Sat, Nov 7, 2026, 8:30 AM MST · 75 min
Mellanie Page
Scope of competence, representing credentials, defining coaching vs. behavior-analytic services, boundaries, and ethical decision-making when building services outside traditional ABA.
Learning Objectives
Differentiate between behavior-analytic services and non-behavior-analytic coaching or consulting services based on the nature and scope of the service provided. Identify ethical considerations related to competence, representation of credentials, multiple relationships, informed consent, and marketing when providing coaching or consulting services. Apply an ethical decision-making process to scenarios involving the development, marketing, and delivery of nontraditional professional services.
Sat, Nov 7, 2026, 10:00 AM MST · 75 min
Mellanie Page
Identifying transferable expertise, choosing a population/problem, evaluating potential niches, validating demand, defining outcomes, and distinguishing expertise from a marketable service
Learning Objectives
Identify professional competencies and behavior-analytic skills that may be applied to populations, settings, or problems beyond traditional clinical service delivery. Analyze potential service niches based on observable client problems, desired outcomes, professional competence, and environmental variables. Develop a clearly defined target population, presenting problem, and measurable outcome for a potential coaching or consulting service.
Sat, Nov 7, 2026, 11:30 AM MST · 75 min
Mellanie Page
Moving from hourly services to outcome-focused offers; defining the transformation, developing a framework/method, selecting delivery format, scope, pricing considerations, and creating a clear offer
Learning Objectives
Operationally define the target problem and intended outcomes of a coaching or consulting service. Develop a structured service model that specifies target outcomes, intervention components, delivery format, and measures of client progress. Differentiate between selling professional time and designing a service around defined client outcomes and a systematic method of delivery.
Sat, Nov 7, 2026, 1:00 PM MST · 60 min
Mellanie Page
Behavior analysts are often trained to identify problems and recommend solutions, but effective coaching may require a more collaborative approach. This practical session introduces foundational Motivational Interviewing (MI) strategies to help BCBAs shift from directive consultant to skilled guide. Participants will explore techniques such as open-ended questions, reflective listening, and eliciting change talk to help clients identify barriers, generate solutions, and strengthen commitment to meaningful behavior change.
Learning Objectives
Differentiate directive consultation from coaching approaches that use collaborative, autonomy-supportive communication. Identify examples of open-ended questions, affirmations, reflective listening, and summaries (OARS) within professional coaching conversations. Demonstrate at least two Motivational Interviewing strategies for eliciting client-generated solutions and increasing commitment to behavior change.
Sat, Nov 7, 2026, 2:30 PM MST · 75 min
Mellanie Page
Creating a simple acquisition system; audience → lead → conversation → client; referral and outreach strategies; content and lead generation; tracking conversion behaviors and using data to improve the pipeline
Learning Objectives
Identify observable behaviors associated with stages of a client-acquisition pipeline, including lead generation, engagement, consultation, and conversion. Develop a client-acquisition plan that specifies target behaviors, antecedent strategies, shaping, and measures of effectiveness. Use basic acquisition data, such as leads, consultations, conversions, and conversion rates, to evaluate and modify client-acquisition strategies.
Dates
Sat, Nov 7, 2026
Sessions
5
Total Credit
7 CEUs
Price
$27.00
$27.00 per person
The ABA Collective
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