PA IBHS Supplemental (NOT the 20-Hour Requirement) - BHT Cohort

Supplemental PA BHT training: ten sessions

This supplemental BHT library offers ten recordings on classroom participation, social skills, feeding and behavior support, with teaching credited to Michele LaMarche, Lynn M. Dudek and other recorded presenters. Use the topics within your agency training plan. This collection does not meet the 20-hour requirement, is not initial-30 training and awards no BACB CEUs.

Before purchasing: This is supplemental training for the BHT cohort. Confirm with your agency which topics it accepts for your role. The recordings include older teaching and literature; they support discussion with a supervisor or qualified team. The requirement limits and other training sources appear below.

Purchase and access

$129 for 12 months of access, paid once with no recurring renewal. Start the 7-day free trial; the link opens the account start screen.

Open this library's included AI Study Companion with a Google account for study support.

The ten included recordings

These are credits for the recorded teaching. Names do not establish that a credential shown in an older recording is current.

1. ADHD Management: Behavioral Strategies Across Settings

   The June 2019 ADHD panel connects support at home and school: parent participation, classroom strategies, shared goals and observations, and communication among families, teachers and clinicians. Its clinical and medication discussions belong to that recorded context; the session does not provide a prescription for a learner.

2. Severe Problem Behavior

   Amanda Fishley and Jennifer LaLuzerne consider how observable definitions, functional assessment and priorities shape a behavior plan. Replacement behavior and staff implementation are discussed through their case examples. Review this older teaching with a qualified team; restrictive procedures from a recording are not an individual plan.

3. Intro to Strategies to Increase Beginner Classroom Participation Skills

   The catalogue credits Michele LaMarche for an assessment-first classroom session. Communication, play, social and readiness skills are considered alongside the task and environment, before reinforcement, visual supports or self-management strategies are chosen.

4. Social Skills Part 1: Toddler to Preschool Social Skills

   Michele LaMarche discusses the foundations of toddler and preschool social communication: joint attention, imitation, symbolic play and sharing affect. Responding to another person and initiating an interaction are distinguished, with attention to the skills a child brings to the activity.

5. Treating Food Refusal & Selectivity in Children With Autism Spectrum Disorders Part 2: A Review

   Feeding Part 2 reviews medical rule-outs, assessment, caregiver participation and treatment packages from the historical literature. Christine Austin and Michele LaMarche are the recorded catalogue credits. The discussion includes limits and ethical considerations; it does not establish a current feeding plan or an individual outcome.

6. Social Skills: Cool Ideas for Cool Kids

   Lynn M. Dudek, introduced by Michele LaMarche, considers social-group activities for older children and teenagers. Communication, perspective-taking and planning are explored through group work.

7. Methods of Preventing Challenging Behavior

   Amanda Fishley addresses mild-to-moderate challenging behavior in classrooms and educational settings. Assessing task difficulty, teaching clear expectations, adding structure and predictable choices, and noticing appropriate behavior form the prevention discussion. Requests for help and breaks are included. Severe or dangerous behavior is outside this session's scope.

8. Video Modeling and Video Prompting as a Treatment Intervention

   Michele LaMarche compares basic, self and point-of-view video modeling with video prompting. A whole-task example differs from a sequence of step videos. Task analysis, filming, implementation and measuring generalization are discussed.

9. Ensuring Treatment Integrity

   Christine Austin and Erin Lombard connect treatment integrity with accurate measurement, observer agreement and staff training. Modeling, rehearsal and feedback are discussed in relation to carrying out a plan as written. This recording concerns fidelity and measurement; it does not supply a standalone RBT ethics curriculum.

10. Treating Food Refusal & Selectivity in Children with Autism Spectrum Disorders: Part 1

    Feeding Part 1 distinguishes food refusal from selectivity and considers assessment, medical concerns and maintaining variables. The historical literature review compares treatment packages and their limits, with family, physician and dietitian participation in planning. It provides context for Part 2, without prescribing an intervention.

Learner evaluations of the individual recordings

These responses concern the named recordings, rather than this cohort purchase. Source: course evaluations, snapshot October 13, 2026, at 1:46 a.m. Central. Rating answers include partial and repeated submissions; the mean uses forms containing all six rating items. Counts are responses, not distinct learners. No combined library rating or clinical outcome is claimed.

No evaluation mean is available for Methods of Preventing Challenging Behavior in this snapshot.

In learners' words

Anonymous course-evaluation improvement responses, quoted as submitted. Feedback includes a request for more current studies; these comments are not promises about results.

Loved it very disciplined and structured and taught examples and vocabulary.

Anonymous course evaluation, 2023; Intro to Strategies to Increase Beginner Classroom Participation Skills

I enjoyed it. I especially appreciated the video examples, advice and recommendations for implementation.

Anonymous course evaluation, 2023; Video Modeling and Video Prompting as a Treatment Intervention

Update to current information and studies from this decade

Anonymous course evaluation, 2023; Severe Problem Behavior

What this training does, and what it does not do.

Special Learning is a continuing education provider authorized by the Behavior Analyst Certification Board (BACB ACE Provider #OP-14-2437).

If you are working on the INITIAL 30 hours, five of the eight required topics must come from elsewhere. This product is not initial-30 training. But 55 Pa. Code § 5240.73(c) requires a BHT with no prior BHT experience to complete at least 30 hours of Department-approved training covering eight specified topics before providing services independently, and we cannot supply five of the eight:

• Child Protective Services Law and mandated reporting — § 5240.73(c)(1). Pennsylvania accepts this only from a Department-listed organization. Act 31 Online Training is provided by the University of Pittsburgh School of Social Work (3 hours): https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
• Crisis intervention skills, including risk management, de-escalation techniques and safety planning — § 5240.73(c)(2)
• Child and adolescent development — § 5240.73(c)(4)
• Serious emotional disturbance and other behavioral and psychosocial needs — § 5240.73(c)(5)
• First aid, universal precautions and safety — § 5240.73(c)(7). Pennsylvania accepts this only from the American Heart Association, American Red Cross, National Safety Council, ASHI, Medic First Aid or the Emergency Care & Safety Institute. We are not on any of those lists.

We do not hold your training records with the Department and we cannot tell you whether you have met § 5240.73(c). Whether your agency accepts any training toward it is determined by your agency under § 5240.13(c). Please confirm with them.

The trainings listed below are not a complete statement of what Pennsylvania requires of you. They are common additional requirements, not the remainder of your obligations. Your employer and your OMHSAS licensing representative are the authority on what your role and your staff record need.

Not sure which requirement you are on? Email us and we will tell you plainly, including when the answer is that this product is not the right one for you.

Full Pennsylvania IBHS training requirements by role and by deadline, quoted from 55 Pa. Code § 5240 with the section number beside every number: PA IBHS Training Requirements.

Other trainings Pennsylvania commonly requires, which we do not provide:

Requirement 1: Sections 6301—6386 of 23 Pa.C.S. (relating to Child Protective Services Law) and mandated reporting requirements. Act 31 Online Training provided by University of Pittsburgh School of Social Work  (3 hours) https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
Requirement 7: First aid, universal precautions, and safety.

What else you get

• And with our SWAP feature, you can change out any topic you may have already taken for another from our extensive list. You never pay for a repeat you cannot use.
• Downloadable slide decks for all 10 sessions. Not just a video you watch once. Files you keep, and can put in front of a team, a parent or an IEP meeting on Monday.

For cancellations and refunds, please see our policy HERE.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.