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Managing Transitions for Neurodivergent Learners for RBTs
There are no affiliations with companies, products, and/or services featured during this CEU/PDU/Workshop event.
By the end of this module, RBTs will be able to: Identify early signs of transition-related dysregulation in K–12 settings, Use warm starts and micro-transitions to reduce distress and build momentum, Reduce verbal load by using visual supports and predictable transition routines, Implement sensory and movement supports ethically and within scope (based on the plan), Respond to “no” or “not yet” as communication and adjust support without power struggles, Document transition behavior neutrally and accurately, and Recognize when patterns signal the need for BCBA review or program modification. These outcomes map directly onto practical, in-role RBT performance expectations: predictable implementation, learner dignity, and clear communication with your supervisor. No surprises, no tricky interpretations, just tools you can use tomorrow!
By the end of this module, RBTs will be able to: Identify early signs of transition-related dysregulation in K–12 settings, Use warm starts and micro-transitions to reduce distress and build momentum, Reduce verbal load by using visual supports and predictable transition routines, Implement sensory and movement supports ethically and within scope (based on the plan), Respond to “no” or “not yet” as communication and adjust support without power struggles, Document transition behavior neutrally and accurately, and Recognize when patterns signal the need for BCBA review or program modification. These outcomes map directly onto practical, in-role RBT performance expectations: predictable implementation, learner dignity, and clear communication with your supervisor. No surprises, no tricky interpretations, just tools you can use tomorrow!
PDU Objectives:
- Identify early signs of dysregulation related to transitions.
- Apply warm-start and predictable transition routines.
- Reduce verbal load and use visual supports during transitions.
- Support sensory, movement, and pacing needs ethically and in scope.
- Document transition-related behaviors neutrally and accurately.
- Recognize when transition challenges require BCBA review or program modification.
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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