- Рус
- Eng
Conference of Applied Behavior Analysis Specialists 
October 3-5, 2025
World’s leading speakers
Online, worldwide participation
XI Conference “Applied Behavior Analysis: Theory and Practice – 2025”
The most outstanding professional event of this fall! Don’t miss the opportunity to join us.
The Association RusABA invites you to participate in the XI International Conference «Applied Behavior Analysis: Theory and Practice — 2025».
The Conference will be held online on October 3-5, 2025 in Moscow (GMT+3).
All presentations will be available in both Russian and English, with real-time professional interpretation during Q&A sessions.
The conference is a professional event that aims to enhance the competencies of professionals in the following areas:
teaching significant skills to children and adults;
interventions for challenging behaviors;
creating learning environments using applied behavior analysis methodology at home and in educational organizations;
ethics in ABA;
parent support and collaboration with parents of learners with developmental disabilities;
teaching and supervising in ABA;
cultural humility and treating diversity with respect in practice of ABA.
The conference will bring together international experts as well as Russian educators and behavior analysts who work with people with developmental disabilities.
Speakers
Michael Mueller
Ph.D., BCBA-D, IBA, USA
Ethics in ABA: A Look at Multiple Relationships.
This presentation explores the complex ethical challenges posed by multiple relationships in ABA practice. Dr. Mueller traces the philosophical roots of ethical decision-making, contrasting deontological and consequentialist perspectives, and reviews the evolution of professional codes (BACB and IBAO). Special focus is placed on relationships with clients’ families, supervision dilemmas, and strategies to prevent or address conflicts of interest. Real-life scenarios and decision-making tools are provided to guide behavior analysts in navigating ethically ambiguous situations.
1 Ethics CEU
Dr. Michael M. Mueller is Co-Owner and Director of Behavioral Services for Southern Behavioral Group in Atlanta, Georgia. He is also the Co-Owner of Stimulus Publications. A board-certified behavior analyst, Dr. Mueller is the past president of Georgia Association for Behavior Analysis and of the Behavioral School Psychologist Interest Group of the National Association of School Psychology.
Dr. Mueller has authored 11 books including Behavior Analytic Consultation to Schools, and the Assessment of Functional Living Skills (AFLS), a seven-book assessment and teaching series to guide in the assessment and teaching of everyday, practical life skills, for learners of all ages.
He has published 22 research articles in the Journal of Applied Behavior Analysis, Behavioral Interventions, The Journal of Organizational Behavior Management, School Psychology Review, Psychology in the Schools, Proven Practice: Prevention and Remediation Strategies for Teachers, Education and Treatment of Children, The International Journal of Behavioral and Consultation Therapy, Making a Difference Magazine, and Behavioral School Psychology Digest.
He has published 8 book chapters, including 5 in the Comprehensive Encyclopedia of School Psychology, a book chapter on “Behavioral Theories on Human Aggression and Violence” for the Wiley Handbook on Human Aggression and Violence, and most recently, a chapter on, Functional Analysis for forthcoming book titled, “Case Studies in School Psychology,” and was published in Cigar Aficionado Magazine.
Dr. Mueller has served on the editorial board or provided reviews for several prestigious behavior analysis and psychology journals including Journal of Applied Behavior Analysis, School Psychology Review, Family Relations: Interdisciplinary Journal of Applied Family Studies, Journal of Early and Intensive Behavioral Interventions, Psychology in the Schools, School Psychology Quarterly, Behavior Modification, Journal of Evidence Based Practices for Schools.
Hank Schlinger
PH.D., BCBA-D, USA
A Behavioral Perspective on Theory of Mind.
The theory of mind is the ability to understand that other people have thoughts, feelings, intentions, and knowledge, which may differ from one’s own feelings, thoughts, etc. It is the basis for understanding another person’s experiences, the ability to empathize, comfort, forgive, deceive, arrange surprises, distinguish between a good joke and biting sarcasm — everything that makes up social life.
It is considered that people with autism do not master “theory of mind” or experience great difficulties in this area. But is the “theory of mind” an absent “ability” or can it be shaped, like many other skills? Can we say that a person does not master a “theory of mind” if they cannot perform the tests designed to assess it? What do these tests assess, what is their significance, and what does a person need to be able to perform them?
1 General CEU
Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University (WMU) under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology also at WMU with Alan Poling. Dr. Schlinger was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and current director of the ABA Specialization Option and BCaBA course sequence, and former director of the M. S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles.
Dr. Schlinger has published approximately 100 scholarly articles, chapters, commentaries, and book reviews in more than 35 different journals and books. He also has authored or co-authored four books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese and now available on Amazon.com), Introduction to Scientific Psychology (1998), and, most recently, How to Build Good Behavior and Self-Esteem in Children (2021), which has been translated into Italian, and is available on Amazon.com. He is past editor of The Analysis of Verbal Behavior and The Behavior Analyst (now Perspectives on Behavior Science) and sits on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies and on the Advisory Board of The B. F. Skinner Foundation and The Venus Project (https://www.resourcebasedeconomy.org/advisory-board/). Dr. Schlinger received the Distinguished Alumni Award from the Department of Psychology at Western Michigan University in 2012, and the Jack Michael Award for Outstanding Contributions in Verbal Behavior from the Verbal Behavior Special Interest Group of the Association for Behavior Analysis International in 2015.
Thouraya Al-Nasser
Ph.D., BCBA-D, IBA, LBA, USA
Not in the Name of Religion: Cultural Illusions, Behavioral Realities, and Systems of Gendered Oppression.
In various cultural contexts, practices that inflict significant harm—especially on women—are frequently misrepresented as religious obligations. Behavior analysts working worldwide must navigate these misconceptions to ethically and effectively address behaviors upheld by deeply entrenched social systems. A powerful and urgent example is the presence of honor-based violence, where individuals, predominantly women and girls, risk punishment or even death for actions deemed to have brought shame to their families.
Despite widespread assumptions, these acts do not stem from Islamic doctrine; instead, they are upheld by culturally constructed systems of reinforcement, including community approval, social restoration, and institutional leniency. This presentation draws on Dr. Al-Nasser’s research on honor crimes in Jordan to apply macrocontingency and metacontingency analysis, illustrating that these acts are not isolated, individual behaviors but rather coordinated group patterns influenced by cultural consequences.
Participants will explore how cultural myths are sustained through interlocking contingencies and how religion is often misused to justify control and violence. Emphasis will be placed on distinguishing faith-based values from culturally embedded harm and equipping attendees with behavior analytic tools to:
- Conduct a functional analysis of harmful cultural systems.
- Challenge unethical misconceptions,
- Create culturally informed, evidence-based interventions that enhance dignity and foster systemic change.
1 Cultural CEU
Clinical Assistant Professor and behavior analyst at the University of Memphis, Director of ABA Clinical Services & U of M Autism Treatment, Training, and Research Center. She holds a Ph.D. and is certified as a Board Certified Behavior Analyst — Doctoral (BCBA-D), an International Behavior Analyst (IBA), and a Licensed Behavior Analyst (LBA).
Megan DeLeon (Miller)
PhD, BCBA-D, IBA, USA
Embracing Strengths: The Power of Reframing Disability.
This presentation explores how to improve behavior analytic assessments by utilizing a strengths-based and person-centered approach. Dr. Megan DeLeon (Miller) shares her insights and experiences, providing practical strategies for incorporating a positive approach to behavior analysis.
Participants will learn:
- the key principles and benefits of a strengths-based and person-centered approach in behavior analytic assessments, and how it differs from a deficit-based approach.
- practical strategies for incorporating a strengths-based and person-centered approach into their behavior analytic assessments, including how to recognize and leverage individual strengths to improve outcomes.
- how a strengths-based and person-centered approach can promote an individual’s well-being and enhance their sense of agency, and how to communicate these benefits to clients, caregivers, and other stakeholders.
1 General CEU
Dr. Megan DeLeon (Miller): «I’m a behavior analyst, speaker, and unapologetic training nerd who believes we set the emotional climate in every learning space we enter—and that how we show up matters as much as what we teach.
With a Ph.D. in Behavior Analysis and Special Education, over 15 years of international consulting experience, and more than 100 presentations under my belt, I’ve spent my career helping practitioners, parents, and organizations translate complex science into meaningful, human-centered practice.»
Barb Gross
ВСВА, CSE, USA
Consent, Disability, and Applied Behavior Analysis: What We Can Learn from Fries, Tea, and Pizza.
One of the fundamental rights of a client — and a key ethical responsibility for professionals — is ensuring that the individual participates in making decisions about their own therapy.
If you’ve ever wondered whether a client has the right to refuse, whether we should teach learners to say “no,” or whether to insist when they resist — this talk is for you.
1 Ethics CEU
Barbara is a Board Certified Behavior Analyst and AASECT Certified Sexuality Educator.
She specializes in staff and caregiver training and development of sexual behavior intervention plans for individuals with intellectual and developmental disabilities (ID/DD), including autism spectrum disorder. She also works to coordinate with educators to promote equity in access to comprehensive sexuality education for children with disabilities.
Other areas of practice and research interests include pornography literacy, abuse prevention for children and adults with disabilities, and dissemination of behavior analysis and the potential it offers to promote healthy sexuality for people of all abilities.
Steve Ward
MA, BCBA, USA
Resilience and regulation.
Resilience skills are undoubtedly among the most important life skills. Steve is going to talk not only about developing these skills, but also, first and foremost, about how to teach even very challenging students to remain calm when faced with unpleasant events and to persevere in overcoming difficulties, without relying on prompts or help from adults.
1 General CEU
Steve Ward, MA, BCBA has been working in the field of Behavior Analysis since 1995, and is currently co-owner of Whole Child Consulting, LLC. Steve has been consulting to teams around the world, addressing everything from early communication and physical aggression to vocational opportunities and inclusion in college courses.
Steve authored What You Need to Know about Motivation and Teaching Games: An In-depth Analysis, The Inventory of Good Learner Repertoires, and Teaching Good Learner Repertoires and co-authored Teaching Advanced Learner Repertoires, Another 21 Games: This time, it’s personal…, and 2,100+ Inexpensive Ideas for Play and Intrinsic Motivation. These publications reflect Steve’s passion not only for what students learn, but also for the manner in which they learn it. Steve specializes in teaching learner repertoires, including social repertoires, incorporating knowledge from a variety of perspectives and remaining at all times behavioral in his own perspective.
Ekaterina Zhestkova
BCBA, IBA, Russia
Essential Principles of Cultural Competence in Motivational Interviewing
Do you have experience with the techniques of motivational interviewing, yet sometimes feel as though you are facing an invisible wall in dialogue with a client? This wall may be built of cultural differences — imperceptible to the eye, but profoundly shaping the client’s motivation and readiness to engage in a behavioral intervention program. Cultural competence is the key that transforms a standard question-and-answer protocol into a deep and truly effective dialogue, where respect for the client’s worldview becomes the foundation for sustainable, positive changes in the life of the child and their family.
In this presentation, we will examine the key principles of integrating cultural competence into the practice of motivational interviewing: from recognizing one’s own biases and demonstrating genuine curiosity, to adapting communication style to the client’s cultural context. You will learn how to avoid evaluative traps, how to ask the right questions to understand the client’s worldview, and how to use the basic techniques of motivational interviewing to build a bridge of trust and effective collaboration that honors cultural context.
1 Cultural CEU
BCBA, IBA, supervisor, RusABA co-founder, Chairperson of the RusABA Board
Ekaterina is Russia’s first certified specialist in the field of applied behavior analysis. She is the founder of the Step Up educational project, co-author and lecturer of an innovative training course for behavioral analysts, and actively participates in the development and popularization of ABA in Russia. Her contribution to the training of specialists has had a significant impact on the establishment of the profession.
Natailya Shcherbakova
SLP, BCBA, IBA, Russia
Managing Behavior: ABA in Daily Life.
How can the principles of Applied Behavior Analysis (ABA) be used outside of therapeutic or educational settings? How can the principles of Applied Behavior Analysis (ABA) be used outside of therapeutic or educational settings? Through everyday examples, we’ll explore how ABA can help build habits, manage attention, delay immediate reinforcement, and reach long-term goals.
This session will be especially interesting for professionals looking for practical self-management tools — both for themselves and for their clients.
1 General CEU
BCBA, IBA, SPL. Natalya has been working in the field of Applied Behavior Analysis since 2009. She is the founder, director, and clinical supervisor of the ABA Center “ABC” in Moscow, Russia.
Maria Goncharenko
BCBA, IBA, Russia
Teaching Math Concepts Using the PEAK Relational Training System.
The purpose of this report is to evaluate the effectiveness of using the PEAK Relational Training System for developing mathematical skills in children with ASD.
The relevance of this issue is determined by the fact that the acquisition of mathematical concepts in children with ASD is not simply a matter of mastering the school curriculum, but a vital aspect of their comprehensive development, which opens the door to greater independence, academic success, social integration, and an improved quality of life in general. The report will analyze the typical difficulties that children with ASD encounter when learning mathematical concepts. Next, we will take a detailed look at the basics of Relational Frame Theory (RFT) and its application to effective mathematics education. The next section of the report will analyze specific protocols from the PEAK program that can be used to develop mathematical concepts.
This will be followed by clinical data from the children participating in the study. The study participants are elementary school-aged children with ASD and cognitive impairments. The study was conducted during home-based individual sessions.
During the presentation, we will discuss individual difficulties in forming mathematical concepts, as well as the results of the work carried out. At the end of the presentation, recommendations for further skills generalization will be presented.
1 General CEU
Maria is a certified behavior analyst (BCBA, IBA, and CBA-S). Certified ESDM specialist, coach for parents working with infants at risk. Supervisor for working with severe behavioral issues (PFA SBT) 6 lvl FTF. Specialist in alternative communication systems (PECS, etc.). One of the authors of the textbook “Resource Class: Experience in Organizing Education and Extracurricular Activities for Children with Autism in General Education Settings, recommended by the Ministry of Education, and the manual “Developing an Adapted Educational Program.” Practitioner in the development of behavioral interventions for working with children with developmental disabilities. Practitioner in supervising specialists, centers, and resource classes. Current areas of professional interest: PEAK relational training system, LIFE.
Valentina Minakova
IBA, Russia
Not Just Observers: Helping Parents Become Agents of Change in Their Child’s Behavior
In the field of Applied Behavior Analysis (ABA), the importance of parental involvement in their child’s learning process cannot be overstated. Parents serve as the crucial link between therapy, professionals, the child, the home environment, and the broader social context. They play a key role in supporting and maintaining positive behavioral change in their children.
This presentation aims to empower parents by providing them with the necessary knowledge and practical tools to move beyond passive observation and actively influence their child’s behavioral progress.
We will discuss strategies for helping parents become meaningful participants in the behavior change process for their children.
The key topics covered in this presentation will include:
- The Role of Parents in Facilitating Change: How emotional support and motivation provided by parents can contribute to successful learning outcomes. How to effectively motivate parents and the child’s close environment.
- Skills and Strategies: Practical tools and techniques that parents can apply to foster effective interactions with their children and promote positive behavioral changes within the family — while avoiding burnout and emotional exhaustion.
- Building Partnerships: How professionals and parents can collaborate to achieve shared goals.
- Assessing Parental Resources: How to reasonably evaluate a family’s capacity and thoughtfully distribute responsibilities in a way that supports well-being and prevents parents from becoming overwhelmed or burdened by feelings of guilt.
Examples of Best Practices: Real-life cases and success stories illustrating how proactive parental involvement leads to meaningful and lasting positive outcomes.
1 General CEU
Valentina is a certified behavior analyst (IBA), a member of the RusABA Association, and she holds a bachelor’s degree in psychology. She is a founder and director of the Alvarium ABA Center, lecturer at the Moscow Institute of Psychoanalysis’s course “Include Me!”, creator and author of the parent course “Learning at Home,” and head of the “Inclusive Observer” service for supporting inclusive schools with resource classrooms at the Autism Challenge Center.
Julia Presnyakova
ВСаВА, IBA, Russia
Self-Management Tools for Supporting Advanced Speech and Learning Skills in Adolescents with Autism.
Self-management techniques are widely used to develop a diverse range of skills. They help increase independence in adolescents, assist in organizing their workspace and completing tasks on time, and help them to implement relaxation techniques in stressful situations.
Self-management has advantages over other methods, for example, they are extremely convenient for working with behavior that is not easily noticeable to others and can ensure the student’s independence from the control of other people. They can be used to acquire useful habits and create algorithms for action in different situations.
The report covers the application of self-instruction for completing academic tasks, including preparing for exams in adolescents with ASD. In addition, self-instruction and the algorithms are implemented to develop reasoning skills.
1 General CEU
Yulia is a certified applied behavior analyst (BCaBA ), clinical director of the Inclusion Project at the Autism Challenge Center, and clinical director of the ABA Center “The Right Decision” (operates since 2015). Through her work and that of the Autism Challenge Center team, a standard for inclusive education based on applied behavior analysis was created. Yulia provides training to specialists and teachers at inclusive schools and works with cases of severe challenging behavior. She is particularly interested in working with adolescents and young adults with ASD.
Anastasiya Kozorez
IBA, Russia
Let’s work on shaping — a proven strategy for those who value patience.
In 1943, B.F. Skinner acquired several pigeons as part of a military research initiative. While awaiting the project’s approval, he and two graduate students began training the pigeons to play a miniature game of bowling. This was the origin of what we now call shaping — a fundamental behavioral technique.
Over the decades, shaping has been applied in diverse domains and remains a topic of great interest among behavior analysts. Its versatility and effectiveness continue to impress.
Let’s embrace shaping — together!
1 General CEU
International behavior analyst (IBA), 6 lvl FTF ВС, senior counselor at the State Budget Institution of Moscow city center of psychological and educational assistance.
Valiantsina Antonovich
IBA, Belarus
Online Burnout Prevention Group: Results, Challenges, and Areas for Growth.
Burnout is a serious challenge for behavior analysts and helping professionals, impacting both service quality and well-being. In this talk, we share the results of a three-month volunteer online support group created to help prevent burnout among practitioners in Russia, Belarus, and beyond.
Nadezhda Guseva
PhD, IBA, Russia
Building the Skills Young People with Autism Need to Work within a Cognitive-Behavioral Framework
Anxiety disorders are common among young people on the autism spectrum. While clinical recommendations support cognitive-behavioral therapy (CBT) for individuals with ASD and anxiety, many CBT therapists decline to work with autistic adolescents and adults due to challenges with communication and self-reflection.
This talk will present research showing how applied behavior analysis (ABA) strategies can be used to build the prerequisite skills needed for CBT. These include recognizing anxiety-related situations, identifying one’s own thoughts and emotions, describing behavior, and practicing new adaptive responses. With such preparation, people with ASD can be made ready to benefit from CBT approaches.
Head of the Regional Resource Center for Supporting the Education of People with ASD in the Nizhny Novgorod Region
Bobby Newman, Ph.D., BCBA-D, LBA
Bobbi Rogers, CIR Director, Proud Moments
USA
First Responders and Individuals Diagnosed with Autism Spectrum Disorder. What each needs to know about the other.
As more and more people diagnosed with autism live in the community, opportunities for interactions with first responders (police, fire, EMT, etc.) have increased exponentially. Training for first responders has been non-existent or not always been optimal, however, and this has unfortunately led to misunderstandings with tragic consequences, including autistic people being shot and killed and first responders being injured.
In this presentation Dr. Bobby Newman and Bobbi Rogers share essential knowledge and insights aimed at fostering safer, more informed interactions and preventing avoidable tragedies. Based on real-world case examples, the talk addresses pressing questions:
* How behaviors associated with ASD may be misinterpreted as threatening;
*Real-life incidents where a lack of understanding led to tragic outcomes;
* What first responders need to know about autism—communication, behavior, and sensory issues;
* Why it’s equally important to teach individuals with ASD how to interact safely with first responders;
* Ethical and legal dilemmas: how to ensure safety without violating individual rights.
1 General CEU
Bobbi Rogers is the Sr. Director of Community and Industry Relations at Proud Moments Therapy. She is the founder of Families FIRST, a nonprofit that has supported families of children with autism for over 20 years. Bobbi is known for creating accessible pathways to ABA services by writing grants and building programs from the ground up. She developed and led a crisis intervention program for 15 years and currently serves on the board of the New York State Association for Behavior Analysis (NYSABA), where she co-chairs the Parent, Family, and Advocate Committee.
Since 2006, Bobbi has designed and launched multiple innovative programs that continue to meet the evolving needs of families and Autistic individuals. A national advocate for compassionate, family-centered support, Bobbi is also a frequent speaker at Autism and ABA conferences. She lives in Central New York with her husband and three children, including her 24-year-old Autistic son, who continues to inspire her work.
Bobby Newman is a Board Certified Behavior Analyst, Licensed Behavior Analyst in New York and Tennessee, and Licensed Psychologist in New York and Florida. Affectionately known as the Dark Overlord of ABA, Bobby is the first author on over a dozen books regarding behavior therapy, the philosophy of behaviorism, the autism spectrum disorders, utopian literature, and fitness as well as several book chapters and training films. He has published over two dozen articles in professional journals, as well as numerous popular magazine articles and has hosted two series of radio call-in shows. Bobby is the Past-President of the Association for Science in Autism Treatment and the New York State Association for Behavior Analysis. A popular speaker, Bobby also provides direct treatment, staff training and consultation around the world, and has been honored for this work by several parents and professional groups. He is the Executive Director of Clinical Services for Proud Moments. Bobby is also a certified personal trainer, obstacle course racer and marathoner and is an Ambassador for the Great Sportsmanship Programme. Bobby teaches non-violent crisis intervention philosophy and techniques for agencies and families. Bobby was a final four finalist for the 2016 For Those Who Would Humanitarian Award and is a certified cigar sommelier.
Organizing Committee
Ekaterina Zhestkova
Ekaterina Zhestkova
BCBA, IBA, supervisor, RusABA co-founder, Chairperson of the RusABA Board
Ekaterina is Russia’s first certified specialist in the field of applied behavior analysis. She is the founder of the Step Up educational project, co-author and lecturer of an innovative training course for behavioral analysts, and actively participates in the development and popularization of ABA in Russia. Her contribution to the training of specialists has had a significant impact on the establishment of the profession.
Maria Sudarikova
Maria Sudarikova
BCBA, IBA, supervisor, RusABA Chairperson and co-founder
Maria is one of the founders of the professional community of behavioral analysts in Russia. She actively promotes applied behavioral analysis: provides supervision, consultation for families of children with ASD, and collaborates with centers and educational institutions. She supports novice specialists, conducts educational activities in the field of ABA, and leads intervision meetings.
Svetlana Anisimova
Svetlana Anisimova
BCBA, IBA, supervisor, RusABA co-founder
Svetlana is a recognized expert in the field of ABA. She is the editor of more than 20 publications on applied behavior analysis in Russian, which have made scientific knowledge more accessible to specialists and parents of children with ASD and other developmental disabilities. She organizes intervision meetings and supports the professional community and interdisciplinary cooperation.
Alexandra Zhestkova
Alexandra Zhestkova
BCaBA, IBA, supervisor, member of the Association
Alexandra is a behavior analyst with extensive experience, a translator and publisher of behavior analytic literature in Russian, co-author and instructor of training courses for behavior analysts with the educational project “Step Forward”, and a regular interpreter at RusABA Association events. Thanks to her, Russian specialists and international colleagues can ask each other questions — and speak the same language.
The Conference invites:
behavior analysts and students who learn ABA;
assistive professionals – psychologists, teachers, speech pathologists, psychotherapists, speech therapists, sign language therapists, doctors, nurses, social workers, tutors, etc.
parents, guardians, caregivers and other stakeholders of individuals who receive behavioral interventions;
researchers and teachers in higher education institutions;
educational administrators;
managers and specialists of state educational authorities;
managers and staff of publishing houses;
representatives of social/public organizations.
This year we are planning
Video presentations by guest speakers in two languages — Russian and English
Live Q&A sessions with consecutive translation
Poster section
Conference schedule (GMT+3, Moscow)
| Friday, October 3 | 3pm – 8:30pm | Conference opening and online streaming |
| Saturday, October 4 | 10am – 6pm | Online streaming |
| Sunday, October 5 | 10am – 6pm | Online streaming |
Friday, October 3
3pm – 8:30pm
Conference opening and online streaming
Saturday, October 4
10am – 6pm
Online streaming
Sunday, October 5
10am – 6pm
Online streaming
Registration fees:
Speakers – free. How to become a speaker – see below.
Online participation only
+ access to the Conference recordings during 10 days after the Conference
| Early bird registration before June 1 |
6 000 RUB |
| Regular registration June 1 – September 21 |
8 500 RUB |
| Last chance registration September 22 – October 5 |
11 000 RUB |
Online participation
+ access to the Conference recordings for 4 months after the Conference
| Early bird registration before June 1 |
9 500 RUB |
| Regular registration June 1 – September 21 |
12 000 RUB |
| Last chance registration September 22 – October 5 |
14 500 RUB |
* Participants from abroad can pay for conference tickets with foreign bank cards, and the price will be converted into the currency of the payment method.
If you support vulnerable groups and your team members would like to participate, please write to the Organizing Committee at info@rusaba.ru — we’ll consider special conditions for your organization.
Continuing Education (CEUs)
Association is an approved CEU Provider in BACB and IBAO. Association provides CEUs for participation in lectures and workshops during the conference.
To get the CEUs it is required to watch the lecture (during the Conference, or recorded) and then answer the test questions.
RusABA11 CEUs Bundle 5000 RUB
Last year’s memories
If you wish to become a speaker at the Сonference, you are welcome to join the poster section.
Please submit the abstract of your presentation to the Organizing Committee via e-mail info@rusaba.ru by July 1, 2025.
Organizing Committee will review the submitted materials and check their compliance with the main principles and characteristics of Applied Behavior Analysis.
Once the abstract is approved by the Organizing Committee, the speaker should provide the slides as well as the pre-recorded presentation (video).
The duration of the video should be 15-20 minutes.
Participants of the poster section are not required to pay the registration fee.
Partners of the Conference
Contacts: info@rusaba.ru
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