In this episode of "Reinforcing Conversations," hosts Nicole Stewart and Christina Torres welcome Dr. Liza Geonie, a BCBA-D and researcher focused on the intersection of behavior analysis and misinformation in online environments. Dr. Geonie shares her unique journey into the field of behavior analysis and her current research on how behavior analytic principles can help understand why people share misinformation online. She discusses the role of reinforcement, attention, and social approval in shaping online behavior, particularly during the COVID-19 pandemic, when misinformation spread rapidly across social media platforms.

They explore the spectrum of social media use, discussing how it can range from a simple habit to a potential addiction, particularly in the context of parenting and youth engagement. The conversation wraps up with practical advice on how to engage with social media thoughtfully, including strategies for managing emotional reactions and the importance of taking time to respond.

Season Two is Sponsored by The New England Center for Children

About Dr. Liza Geonie: Liza is a BCBA-D and researcher studying how behavior analytic principles apply to misinformation and online behavior. Her work explores why people share inaccurate information even when they know better, and how reinforcement, attention, and social approval shape what spreads online. She regularly writes, presents, and consults across disciplines, translating core behavioral principles to modern online environments, and is currently developing CEU trainings and resources to help professionals navigate digital behavior more intentionally.

Find Liza on LinkedIn

Resources:

• Brick
• Roots
• Google Scholar

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What does “leisure” really mean, and who gets to decide what counts?

In this episode, Nicole Stewart and Christina Torres challenge some of the most common assumptions about leisure skills in ABA. Through honest conversation and real-life examples, they explore why leisure is more than toys or playtime, and how it connects to self-regulation, independence, relationships, and mental health.

They talk openly about screens, boredom, stimming, special interests, and the pressure parents feel to constantly entertain their children. You’ll hear practical strategies for teaching leisure skills in a way that feels natural, respectful, and sustainable—without forcing kids into activities that don’t fit who they are. The episode also highlights why honoring individual interests isn’t “giving up,” but instead opens doors to learning, connection, and autonomy.

If you’ve ever wondered how to help a child (or yourself) truly enjoy free time without guilt, this episode is for you.

Learning Objectives:

1. Identify functions of leisure behavior as discussed in applied and family-centered contexts

2. Describe at least two evidence informed strategies for teaching leisure skills that respect individual preferences, developmental level and neurodivergent presentations.

3. Apply a behavioral lens to evaluate the appropriateness of a leisure activity by considering motivation, autonomy and generalization rather than social norms.

Season 2 of Reinforcing Conversation is sponsored by the New England Center for Children.

Like, subscribe and share our podcast. We love hearing from you - please comment or contact us on social media!

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• Facebook ⁠⁠
• ⁠⁠YouTube
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• Email us: rf.conversations@gmail.com

Resources

• NeuroDND: Inclusive Tabletop Gaming Groups for Neurodiverse Kids
• South Orange Sensory Activation Vehicle: More Information

Citations

• Price, S. (2024). Finding their spark: Non-screen special interests for autistic children and teens. Rainmaker Publishing.
• Nuzzolo-Gomez, R., Leonard, M. A., Ortiz, E., Rivera, C. M., & Greer, R. D. (2002). Teaching children with autism to prefer books or toys over stereotypy or passivity. Journal of Positive Behavior Interventions, 4(2), 80-87.

Nicole and Christina unpack what truly drives motivation in ABA; why it changes, how it impacts behavior, and how to respond. They break down motivating operations, the difference between skill and motivation deficits, and simple ways to boost engagement through “low effort, high reinforcement”. They discuss the utility of token economy systems and how to ensure extrinsic motivation is meaningful and functional. A quick, practical guide to understanding motivation and supporting learners with strategies that build confidence and independence.Learning Objectives:

1. Identify how intrinsic and extrinsic motivation contribute to learner engagement across settings.
2. Explain the role of token economies and reinforcement systems in increasing meaningful, functional participation.
3. Pinpoint parameters to consider when selecting reinforcement procedures, including potential for harm and potential for reinforcer dependency.

This season of Reinforcing Conversation is powered by ⁠The New England Center for Children⁠. Like, subscribe and share our podcast. We love hearing from you - please comment or contact us on social media!

• ⁠Instagram⁠
• ⁠⁠⁠Facebook⁠
• ⁠Youtube⁠
• ⁠Tiktok⁠
• Email us: rf.conversations@gmail.com

Citations:

• Cooper, J. O., Heron, T., & Heward, W. L. (2020). Applied behavior analysis. Pearson UK.
• Deleon, I. G., Iwata, B. A., & Roscoe, E. M. (1997). Displacement of leisure reinforcers by food during preference assessments. Journal of Applied Behavior Analysis, 30(3), 475-484.

Keywords: ABA, applied behavior analysis, BCBA, Board Certified Behavior Analyst, RBT, registered behavior technician, autism, ADHD, anxiety, trauma, motivation, token economy, edibles, reinforcement, punishment, burn out, functional learning, early intervention