William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. He has been a Fulbright Scholar in Portugal, served as Visiting Professor of Psychology at Keio University in Tokyo, Japan and at the University of São Paulo, Brazil, and given lectures and workshops in 20 other countries. His publications include more than 100 journal articles and book chapters and nine books, including Applied Behavior Analysis, 2nd ed. (2007, co-authored with John Cooper and Tim Heron) and Exceptional Children: An Introduction to Special Education, 10th ed. (2013) that have been translated into several foreign languages. Awards recognizing Dr. Heward’s contributions to behavior analysis and education include the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies, the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25, the John W. Jacobson Award for Contributions to Behavior Analysis from the New York State Association for Behavior Analysis, and the Distinguished Psychology Department Alumnus Award from Western Michigan University. A Fellow and Past President of the Association for Behavior Analysis International, Bill’s research interests include “low-tech” teaching methods for classroom.


Abstract of his presentation at the ABA International Conference 2020.

New Year is Now

This presentation will be held in English.


Educating children with autism is a team game. The goals: improved learning and independence now leading to optimal quality of life in the future. The clock is running and everyone involved—teachers, behavior analysts, family members, and especially the child—has limited resources to contribute. The most pragmatic and ethical way forward requires targeting only those learning outcomes most likely to yield optimal benefit to the child. This presentation will explore the meaning of meaningful behavior change and suggest actions behavior analysts, educators, and parents can take to ensure their hard work translates into higher quality of life for the children they serve.

Duration – 90 minutes

Target Audience – behavior analysts, students and prospective students of behavior analysis, teachers, researchers, and other professionals whose practice is informed by behavior analysis, parents and family members of children with autism and other developmental disabilities

Learning Objectives

  1. Describe a method with which behavior analysts, educators, and parents can select and prioritize behavior change targets that recognize demands and opportunities in a child’s current and future environments.
  2. Name and give an example of three actions behavior analysts and educators can take to promote maximum independence and future quality of life for learners with autism.
  3. Name and give an example of three actions parents can take to promote maximum independence and future quality of life for their children with autism.


See the agenda