Past Courses

Here you will find a list of out past trainings and CEUs. You can find out about our up and coming events here.

May 2019

Social Skills Interventions: Considerations for design and delivery

Dr. Jennifer Holloway, BCBA-D


When: Wednesday 8th May 8.00pm till 9.30pm.


Where: Instructions for accessing the webinar will be sent to all attendees 24 hours before start of the webinar to the registration E-Mail address provided.


The core defining characteristics of Autism Spectrum Disorder are deficits in social communication skills. Such challenges can be magnified by the social community, in which the individual interacts, and moreover, these deficits persist across the lifespan, if left untreated. There exists a myriad of individualised and group interventions for targeting social skills for this population, however there are specific areas of intervention planning and delivery that warrant thought and discussion. This webinar seeks to provide participants with, 1) an understanding of the complex social environment that individuals with ASD face across their lifetime, 2) an overview of the evidence based strategies that are employed to teach social skills, 3) a discussion of generalisation planning to best support intervention outcomes with good clinical utility, and 4) a brief overview of direct and indirect assessments for evaluating interventions. 


About Dr. Jennifer Holloway, BCBA-D

Dr. Jennifer Holloway is the Director of the PhD and MSc in Applied Behaviour Analysis (ABA) at the National University of Ireland Galway (NUIG), a Board Certified Behaviour Analyst (BCBA-D) and behavioural psychologist, who has worked in the treatment of autism spectrum disorders and other developmental disorders for over twenty years. Her clinical experience extends to include; early intensive behavioural intervention (EIBI), mainstream social inclusion programmes and the provision of positive behaviour supports for individuals who present with problem behaviour. Dr. Holloway is the director of clinical services at the Irish Centre for Autism and Neurodevelopmental Disorders and co-founding Director of the Applied Behaviour Research Clinic (ABRC). She is a member of the Psychological Society of Ireland (PSI), Division of Behaviour Analysis in Ireland, and is the Vice President of the Standard Celeration Society (International). She has published in the areas of: Social skills interventions for individuals with autism, early intensive behavioural intervention, parent training, behavioural fluency instruction and verbal behaviour.

September 2019

The ethics of escape extinction 

Jacob Sadavoy, BCBA


For many problem behaviours escape extinction can be an effective tool for behaviour reduction. However, its use is often opposed by parents and can easily lead to potentially harmful situations. This webinar elaborates on the ethical use of escape extinction and its pros and cons.


Monday 23rd September at 8pm.


1.5 Ethics CEUs will be available for this webinar.


About the presenter:


Jacob A. Sadavoy, MS, BCBA, has passionately devoted almost 20 years to applying the principles of behaviour analysis in schools, centres, business, hospitals, and homes around the world. He is the clinical director of the Global Autism Project, VCS coordinator, and current vice president of the Ethics and Behaviour Analysis (EBA) SIG.


Jacob recently published a book called “Understanding Ethics in Applied Behaviour Analysis” in collaboration with Ann Beirne. Here is a short description of their book:


Drawing upon combined 35 years of clinical experience as well as the reflections of colleagues in the field, Understanding Ethics in Applied Behaviour Analysis provides the foundation for a lifelong journey of ethical practice in service for individuals with autism spectrum disorder (ASD) and other developmental disabilities. This book includes an explanation of each element in the Behaviour Analyst Certification Board (BACB) Professional and Ethical Compliance Code for Behaviour Analysts®, along with insightful examples, thought-provoking considerations, and contributions from experts in the field. This text also addresses professional behaviour for the behaviour analyst when fulfilling roles as teacher, employee, manager, colleague, advocate, or member of a multidisciplinary team.

November 2019

Teaching Observational Learning Repertoires to Children with Autism

Bridget A. Taylor, Psy.D., BCBA-D

Affiliation: Alpine Learning Group


When: 21st November 2019 from 8:00pm till 9:30pm


Where: Instructions for accessing the webinar will be sent to all attendees 24 hours before start of the webinar to the registration E-Mail address provided.


CEUs: 2 CEUs will be available for this webinar.


It is commonly recognised that children with autism present with significant deficits in imitation and observational learning. Most contemporary curricula for children with autism incorporate instruction in a variety of imitative response topographies. Less common in applied research and practice, however, are procedures to ensure that children with autism learn to acquire novel responses through observational learning.  Observational learning encompasses generalised imitation, yet exceeds it, requiring subtle discriminations about observed actions and their outcomes. To shift from learning in a one-on-one context to a group setting, for example, a child must identify contingencies as applied to another, and then incorporate into their own repertoire novel responses related to that contingency without directly contacting it themselves. While complex, observational learning is essential for the child with autism to learn more intricate social and academic repertoires. This workshop will outline empirical research in the area of observational learning and instructional programs that move beyond direct imitation to the skills essential for observational learning. Specific procedures to increase observational learning in children with autism across a variety of responses will be reviewed.


Learning Objectives:

  • Distinguish between observational learning and generalised imitation.
  • Identify skills essential for observational learning for children with autism.

About Bridget

Dr. Bridget A. Taylor is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. Dr. Taylor has specialised in the education and treatment of children with autism for 30 years. She holds a Doctorate of Psychology from Rutgers University, and received her Master’s degree in Early Childhood Special Education from Columbia University. She is a Board Certified Behaviour Analyst and a Licensed Psychologist. Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognised by the Association for Applied Behaviour Analysis International for her outstanding contributions to behaviour analysis, and was given ABAI’s Fellow designation. Dr. Taylor is considered a leading authority on effective, and innovative interventions for autism.