thank you for listening!

You can access .5 Learning CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-79257/A527DD1MQ0BE474BAD?Type%20of%20CEU%27s=.5%20BACB%20Learning%20CEUs&Instructor=Patricia%20Lund,%20BCBA

How do you support a child or adult with disabilities through death and loss when many of us are uncomfortable talking about it ourselves? In this episode of My BCBA Life, Penina sits down with BCBA and thanatology specialist Tricia Lund to unpack how grief shows up for neurodivergent individuals and what BCBAs can realistically and ethically do to help.

Tricia Lund is a Board Certified Behavior Analyst (BCBA) with approximately 10 years of experience. She began her career working in schools and clinics and now primarily supports teens and adults with disabilities living in group homes and day habilitation programs in Texas. Recognizing a major gap in how our field addresses death and grief, she pursued additional certification in thanatology, allowing her to integrate evidence-based principles about death, dying, and bereavement into her ABA practice while remaining solidly within scope.

Key Takeaways:

1. Grief is not “less real” for people with disabilities; their grief is often ignored or minimized, which can complicate the grieving process and increase distress.
2. Understanding death requires grasping its permanence, universality, biological basis, and causation; many clients with cognitive differences need explicit teaching and support in these areas.
3. Start early: use neutral, everyday examples (plants, animals, media) to introduce concepts of life and death and to build accurate, concrete language (including on AAC devices).
4. Primary losses (the person who died) often create a cascade of secondary losses (home, routine, transportation, community, financial freedom) that can be even more impactful in daily life.
5. BCBAs can stay within scope by focusing on education and participation, modifying environments, supporting involvement in rituals, and collaborating with counselors and spiritual leaders for deeper grief work.

00:00 - How the topic of death and grief emerged in her practice

03:06 – What thanatology is and why a BCBA would pursue it

05:13 – How children (and many adults) understand death, and the core concepts needed

06:32 – Permanence, universality, and biology of death; cultural and media distortions

07:30 – Causation and how cognitive level affects grief responses and timing

11:02 – Disenfranchised grief and how society minimizes certain losses

12:18 – Why people with disabilities are often excluded from funerals and rituals

14:01 – When to start talking about death with children: “Do it now” and how

14:29 – Building vocabulary, using real-life examples, and correcting media myths

16:39 – What to prioritize immediately after a loss: safety, stability, and presence

20:03 – Grief reactions vs. “problem behaviors” and why punishment is harmful

21:52 – Primary vs. secondary losses and how BCBAs can address the secondary ones

24:47 – Scope of practice: education and participation vs. facilitation and intervention

27:34 – Why this work is needed for “typical” adults as well, not just clients

28:30 – Using clear language (“dead,” “death,” “dying”) instead of euphemisms

29:22 – Addressing your own death-avoidance so you can better support clients

Ready to rethink how you, as a BCBA or caregiver, approach death, loss, and grief with the individuals you...

Thank you for listening!

You can access .5 Learning CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-72637/G9OX191GE40IEG4RBB?Type%20of%20CEU%27s=.5%20BACB%20Ethics%20CEUs&Instructor=Jesica%20Peterson,%20BCBA

How do you deliver high-quality ABA without burning out—and without losing the heart? In this conversation, Jesica Peterson, BCBA and founder of Graceful Behavior Solutions, shares how “quality” and “grace” guide her practice with families, RBTs, and kids.

Discussion Points:

• The “click” moment: from tough first cases to first words and real progress
• Defining and protecting quality: staffing, training, CE, and ethical practice
• Grace in practice: meeting parents where they are, flexibility over rigidity
• Parent training that lands: roles, language, pacing, and checking capacity
• Continuous learning: revisiting core trainings and avoiding stagnation
• Family-centered care and the goal of “working yourself out of a job”

Jesica traces her journey from RBT to BCBA and the early case that taught her perseverance and the power of meaningful progress. She unpacks her two core values—quality and grace—and shows how they shape everything from RBT training and clinic standards to flexible, human parent training that meets families where they are. We hear practical ways to avoid burnout by focusing on staff development, revisiting foundational trainings, reading body language, and pacing sessions to a parent’s capacity. Jesica explains why family-centered care improves outcomes and why the true success metric is helping families no longer need intensive support.

About The Guest:

Jesica Peterson, BCBA, has worked across home, clinic, and adult crisis settings since 2018. A prior military family member with experience in diverse communities, she founded Graceful Behavior Solutions, a practice grounded in the values of quality and grace.

Time Stamps:

00:00 Jesica’s path into ABA

02:34 The challenging early client and the breakthrough moment

04:41 Values that guide practice: quality and grace

07:04 What “quality” looks like: staffing, training, CE, ethics

09:56 Keeping learning alive; revisiting foundational trainings

13:10 Practicing “grace” with families and teams

17:22 What doesn’t work in parent training

20:24 How Jessica opens the first parent training and defines roles

23:34 Addressing fears and misconceptions about ABA

26:0 Remembering parents are “in the trenches”

29:07 Reading body language and pacing sessions

32:08 Family-centered care and real-life outcomes

35:46 Parting advice: anchor to your values

Ready to bring more quality and grace into your ABA work?

Tune in to the full episode for practical, compassionate strategies you can use today.

Thank you for listening!

You can access .5 Learning CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-65817/3MXDBM3V50ACY20NGN?Type%20of%20CEU%27s=.5%20BACB%20Learning%20CEUs&Instructor=Samantha%20Alba,%20BCBA

How do you build true collaboration with schools so your learner thrives in every setting? In this episode of My BCBA Life, Penina talks with Samantha, a Circle Care–exclusive BCBA with deep school-based experience, about practical ways BCBAs can partner with teachers and related service providers, support parents through IEPs, and bridge home–school skill generalization.

Discussion Points

• Entering schools with humility: observing first, understanding dynamics, and making your presence supportive (not disruptive).
• Pairing with educators and therapists; leading with non-judgmental curiosity to build buy-in.
• Interdisciplinary respect: learning from OT, SLP, and PT approaches (e.g., addressing sensory needs and functional replacements).
• Home ↔ school collaboration for faster progress and generalization (communication, social skills, and behavior plans).
• Practical IEP support for parents: where BCBAs can add value, aligning goals, and wording effective behavioral/communication targets.
• Consent, boundaries, and tactful outreach to school teams.
• Helpful resources BCBAs can use in school settings (NJ best practices, PBIS World, peer workgroups).

Samantha shares how starting with listening, pairing, and empathy lays the groundwork for productive school collaboration. She describes concrete strategies for working with diverse school teams and highlights the power of interdisciplinary learning—like using OT-informed sensory replacements (obstacle courses, carrying weighted items) for automatically reinforced behaviors. For home-based BCBAs, she explains why school collaboration still matters: it reveals progress, gaps, and ready-made interventions to generalize at home. On IEPs, Samantha suggests focusing on the social/emotional/behavioral goal section and aligning it with real data and parent priorities (e.g., adding a manding component to toileting). She closes with resources that make school work more effective and less isolating.

About The Guest

Samantha is a BCBA with a master’s in Cognitive Science & Education who completed the ABA verified course sequence. She’s worked extensively in school settings (and school-adjacent roles like curriculum writing) and currently serves Circle Care home cases, integrating school goals and approaches to accelerate learner progress across environments.

Time Stamps

(00:00) Samantha’s path into ABA and school-based work

(02:20) Choosing BCBA over school psychology; ABA track in grad school

(03:34) ABA as “common sense” applied—why it resonates with teams and parents

(04:43) Today’s focus: collaborating with school personnel

(05:27) What collaboration looks like: observe, understand roles, pair with staff

(07:06) Being a positive presence and earning buy-in before giving feedback

(08:16) Non-judgmental coaching to avoid defensiveness

(12:30) Working with OTs/SLPs/PTs; honoring different evidence-based approaches

(14:04) OT insights on sensory needs; functional replacements (obstacle courses, weighted carries)

(16:54) Why collaborate when you’re home-based; get the IEP and compare data

(18:45) Aligning behavior plans and social skills across settings for generalization

(20:34) Efficiency and parent assurance when teams are aligned

(21:26) Humility and teamwork mindset that centers the child

(24:47) Coaching parents on IEPs; goal wording (e.g.,...

Thank you for listening!

You can access .5 Learning CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-65217/JZRH1KSMZRIFSW2QF9?Type%20of%20CEU%27s=.5%20BACB%20Learning%20CEUs&Instructor=Ariana%20Boutain,%20BCBA

What happens when we shift from compliance to collaboration in ABA therapy? In this episode of MY BCBA Life, host Penina sits down with Ariana Boutain, Chief Clinical Officer at Atlanta Autism Center, to explore the emerging model of ascent-based ABA and its powerful impact on therapy outcomes.

Discussion Points:

• Ariana’s 20-year journey from therapist to Chief Clinical Officer
• The meaning and importance of ascent in ABA practice
• Strategies for handling resistance while honoring client choice
• Building trust and meaningful connections with young clients
• The role of parents in supporting ascent-based interventions

Penina and Ariana unpack the principles of ascent-based ABA, a compassionate model that prioritizes client voice and autonomy in therapy. Ariana shares stories from her professional journey, emphasizing how honoring ascent not only respects the dignity of clients but also leads to deeper engagement and more effective learning. They discuss practical strategies for implementing this approach, the critical role of trust, and how parental involvement can enhance outcomes. The episode highlights a shift in ABA toward greater compassion, collaboration, and respect for individuality.

About The Guest:

Ariana Boutain is the Chief Clinical Officer at Atlanta Autism Center and has worked in the field of ABA for over 20 years. With a passion for early intervention and compassionate care, Ariana advocates for approaches that empower clients and families while advancing effective, ethical practice.

Time Stamps:

(00:00) Introduction and Surprise Words

(00:33) Guest Introduction: Ariana’s Journey

(03:15) Passion for Early Intervention

(05:20) Understanding Ascent in ABA

(07:46) Challenges and Strategies in Ascent-Based Therapy

(11:11) Building Relationships and Trust

(27:04) Parental Involvement and Perspectives

Ready to explore how ascent-based ABA can transform therapy outcomes?

Tune in to the full episode for insights on building trust, honoring autonomy, and creating meaningful learning experiences.

Thank you for listening!

You can access .5 Learning CEUs with the link below.

CEU Links: https://forms.clickup.com/14171965/f/dgftx-61197/6HYXKRT6AUXTUQ5CKI?Type%20of%20CEU%27s=.5%20BACB%20Learning%20CEUs&Instructor=Matthew%20Lunsford,%20BCBA

How much do BCBAs really need to know about the brain?

Penina sits down with BCBA, psychotherapist, and yoga teacher Matthew Lunsford to explore the fascinating connection between neuroanatomy and behavior.

From understanding the role of the amygdala to practical breathing exercises for regulation, this conversation brings a whole new perspective to the science of behavior.

Discussion Points:

• Matthew’s unique journey to becoming a BCBA and why he integrates multiple disciplines.
• How brain injuries and neurological differences influence behavior beyond environmental factors.
• The role of the prefrontal cortex, amygdala, and nervous system in regulation and learning.
• Recognizing when a child is in “fight, flight, or freeze” mode and how to respond effectively.
• Practical strategies: breathing exercises, mindfulness, and grounding tools to restore homeostasis.

Matthew Lunsford shares how his background in psychology, special education, social work, and yoga therapy informs his work as a BCBA. He explains why BCBAs must look beyond the environment and consider the neurological roots of behavior, using case examples like working with clients with traumatic brain injury (TBI).

Together, Penina and Matthew highlight the importance of teaching self-regulation skills, understanding when the brain is in a fear state, and using evidence-based calming strategies. Matthew also introduces practical tools such as the 4-8-8 breathing technique and the 5-4-3-2-1 grounding exercise that BCBAs can use with clients to bring the brain back to balance.

Matthew Lunsford is a BCBA with a Master’s in Psychology, an MSW in Clinical Social Work, and certification in Special Education. He is also a licensed teacher, clinical supervisor, and yoga instructor. Matthew’s unique blend of expertise allows him to approach behavior through multiple lenses, integrating neuroanatomy, psychotherapy, and holistic practices into his work with clients.

Time Stamps:

00:00 Matthew’s background and journey to becoming a BCBA

06:17 Integrating psychology, social work, and education into ABA

08:05 A tour of the brain: key structures and functions

10:22 Why BCBAs need neuroanatomy knowledge in practice

11:57 Case study: working with a client with TBI

15:07 The prefrontal cortex, amygdala, and nervous system explained

18:59 Recognizing fear responses and when not to teach

20:50 – Signs of overload: excessive stimming and regulation cues

25:58 – Breathing techniques for regulation (4-8-8 method)

Links for the Guest:

Connect with Matthew Lunsford on LinkedIn: https://www.linkedin.com/in/matthew-lunsford-3934ba107/

Ready to deepen your understanding of behavior by looking at the brain behind it?

Tune in to the full episode for practical tools and powerful insights from Matthew Lunsford.