Thank you for your interest in the Relational Language Assessment and Training Elements (RLATE)! The RLATE includes the Relational Language Assessment (RLA) and the Relational Language Training curriculum (RLT).

The following is a proposed training sequence for the RLATE. Hours may vary depending on the amount of practice and feedback you would like during training. The course is yours to curate according to the needs of your practice!

Please don’t hesitate to contact us if you have any questions or if you would like to discuss further.

Duration

• 4-8 hours

• BACB CEUS available

Description

Intro to Precision Teaching: This session covers the essentials of precision teaching as both a measurement system and an instructional approach. Learn to pinpoint behavior, assign and use learning channels, measure performance using frequency, and design practice that builds fluency. Participants will practice delivering a frequency building session using visual and auditory stimuli.

Intro to Standard Celeration Charting (SCC): This portion of the workshop teaches participants to chart data on the standard celeration chart, interpret learning pictures/trends, and use the chart to make instructional decisions. While participants may eventually use digital tools to chart, charting by hand helps build fluency with the chart’s structure and strengthens conceptual understanding of decision making.

Review & Practice

• Deliver a frequency-building session

• Given a raw data set (count and time), convert to frequency per minute and chart on the SCC

Explicit Instruction

 Duration

• 4-8 hours

• BACB CEUS available

Description

Overview of explicit instruction: This session introduces the sixteen elements of explicit instruction and how they shape the design and delivery of effective learning programs. We’ll focus on the core features of a Direct Instruction (DI) program—content analysis, clear communication, instructional formats, skill sequencing, and track organization—and examine how each contributes to program design and delivery.

Active responding strategies and delivery: In this session, participants will learn how to deliver instruction at a brisk pace using a range of question types, including direct, leading, and yes/no formats. We’ll cover how to teach with and without a response signal, how to count corrects, errors, and prompts, and how to deliver error corrections. This training sets the foundation for implementing relational frame theory (RFT) programs introduced later in the series.

Review & Practice

• Deliver a scripted direct instruction lesson

• Based on an instructional goal and content, design a direct instruction script

• Deliver an instructional episode at a brisk pace mixing question types