PA IBHS BHT Annual Training: 17 of the 20 Hours

PA BHT annual training: nine recorded sessions

This nine-recording library brings together classroom participation, functional communication, social skills and behavior-support teaching, with sessions credited to Michele LaMarche, Lynn M. Dudek and other recorded presenters. It supplies 17.23 hours of material toward a training plan; it does not satisfy the full annual 20-hour BHT requirement or award BACB CEUs.

Important — please read before purchasing. This course does NOT by itself satisfy the 20-hour annual BHT training requirement of 55 Pa. Code § 5240.73(e), which requires at least 20 hours. Measured against its own content, this course delivers 17.23 hours. To meet the 20-hour annual floor it must be combined with additional Department-approved training.

For BHTs and the teams that supervise their training, the choice is which recorded topics fit the person's role and agency training plan. Several sessions are older teaching; they are not updated clinical guidelines. Confirm acceptance with your agency before buying.

Purchase and access

$99 for 12 months of access, paid once with no recurring renewal. Start the 7-day free trial. The trial link opens the account start screen.

Use the included AI Study Companion for this library with a Google account. It is a study aid for the training material.

The nine recordings

Presenter names below are credits for the recorded teaching. They do not assert that a credential displayed in an older recording is current.

1. ADHD Management: Behavioral Strategies Across Settings

   The June 2019 panel considers behavioral support across home and school: parent participation, classroom strategies, shared goals and observations, and communication among families, teachers and clinicians. Medication is discussed in its historical clinical context; the recording is not prescribing advice.

2. Severe Problem Behavior

   Amanda Fishley and Jennifer LaLuzerne discuss defining and prioritizing severe behavior, functional assessment, replacement behavior and staff implementation. Their case discussions show how assessment informs a plan. This older recording is for reviewing the teaching with a qualified team, rather than using restrictive procedures from a video.

3. Intro to Strategies to Increase Beginner Classroom Participation Skills

   Michele LaMarche is credited in the catalogue for a session that starts with the learner: assess communication, play, social and classroom-readiness skills, then review task and environmental demands. Reinforcement, visual supports and self-management are discussed in relation to that assessment.

4. Social Skills Part 1: Toddler to Preschool Social Skills

   Michele LaMarche explores early social communication through joint attention, imitation, symbolic play and sharing affect. The session distinguishes responding to another person from initiating an interaction, with attention to the skills a toddler or preschooler brings to a teaching activity.

5. Treating Food Refusal & Selectivity in Children With Autism Spectrum Disorders Part 2: A Review

   This historical review considers medical rule-outs, assessment, caregiver participation and the feeding-treatment literature. Michele LaMarche and Christine Austin are the catalogue credits. The discussion includes treatment packages and their limits; it does not provide a feeding plan or establish current effectiveness for an individual child.

6. Social Skills: Cool Ideas for Cool Kids

   Lynn M. Dudek, with Michele LaMarche introducing the recording, discusses activity-based social groups. Communication, perspective-taking and planning are considered in group work with older children and teenagers.

7. Mand Training Across Modalities: Effective Methods to Teach Functional Communication

   Erin Lombard compares vocal communication, signs, picture exchange and other communication systems. The session connects modality choice with prerequisites, task analysis, data collection, shaping and generalization. These are topics to discuss within an individual communication plan.

8. Video Modeling and Video Prompting as a Treatment Intervention

   Michele LaMarche distinguishes basic video modeling, self-modeling, point-of-view modeling and video prompting. A whole-task model differs from a sequence of step videos. Task analysis, filming, implementation and measuring generalization are part of the discussion.

9. Ensuring Treatment Integrity

   Christine Austin and Erin Lombard discuss accurate measurement, agreement between observers and whether staff carry out a plan as written. Modeling, rehearsal and feedback connect staff training with treatment integrity. This is a fidelity and measurement session; it is not a standalone RBT ethics course.

Learner evaluations of the individual recordings

These evaluations concern each recording, rather than this PA library purchase. The snapshot is October 13, 2026, at 1:46 a.m. Central. Rating answers include partial and repeated submissions; the mean uses only forms containing all six rating items. Counts are responses, not distinct learners. No combined library rating or clinical outcome is claimed.

In learners' words

Anonymous responses to course-evaluation improvement questions, quoted as submitted. These three comments describe the named recordings and are not promises about results.

Loved it very disciplined and structured and taught examples and vocabulary.

Anonymous course evaluation, 2023; Intro to Strategies to Increase Beginner Classroom Participation Skills

The training made in an excellent way does not need improvement.

Anonymous course evaluation, 2023; Mand Training Across Modalities: Effective Methods to Teach Functional Communication

I enjoyed it. I especially appreciated the video examples, advice and recommendations for implementation.

Anonymous course evaluation, 2023; Video Modeling and Video Prompting as a Treatment Intervention

What this training does, and what it does not do.

Special Learning is a continuing education provider authorized by the Behavior Analyst Certification Board (BACB ACE Provider #OP-14-2437).

If you are working on the INITIAL 30 hours, five of the eight required topics must come from elsewhere. This product is not initial-30 training. But 55 Pa. Code § 5240.73(c) requires a BHT with no prior BHT experience to complete at least 30 hours of Department-approved training covering eight specified topics before providing services independently, and we cannot supply five of the eight:

• Child Protective Services Law and mandated reporting — § 5240.73(c)(1). Pennsylvania accepts this only from a Department-listed organization. Act 31 Online Training is provided by the University of Pittsburgh School of Social Work (3 hours): https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
• Crisis intervention skills, including risk management, de-escalation techniques and safety planning — § 5240.73(c)(2)
• Child and adolescent development — § 5240.73(c)(4)
• Serious emotional disturbance and other behavioral and psychosocial needs — § 5240.73(c)(5)
• First aid, universal precautions and safety — § 5240.73(c)(7). Pennsylvania accepts this only from the American Heart Association, American Red Cross, National Safety Council, ASHI, Medic First Aid or the Emergency Care & Safety Institute. We are not on any of those lists.

We do not hold your training records with the Department and we cannot tell you whether you have met § 5240.73(c). Whether your agency accepts any training toward it is determined by your agency under § 5240.13(c). Please confirm with them.

The trainings listed below are not a complete statement of what Pennsylvania requires of you. They are common additional requirements, not the remainder of your obligations. Your employer and your OMHSAS licensing representative are the authority on what your role and your staff record need.

Not sure which requirement you are on? Email us and we will tell you plainly, including when the answer is that this product is not the right one for you.

Full Pennsylvania IBHS training requirements by role and by deadline, quoted from 55 Pa. Code § 5240 with the section number beside every number: PA IBHS Training Requirements.

Other trainings Pennsylvania commonly requires, which we do not provide:

Requirement 1: Sections 6301—6386 of 23 Pa.C.S. (relating to Child Protective Services Law) and mandated reporting requirements. Act 31 Online Training provided by University of Pittsburgh School of Social Work  (3 hours) https://www.socialwork.pitt.edu/researchtraining/child-welfare-programs/act-31-line-training
Requirement 7: First aid, universal precautions, and safety.

What else you get

• And with our SWAP feature, you can change out any topic you may have already taken for another from our extensive list. You never pay for a repeat you cannot use.
• Downloadable slide decks for all 9 sessions. Not just a video you watch once. Files you keep, and can put in front of a team, a parent or an IEP meeting on Monday.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.