Supporting Lifelong Learning for Educators and Behavior Analysts

Marla Watts-Pacheco, MS, BCBA — Edited by Richard Van Acker, EdD — 3 minute read
"There’s always gonna be another mountain / I’m always gonna wanna make it move."
 - Miley Cyrus, “The Climb”

This lyric resonates deeply with many educators and behavior analysts, especially those of us who work in the most restrictive settings. Our path isn’t always easy - students with complex needs, high-intensity behaviors, and significant skill deficits require not just expertise but perseverance, compassion, and a team-first mentality. And yet, like the song suggests, it’s not just about the destination. It’s about the growth, the resilience, and the learning we continue to do along the way.

Lifelong learning isn’t just attending CEUs or checking boxes for recertification. It’s an intentional, reflective, and collaborative process driven by curiosity and grounded in humility.
Marla Watts-Pacheco, MS, BCBA 

The Case for Lifelong Learning in Special Education and ABA

In the world of Applied Behavior Analysis (ABA) and education, lifelong learning isn’t optional; it’s essential. Science evolves. Best practices shift. Our students change, and so must we. When we stop learning, we stop meeting our students where they are.

For behavior analysts and educators serving the most intensive populations - those with severe autism spectrum disorder (ASD), multiple impairments, or profound communication needs - ongoing professional development is a lifeline. It bridges the gap between what we were trained to do and what students need today.

But lifelong learning isn’t just attending CEUs or checking boxes for recertification. It’s an intentional, reflective, and collaborative process driven by curiosity and grounded in humility.

Learning in the Trenches: Real-World Application

My own learning journey started as a behavior technician. I worked in clinics and homes, applying ABA principles in structured settings. Over time, I transitioned into schools, working in what the LRE framework defines as the “most restrictive” environments - center-based classrooms supporting students with severe behavior and communication needs.

These environments challenge every part of your professional identity. You’re not only implementing behavior intervention plans (BIPs) - you’re coaching staff through meltdowns, adapting curriculum, collecting data, conducting functional behavior assessments, and navigating experience-informed care. You’re also communicating with families who are often overwhelmed, exhausted, and in need of hope.
It’s not enough to know the functions of behavior. You need to know people - students, parents, paraeducators, administrators. And that requires ongoing learning in emotional intelligence, varying backgrounds, leadership, and experience-informed practice.

When one member of the team learns, everyone benefits. 
Marla Watts-Pacheco, MS, BCBA

Team Learning Is Lifelong Learning

The work we do is rarely in isolation. We are part of multidisciplinary teams that include speech-language pathologists, occupational therapists, physical therapists, teachers, social workers, administrators, and paraprofessionals. Supporting lifelong learning isn’t just about your growth; it’s about building team capacity.

In the most restrictive settings, every success is the result of collective effort. One educator might focus on functional communication, while another targets adaptive skills, such as toileting or handwashing. The BCBA might be modeling how to prompt fading or use differential reinforcement. Together, these overlapping areas of expertise allow us to tackle the most complex student needs.

When one member of the team learns, everyone benefits. A teacher learns a new visual support strategy. A paraprofessional develops fluency in crisis de-escalation. An OT shares sensory regulation tools. All of these contribute to a stronger, more dynamic system of support.

Making Time to Learn When Time Is Scarce

The irony of lifelong learning is that the most burned-out, time-stretched professionals often need it the most—but have the least capacity for it. So how do we stay committed to professional growth?

Here are a few strategies that have worked in our program:

  • Micro-learning: Watching 5–10 minute training videos during prep or staff meetings.
  • Peer coaching: Pairing up with a colleague to observe and give feedback on implementation strategies.
  • Reflective practice: Ending team meetings with one “aha moment” or “lesson learned” from the week.
  • Learning labs: Monthly PD sessions where team members share tools they’ve found helpful.
  • On-the-job CEUs: Applying for learning credit during supervision, team consultations, or in-service training.
 If you're doing it right, the climb never really ends.
Marla Watts-Pacheco, MS, BCBA

The Emotional Side of Learning

It’s important to acknowledge that learning in this field isn’t just cognitive—it’s emotional. We unlearn preconceptions. We process difficult cases. We face burnout. We reflect on what didn’t work and challenge our assumptions. That’s what makes us better for our students. And it’s why songs like “The Climb” stick with us—they capture the heartache, the grit, and the purpose behind why we keep showing up.

Final Thoughts

Supporting lifelong learning isn’t a trend—it’s an ethical responsibility, especially in settings where students rely on us for life-changing support. Whether you're a teacher, a technician, a behavior analyst, or a paraprofessional, you’re not just teaching. You’re learning, evolving, and climbing every day.
And if you're doing it right, the climb never really ends.
written by

Marla
Watts-Pacheco

Marla Watts-Pacheco is a qualified behavioral health professional and behavior consultant specializing in family engagement, developmental disabilities, autism spectrum disorder, and organizational behavior management. She has been a behavior analyst, behavior specialist, and ABA therapist in clinic, school, and in-home settings. Outside of her professional work, she enjoys time with her family and exploring new places with her husband. Marla is a Board Certified Behavior Analyst with her Bachelors in Behavioral Science and Masters in Applied Behavior Analysis.

EDITED BY DR. RICHARD VAN ACKER

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