For practitioners who never fit the model.
For learners the model never fit.
The Generative Practitioner Method. Three lenses. Six modules. One learner.
A 90-day cohort for practitioners building the practice that fits them — and the work they want to be doing. This isn’t a self-paced course. It’s a structured mentorship for practitioners building or running a 1:1 private-pay practice — grounded in RFT, instructional design, and precision teaching, applied to a learner you already work with.
Who this is for
This is for practitioners working with learners who are stuck in the gap between what insurance won’t pay for and what schools don’t have the resources to do — the learners who are behind in school, struggle with comprehension and executive function, and get stuck in conversations that are scripted or rote. These are learners of any age — children, teens, and adults — whose foundational communication, executive function, and academic skills were not built to fluency.
You’ve probably felt like a stranger in your own field — a renegade who wants to blaze a different path, but given a model that was never built for you or your learners.
This is the program for the practitioner who’s done dressing for the job they won’t want in five years — and is dressing for the one that will.
The gap
RFT is powerful — but often treated as a “nice-to-have.” Training programs rarely require it, and the leap from published research to the actual 1:1 context is wide; most of us were never shown how to make it.
Frequency is the fundamental property of behavior, but applied practice traded it for percentages and non-standard line graphs. Those derivative measures can’t show rate of learning, can’t measure instructional control, and can’t tell you if your learner’s skills are fluent or just “mastered.”
Programming for skill acquisition can stall at the basics — mands, tacts, and simple instructions — right when the learner is ready for more. For the work that comes next — building generative language, comprehension, and conversation — published curriculum doesn’t always exist, and when it does, it can be hard to individualize.
Insurance companies decide what’s medically necessary. Schools cast you as a crisis manager, not a teacher. And the work you’d most love to do — building foundational and abstract language, designing instruction that fits, charting a learner’s growth — is the work no one prepared you for. So you do it alone, off the clock, or never quite get to it at all.
So you’ve been left with three questions no one ever trained you to answer:
What
What do I teach my learner next?
Proof
How do I prove it’s working?
How
How do I actually deliver the instruction?
When the data don’t match your expectations, it’s not the learner. It’s not the family. It’s not even you. It’s structural — a field built on a medical model, and a system that was never set up to let you teach. No one rewrites that alone.
But the learner is always right. And the learners we serve are telling us — every day, in their charts, in their words, in their behavior — that the system isn’t working for them. You already know that. You just haven’t been given the tools to do anything about it — yet.
The method
Three lenses. One method. The tools you weren’t given — built for the practitioner you’ve become.
For when you can’t see what’s missing.
You’ll learn to think functionally about your learner’s relational language. This is the lens that tells you what to teach next — and lets you build language repertoires that can’t be left to chance.
For when you can’t deliver what the learner actually needs.
You’ll learn to design teaching sequences from scratch, modify existing curricula when they fit, and construct supplemental instruction when they don’t. This is the lens that tells you how to teach it — and gives you the architecture to do it consistently.
For when you can’t prove it’s working.
You’ll learn to chart your learner’s progress on the Standard Celeration Chart — frequency, accuracy, bounce, celeration — and make decisions on real data, in real time. This is the lens that tells you if the work is working.
A Generative Practitioner doesn’t just deliver curriculum. They adapt it, generate it, and prove it on the chart — building from scratch when nothing fits, modifying what exists when it does, and supplementing the gaps in between.
What you walk out with
Dependent on published curricula, agency protocols, and insurance-justified treatment plans.
Able to design, deliver, and measure individualized RFT-aligned programs from scratch — with a method that fits you and your practice, for the learners the traditional model never fit.
By Day 90 you’ll have:
Together, these become your portfolio — evidence of the work you can use for supervision documentation, conference proposals, or future client conversations. You won’t leave with theory. You’ll leave with a method, and the work to prove it.
The modules
Delivered across twelve or more self-paced one-hour courses — each one applied to the learner you choose before we start.
Analyze
Think functionally about your learner’s relational language, and decide what to teach next.
Design
Engineer the teaching sequence: build, modify, or supplement instruction to fit the learner in front of you.
Measure
Chart on the Standard Celeration Chart and make decisions on real data, in real time.
Apply
Turn assessment into individualized, RFT-aligned programming for a complex repertoire your learner actually needs.
Report
Communicate the work — to learners, families, peers, and the wider field — so it’s transparent and verifiable.
Architect
Design the practice that holds it all: your offer, dosing, integration, time, and identity.
What’s included
Over 90 days you get the full Generative Practitioner Method, personal and small-group coaching, the assessment and instructional tools I use in my own practice, a private cohort capped at five, and guaranteed CEUs — all applied to a learner of your own, from Day 1 to Day 90.
The specifics are mapped out on your strategy call.
Proof
I don’t run on testimonials. I run on data. A behavior technician who’d worked with one of my adult learners for nearly ten years messaged me after a session:
His language today — out of this world. So many different emotion words, beautiful full sentences. I got teary-eyed — I’ve worked with him almost ten years and I’ve never seen this communication from him. I can tell he’s really thinking about the world around him.
Ten years of the standard approach, then this — reported by a clinician who knew the learner better than I did, watching language come online that a decade hadn’t produced. It happens with families, too. One parent wrote, mid-program, unprompted:
Significant improvement this past week in his conversation skills. His questions are seriously intended to get new info — not scripted questions with a predetermined answer. Talking about the future more. It’s a significant change. Very exciting to see.
Questions asked to actually get information. Talk about a future that isn’t here yet. Those aren’t vocabulary gains — they’re generative, relational language coming online: derived, flexible responding, and the deictic framing that lets a learner reason across time. That’s the work the standard model leaves to chance, and it’s exactly what the RFT lens is built to produce — and the chart is built to prove. I’ve built mine over six years on word-of-mouth alone — no funnels, no ads — in a place that mostly didn’t know what behavior analysis was.
Why me
I’ve run a 1:1 RFT-based private-pay practice for six years, and co-founded Compassionate Behavior Analysis in Colorado. I started with no marketing or business background and broke into a market that either didn’t know what behavior analysis was — or didn’t want anything to do with it.
Before that, I was a disillusioned practitioner stuck between what insurance wouldn’t pay for and what schools didn’t have the resources to provide. I loved my clients, but I was sick of watching the buck get passed. And I didn’t want to spend my career supervising other people doing the work I trained to do myself.
During the pandemic, my income was cut to a quarter of what it had been — and it became obvious that I could never again hand my livelihood to an organization with a shrinking ceiling. What changed everything was learning to stop thinking like an employee and start thinking like the CEO of my own practice — and the CEO of my own life.
Maybe you came to behavior analysis already knowing what direct 1:1 work could feel like — from teaching, tutoring, or therapy. Or maybe you’ve always wanted to work this way, and the system you trained in didn’t let you. I never quite fit the model. And the learners I cared most about never fit it either.
Now my practice generates five figures a month consistently — with relationship-first methods and very little marketing. I’ve built strategic frameworks drawing on contextual behavioral science, precision teaching, and instructional design, and a low-dose, high-impact model versatile enough that behavior analysis can be for everyone.
This program is the method I use, codified. I’m not going to teach you something I don’t already do.
Is this for you?
Looking for standalone CE courses instead? My CE library is short, focused, and self-paced — a different way to start.
Frequently asked questions
Autumn 2026 cohort
The beta cohort is full. Add your name and you’ll be first to know when applications open for the next cohort — with priority access before it opens to anyone else.
Success that costs you your peace isn’t success.
For practitioners who never fit the model. For learners the model never fit. The beta cohort is full — and the next cohort opens in autumn 2026.
No pressure, no cost, no script. Honest answers to your questions, direction on what’s actually keeping you stuck, and clarity on whether this is the right move for you right now — and whether I’m the right coach. If I’m not, I’ll point you somewhere better.
The model never fit.
Build the one that does.
Put the science in everyone’s hands. — Sophie