ABA Teacher and Paraprofessional Training Program

Although our training is designed with students with autism in mind, the strategies we teach are not autism-specific. ABA is rooted in the science of how all humans learn, making these strategies effective for:

• Students with Autism Spectrum Disorder (ASD)
• Students with ADHD or emotional/behavioral disorders
• Students with language delays or cognitive impairments
• Learners who develop typically

The ABA principles we teach are the 'gold standard' for instruction across all learner profiles. Strategies such as reinforcement, antecedent strategies, understanding behavior, and data collection methods are demonstrated to support improved communication, engagement, and behavior across all settings.

Our program supports:

• Teachers
• Paraprofessionals
• Administrators
• Instructional and behavioral specialists
• Teachers in training

Since 2022, we have partnered with more than 40 school districts across Texas—from rural communities to large urban systems—offering evidence-based training, coaching, and classroom resources. We welcome new districts to join our growing network of educators committed to improving student outcomes.

Tier 1 is offered in two accessible formats.

Open-Enrollment (Multi-District)

Ideal for individuals seeking continued learning on scheduled dates. Tier 1 introduces practical ABA concepts that enhance classroom and behavior management.

Topics include:

• Reinforcement and antecedent strategies
• Teaching routines and new skills
• Basic data collection methods
• Understanding and reducing problem behavior

District-Specific Sessions

Designed for campus- or district-wide professional development days.
These sessions may be customized to meet district needs and offered in half-day or full-day formats. District-Specific training is typically conducted via Zoom. In-Person training options may be available for districts that are within driving distance for a trainer.

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Districts receive support with:

• Topic selection and customization
• Scheduling and logistics
• Identifying the target audience and delivery format

All Tier 1 participants earn 3.5–4 continuing education credits.

Ideal for paraprofessionals seeking continued learning on scheduled dates.
There are 2 tracks devoted to paraprofessionals.  Our training introduces practical ABA concepts that enhance classroom and behavior management and skill acquisition focused on preparing paraprofessionals to work with students with autism and other disabilities.

Training Tracks

Track One: Skill Acquisition

• Effective use of reinforcement
• Antecedent strategies & planning routines
• Teaching new skills
• Understanding and teaching toward IEP goals

Track Two: Behavior Reduction

• Understanding the BIP
• Reducing problem behavior
• Data collection

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Our Paraprofessional-Specific training is offered in two accessible formats:

Open-Enrollment (Multi-District)

Ideal for individuals seeking continued learning on scheduled dates.
There are 2 tracks devoted to paraprofessionals.  Our training tracks introduce practical ABA concepts that enhance classroom and behavior management and skill acquisition. They are focused on preparing paraprofessionals to work with students with autism and other disabilities.

District-Specific Sessions

Designed for campus- or district-wide professional development days.
These sessions may be customized to meet district needs and offered in half-day or full-day formats. District-Specific training is typically conducted via Zoom.  In-Person training options may be available for districts that are within driving distance for a trainer.

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Districts receive support with:

• Topic selection and customization
• Scheduling and logistics
• Identifying the target audience and delivery format

All paraprofessional participants earn 3 continuing education credits.

Available to Tier 1 graduates, Tier 2 provides personalized, 1:1 coaching with a BCBA to address specific professional development goals.

Scheduling is flexible, typically arranged for one hour per week across 3–5 sessions via Zoom. In-Person options may be available for districts that are within driving distance for a trainer.

Menu of Topics:

• Enhancing communication interventions
• Building reinforcement systems
• Increasing student independence
• Strengthening inclusive practices
• Writing and monitoring IEP goals
• Reducing problem behavior

Tier 2 graduates typically earn 3–5 continuing education credits.

Tier 3 supports Tier 2 graduates who wish to train and coach colleagues on their campus.

Participants receive individualized coaching using an evidence-based training model that relies on hands-on practice and planning with a trainer.  Participants will become better prepared to plan effective and efficient training for their staff.

Graduates typically earn 3–4 continuing education credits and a certificate of completion recognizing them as an ABA Coach, demonstrating competence in training others using ABA-based methods.

Scheduling is flexible, typically arranged for one hour per week across 3–5 sessions via Zoom. In-Person options may be available for districts that are within driving distance for a trainer.

Note: This program is not a preparation pathway for BACB certification as a BCBA™, BCaBA™, or RBT™.

Dorothea C. Lerman, Ph.D., BCBA-D, LBA
Email: lerman@uhcl.edu

Dorothea Lerman is a professor of behavior analysis, a licensed behavior analyst, and a board-certified behavior analyst. She also chairs the master’s program in behavior analysis and serves as director of the UHCL Center for Autism and Developmental Disabilities (CADD). She received her doctoral degree in psychology from the University of Florida, specializing in behavior analysis. Her areas of expertise include autism, developmental disabilities, early intervention, functional analysis, teacher and parent training, and treatment of severe behavior disorders.

She currently oversees several programs at CADD, including a focused intervention program for children with autism, a vocational program for adults with disabilities, a student support program for college students with autism, and a teacher training program for local school districts.

Dr. Lerman has published more than 100 research articles and chapters, served as editor-in-chief for The Journal of Applied Behavior Analysis and Behavior Analysis in Practice and has secured more than $2 million in grants and contracts to support her work. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association. She also was named a Fellow of the Association for Behavior Analysis-International in 2008. 

Charity English, M.A., BCBA, LBA
Email: englishc@uhcl.edu

Charity English earned her master’s degree in behavior analysis from UHCL in 2014 and has dedicated her career to improving the lives of individuals with disabilities using the principles of ABA across educational, clinical, church, and home settings.

Charity specializes in developing practical, data-driven strategies that make classrooms more supportive of diverse learners. With over a decade of experience supporting and training educational teams, Charity has collaborated with professionals from over 40 school districts and has mentored more than 25 graduate student interns across various school campuses. For six years, she served as a behavior analyst in one of Houston’s largest school districts, supporting the development of curricular and intervention plans for students with significant behavioral and learning challenges. She is committed to using a trauma-informed approach with both students and educators.

Amy Richardson, M.A., BCBA, LBA
Email: richardsonam@uhcl.edu

With 30 years of combined experience in education and behavior analysis, Amy Richardson brings significant expertise to supporting educators statewide.

Before becoming a BCBA in 2014, Amy spent 15 years teaching special education across grade levels, giving her a deep understanding of classroom realities and the needs of students with autism, intellectual disabilities, and emotional disturbances.

Amy’s experience has enabled her to partner and collaborate with more than 40 Texas school districts to provide high-quality ABA coaching and training.
Amy is committed to empowering educators with strategies that foster communication, independence, and meaningful outcomes for all students.

Susan Moira Catlett, Ph.D., BCBA-D, LBA

Dr. Susan Catlett is a board-certified behavior analyst, doctoral level, and a licensed behavior analyst in the state of Texas. She has been a contract consultant to school districts in and around the state for over 30 years. Dr. Catlett has assisted school districts in creating Implementation Procedures in the areas of Functional Behavior Assessments and Behavior Intervention Plans, The Texas Autism Supplement, In-home/Community and Parent/Family Training, Program Procedures and Critical Elements, and Social Skills Curricula Supports. Susan provides staff development to special and general education staff and related personnel in the same areas, as well as in Applied Behavior Analysis.

Kally Berdeaux, M.A., BCBA, LBA

Kally Berdeaux is a Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA) in the state of Texas with over 13 years of experience in the field of behavior analysis. She received her master's degree in Behavior Analysis from the University of Houston-Clear Lake in 2016. Following graduation, Kally had the opportunity to work on the Texas Higher Education Coordinating Board (THECB) autism grant the first two years it was released. She went on to oversee a focused intervention program training graduate students before moving to Bangkok. In Bangkok, Kally supported teachers and multidisciplinary teams in international schools to use behavior analysis to enhance classroom practices and student outcomes. She has experience working in clinics, homes, and school settings, but her passion is training and mentoring others to effectively use behavior analysis to create meaningful lasting changes. She is excited to be back on the THECB grant almost 10 years later to do just that!