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Assent-Based Supports for School-Based RBTs
PDU Objectives:
- Explain what assent means in behavior- analytic and school contexts
- Identify real indicators of assent and dissent in school aged learners
- Use three practical, ethical strategies to support assent
- Recognize your role under the BACB Ethics Code
- Document assent clearly and confidently
Sarah Heller, Ed.D., BCBA, LBA-NY
Dr. Sarah Heller is a Board Certified Behavior Analyst, special educator, professor, and committee chair with more than 20 years of experience helping children, families, and schools discover practical solutions that genuinely support learning and wellbeing. She has worked across early intervention, clinics, group homes, and public and private schools, developing programs that span infancy through adulthood. As a former District-Wide Behavior Specialist, Dr. Heller became known for creating systems that people could actually use by blending current research with trauma informed and neuroaffirming practices that made classrooms calmer, safer, and more predictable for everyone. In higher education, she brings that same grounded and compassionate approach to mentoring future educators and BCBAs, always prioritizing scientific integrity and real-world application over rigid formulas. Now as the Founder and Executive Director of Meaningful Metrics, Dr. Heller continues her mission to empower families and schools with training and support that are accessible, sustainable, and deeply respectful of neurodivergent identities.
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