Memory and Learning in ABA

Neuropsychological Foundations of Skill Acquisition and Retention

This 2-part on-demand webinar series helps behavior analysts understand how memory systems affect learning, skill acquisition, retention, maintenance, generalization, and prompt dependency in ABA practice. The series connects foundational neuropsychology with direct clinical application, emphasizing that some learners may appear to acquire skills during structured teaching but fail to retain, retrieve, or generalize those skills over time.

Part 1 introduces memory-based learning disability as a common but under-recognized profile in which children with average or above-average intelligence may show intact phonological skills and adequate attention in low memory-demand settings, yet struggle to consolidate and retain new academic material across hours or days. The session examines hippocampal-dependent declarative memory, declarative and non-declarative memory systems, accelerated forgetting, recall versus recognition patterns, and differential diagnosis from ADHD, dyslexia, and intellectual disability.

Part 2 focuses on why memory matters in ABA. Participants will examine how working memory, episodic memory, encoding, retrieval, prospective memory, executive dysfunction, cognitive load, and relational learning affect ABA outcomes. The webinar emphasizes that inconsistent responding, prompt dependence, rapid skill loss, poor generalization, and difficulty with multi-step tasks may reflect memory and executive function demands rather than noncompliance or lack of motivation.

The series translates memory science into practical ABA programming. Participants will learn how to reduce working memory load, strengthen encoding, build retrieval practice into instruction, use spaced retrieval and distributed practice, vary contexts and instructors, apply external memory supports, and distinguish memory-related performance failures from motivation or reinforcement issues.

Format: 2-part on-demand webinar series
Length: 4 hours, 45 minutes total
CEUs: 5 BACB CEUs
Audience: BCBAs, BCaBAs, behavior analysts, clinical supervisors, school-based behavior consultants, educators, and professionals supporting learners with autism, neurodevelopmental conditions, learning difficulties, memory challenges, or inconsistent skill retention

Included Sessions

• Part 1: Memory-Based Learning Disabilities: A Common Syndrome Without a Pigeonhole, Dr. Goldberg, 3 hours
• Part 2: Why Memory Matters in ABA, Dr. Vanetta LaRosa, 1 hour, 45 minutes

Learning Objectives

• Describe how memory systems influence skill acquisition, retention, maintenance, generalization, and independence in ABA programming.
• Identify features of memory-based learning disability, including intact basic skills in low-demand settings with difficulty consolidating and retaining new material over time.
• Differentiate memory-related performance failures from motivation, noncompliance, skill deficits, or reinforcement problems.
• Explain how working memory, episodic memory, encoding, retrieval, prospective memory, executive function, and cognitive load can affect learner performance.
• Recognize ABA data patterns that may suggest memory-related barriers, including prompt dependency, rapid forgetting, inconsistent responding, skill loss after delays, and poor generalization.
• Apply memory-informed ABA strategies, including task simplification, visual supports, external memory aids, rehearsal, self-instruction, spaced retrieval, distributed practice, varied exemplars, and retrieval probes.
• Design programming that strengthens encoding and retrieval from the start of instruction rather than treating generalization and maintenance as separate later phases.

Disclaimer

This training is for professional education only. Assessment instruments are discussed only at the level of general clinical purpose and treatment-planning implications. No proprietary test items, scoring forms, protocols, stimulus materials, rating-scale items, or administration procedures are reproduced. Participants should consult official publishers, manuals, and professional standards for authorized test administration, scoring, and interpretation.