I just read a really interesting article on identifying the functions of behavior, and it definitely made my clinical brain work overtime in the best way. Here is what stood out: I use brief FBA tools pretty often because, realistically, time is limited. But those quick indirect and descriptive tools were only accurate about twenty five percent of the time. That is basically a D on an exam, and it made me reflect on how many times I may have missed key variables simply because I was moving quickly. Probably more than I want to admit, especially on a Monday. But here is the reassuring part: those same brief tools still captured part of the function about seventy percent of the time. So even on the days when I feel like I am sprinting between learners and juggling fires, I am still gathering meaningful clinical information. Why this matters: The article highlights that comprehensive assessments are incredibly valuable, but they take time many of us do not have. In the real world, between overlapping schedules, staff questions, parent communication, and the occasional near-death experience involving LEGOs, it is not always feasible to run a multi hour assessment. I often feel caught between wanting to do everything “the right way” and simply trying to survive the day while meeting learners’ needs. Some days I can set up the ideal procedures. Other days I am collecting data in between ten other responsibilities, piecing together information like a LEGO set while someone keeps handing me mismatched pieces. What I took away: • I am not failing when I cannot run the perfect, textbook assessment• Real practice requires flexibility, clinical judgment, and responsiveness • We help real learners with real challenges, and they do not follow the rulebook• Doing our best with the time and information we have still moves treatment forward • Caring, creativity, and consistency matter as much as procedure For any BCBA who has ever felt torn between ideal practice and realistic practice, this article was a grounding reminder. Want the article?

I’ve been thinking about all the little nuggets of wisdom that have helped me along my ABA journey, and I’d love to hear yours. What is one piece of advice someone in the ABA field gave you that has really stuck with you? I’m collecting these tips to inspire myself and others, so please share your favorites. I can’t wait to read them!

I need input on when to provide feedback during a supervision session in terms of test taking. It's been over a decade since I took the exam. In practice, I always ask my RBTs how they prefer it and which way helps them learn the best. Some prefer it immediately in order to correct the mistake, some prefer it after the trial (DTT) is over to avoid interruptions and some prefer it at the end so they can have time to take it in because it difficult for them to take it all in during their 1-1 time with the student/client. I do immediate if it is an ethical or safety concern but I'm not sure if that's the scenario within the test and mock exams.

After having to take a week off for family, I am trying to catch up on what I missed. I'm curious. What have you learned the hard way that you wished you learned as a B.C.B.A. candidate? Mine in comments.

Anyone else feeling school staff are more burnt at this time of year as compared to past years?