Stop Avoiding it: The Case for Treating Academic Skills as Behavioral Operants | 2 Learning BCBA CEU Credits

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BCBA CEUs for Academic Skills

This CEU explores the application of behavior analytic principles to the instruction of academic skills. You will learn about Academic Skills as Behavioral Operants to deepen your understanding of this important framework.

Original price was: $20.00.Current price is: $16.00.

This BCBA CEU explores the application of behavior analytic principles to the instruction of academic skills. You will learn about Academic Skills as Behavioral Operants to deepen your understanding of this important framework. Participants will learn to define academic behaviors as operants, align teaching strategies with the instructional hierarchy, and apply functional assessment methods to identify and remediate barriers to academic success. The BCBA CEU course emphasizes the use of scope and sequence in academic planning and highlights practical tools such as Precision Teaching and data-based decision-making to improve learning outcomes. Through real-world examples and research-based strategies, behavior analysts will be better equipped to design, deliver, and evaluate effective academic interventions.

This course advances beyond the current BCBA and BCaBA Task Lists by framing academic skills explicitly as behavioral operantsโ€”merging instructional hierarchy frameworks (acquisition, fluency, generalization, adaptation), functional assessment, scope-and-sequence planning, and Precision Teaching methodsโ€”integrating areas not detailed in standard task list items. Its content remains behavior-analytic in nature, grounded in the three-term contingency (antecedents, behaviors, consequences), use of functional behavior assessment, and objective, data-driven instructional strategies. The course is purpose-designed for certified and aspiring behavior analysts, providing them with practical, research-based tools to systematically design, implement, and evaluate academic interventions within an evidence-based ABA framework.

Publication Date: April 2025

This course provides 2 CEU credits for BACB, QABA, and IBAO.

BACB CEUs

2 Credits
IBAO CEUs

2 Credits
QABA CEUs

2 Credits
Type of Credit

Learning
Course Format

Video + Activities

ACE Provider

ACEย Provider Information
Provider Name:ย 123 Behavior Analyst CE
Provider Type:ย Organization
Provider Number:ย OP-23-10561
Nextย Renewalย Date:ย 10/31/2026

Objectives

  1. Define academic skills as behavioral operants and describe how antecedents, responses, and consequences influence their acquisition.
  2. Identify similarities between academic and non-academic operants and describe how to apply the instructional hierarchy (acquisition, fluency, generalization, adaptation) to academic instruction.
  3. Analyze student performance data to develop functional hypotheses related to skill deficits, performance deficits, generalization failures, and instructional mismatches.
  4. Use scope and sequence analysis to prioritize and sequence academic skills, ensuring instruction is developmentally appropriate and behaviorally effective.

Speaker/Author

Jillian Dawes, Ph.D., NCSP, BCBA-D, is an Associate Professor of Psychology at The Citadel. Her primary teaching and research interests include the science of learning and behavior applied across academic and non-academic operants in school settings, as well as ethical considerations in training, research, and practice. She has published one book, one book chapter, and several peer-reviewed articles in the areas of ethical decision making and considerations, measure validation, and comparative math intervention research.

Instructor Qualifications

Dr. Dawes CV

Requirement Category Meets Requirement (โœ”) Evidence / Description
Published Peer-Reviewed Research or Books on the Subject โ˜‘ Yes Author and co-author of an extensive body of peer-reviewed research and scholarly publications directly related to behavior analysis, academic skill acquisition, instructional decision-making, and data-based intervention. Publications include multiple empirical studies on mathematics fluency, instructional hierarchy applications, skill versus performance deficit analysis, Precision Teaching, opportunities to respond, and curriculum-based measurement. This research record demonstrates sustained scholarly expertise in treating academic skills as behavioral operants and evaluating instructional effectiveness using rate-based and data-driven methodologies.
โ‰ฅ 5 Years of Practical Experience(e.g., direct service delivery, applied practice, professional engagement) โ˜‘ Yes Extensive applied experience in school-based and clinical settings implementing behavior-analytic academic interventions. Practical experience includes assessment, intervention design, and consultation focused on academic skill development, scope-and-sequence planning, instructional alignment with the instructional hierarchy, and systematic remediation of academic barriers using ABA-based frameworks across public school systems, university training clinics, and applied educational environments.
โ‰ฅ 3 Years Teaching / Training / Mentoring Experience โ˜‘ Yes More than a decade of experience teaching and training graduate students, school psychologists, and behavior analysts in applied behavior analysis, learning theory, academic intervention, and single-case research methods. University-level instruction has included courses in applied behavior analysis, learning and behavior change, behavioral and emotional intervention, academic assessment and intervention, and research design. Additionally, has delivered invited professional trainings and BCBA-focused webinars on treating academic skills as behavioral operants and applying Precision Teaching and data-based instructional decision-making.
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