Hickory Learning Group
2 Learning CEUs

CEUs for BCBAs and BCaBAs (BACB ACE). Not eligible for RBT PDUs.

Louis Sandler

The Ecological FBA: Integrating Cultural Ontogeny and Neurodevelopmental Trauma into Behavioral Assessment

Join Dr. Lou for a Great Discussion on the Ecological FBA

Nov 10, 20261:00 PM ESTLive
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About This Event
Modern Functional Behavior Assessments (FBAs) often suffer from a "decontextualized" approach, focusing strictly on analog clinic settings while neglecting the rich, environmental variables that shape human behavior. Dr. Lou challenges the traditional "one-size-fits-all" model of ABA, presenting an Ecological FBA framework that prioritizes cultural ontogeny—the unique history and values of the individual and their community. This session explores how chronic neurodevelopmental trauma, physiological states (hyper-arousal), and environmental variance act as critical templates through which learners filter information. Dr. Lou argues against the use of "maladaptive" as a descriptor, reframing interfering behaviors as highly functional, adaptive responses to specific (and often traumatic) environmental histories. Participants will learn to move beyond the "SEAT" acronym toward a more sophisticated understanding of the four research-based functions of behavior, emphasizing the Communication Hypothesis and the Matching Law. The session concludes with a transition from assessment to the Competing Pathways Model, providing a collaborative, person-centered approach to building Behavior Instructional Plans (BIPs) that prioritize sovereignty, dignity, and contextual fit.
Your Speaker

Louis Sandler

PhD. BCBA-D

The behavior analytic services model is changing—and it needs to change. With 45 years of clinical experience, including roles as a Clinical Director and Graduate SPED Program Director, I specialize in naturalistic, integrated, and family-centered service models framed by Applied Behavior Analysis and compassionate best practices. Areas of Expertise: Complex Clinical Needs: Higher-intensity persistent behaviors, low-incidence genetic syndromes (Angelman, Prader-Willi, Fragile X, Williams), severe trauma, autism, ID, and specialized interventions (at-risk feeding, toileting, sleep disruption). Higher Education & Leadership: 10+ years in brick-and-mortar and online settings. Designed three full degree/dual licensure programs and multiple curricula. Seeking in-person clinical training/support, higher education teaching (on-site, hybrid, or online), stable adjunct contracts, or non-tenure-track roles. Global & Diverse Practice: Extensive experience across the U.S. and Canada partnering with urban, rural, Native American, Hispanic, South Asian, Middle Eastern, African, and East Asian communities. Test Prep & Supervision: Remote BCBA/BCaBA and RBT exam preparation using original materials, clinical field supervision, and remote behavioral services for national and international ESL clients. And no—edibles or electronics are never needed as reinforcers. Let’s connect. I welcome all inquiries regarding clinical leadership, teaching, and consulting. Website: www.drlousandler.com

Event Details

Date

Tuesday, November 10, 2026

Time

1:00 PM EST

Duration

120 minutes

Format

Live

Credit

2 Learning CEUs

Price

$25.00

Learning Objectives
1

Define Cultural Ontogeny in Assessment: Explain how a learner's cultural and familial history influences behavioral milestones and why these must be integrated into a naturalistic FBA.

2

Analyze the Impact of Neurodevelopmental Trauma: Describe how chronic trauma affects brain biology (e.g., hyper-vigilance, increased baseline heart rate) and its role in creating "cognitive distortions" or misattributions during social interactions.

3

Critique Traditional Assessment Models: Identify the limitations of decontextualized functional analyses and "one-size-fits-all" diagnostic labels (e.g., autism, conduct disorder) in predicting behavioral function.

4

Identify the Four Research-Based Functions: Correctly identify the functions of behavior (Attention, Escape/Avoidance, Access, and Automatic Reinforcement) while explaining why "Sensory" is a descriptor of a stimulus rather than a function.

5

Apply the Communication Hypothesis: Utilize the principles of the Matching Law and Functional Communication Training (FCT) to replace high-intensity interfering behaviors with more response-efficient communication systems.

6

Construct a Competing Pathways Model: Use assessment data to fill out a Competing Pathways chart, identifying specific setting events, predictors, and functionally equivalent replacement behaviors.

7

Evaluate Contextual Fit: Assess the "do-ability and durability" of a Behavior Intervention Plan (BIP) within the learner's actual environment, moving from an "expert model" to a "collaborative model" with caregivers.

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$25.00 per person

Hickory Learning Group

Hickory Learning Group

seanyocum@hickorylearninggroup.org

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