ABA in Schools (recorded) Q&A - Part 2 w/Dr. Ronnie Detrich
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For school teams facing disruption during difficult academic work, this recorded Q&A examines how a consultation plan can fit classroom staffing and a student's learning needs. Ronnie Detrich follows a math-related case from team interviews through intervention choices and checks on staff implementation.
Catalogue presenter credits: Ronnie Detrich, Jennifer Rumfola.
Ronnie Detrich leads the case discussion, with Jennifer Rumfola moderating audience questions. Team interviews explore an 11-year-old student's strengths, math difficulties and handwriting barriers before the discussion turns to classroom and separate-room probes.
Detrich describes negotiated choices about where to work, a replacement request to leave and instruction in prerequisite math skills. He also examines staff availability and a short checklist for checking whether adults deliver the agreed plan.
Audience questions address peer aggression during breaks and ritualistic transitions. Jennifer briefly describes communication, delay and tolerance procedures associated with Hanley's work and states that she has not personally implemented that approach. This segment does not provide a full IISCA/PFA lesson.
What does this recording cover?
- Team interviews in the math case identify student strengths, difficult tasks and variables the school can change.
- Classroom and separate-room probes inform choices about work location and a replacement request to leave.
- The case combines prerequisite math instruction with planning around staff time and implementation barriers.
- Break-time aggression questions examine peer interactions alongside the individual student's behavior.
- A short staff checklist anchors the discussion of implementation checks, practice and feedback.
Recording context: School closure interrupted the reported case before formal fading began. The recording date is not supplied.
Three selected learner comments
The course evaluation snapshot records 4 rating responses. No average is shown because no unambiguous complete six-score responses were available in this projection. An unavailable average is not a zero-star score. Source: Special Learning's course evaluation records, snapshot October 11, 2026.
Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.
N/A great as it is!!! very practical
Course evaluation response, 2024
show graphs or other data points/graphics rather than just bullets on slides
Course evaluation response, 2023
add some video of students/implementation or interviews to the webcast
Course evaluation response, 2023
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Meet the Presenters
Ronnie Detrich, Ph.D., has been providing behavior analytic services for over 50 years. His work can be characterized as thorough-going behavior analysis drawing from the conceptual, experimental, and applied branches of our discipline.
In recent years, Ronnie’s work has focused on the challenges of achieving adequate levels of treatment integrity in large systems, the role of the evidence-based practice movement in behavior analysis, and the large-scale implementation of effective practices in public schools. He is a trustee of the Cambridge Center for Behavioral Studies and is on the editorial boards of Perspectives in Behavior Science and Exceptional Children. He serves as an Associate Editor for the Journal of Positive Behavior Intervention. Ronnie has also served on the editorial board of Behavior Analysis in Practice and was the Coordinator of ABAI’s Practice Board.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to support individuals with autism and their educational teams.
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