Answer a few questions about your caseload and this builds a report from your own numbers. It separates what's theoretically available from what you could realistically deliver, and it will tell you when parent training isn't the answer to the problem you have.
This changes the questions you'll see and the report you'll get.
This determines how much of any gap could realistically be additive.
Use an average week rather than your best or worst one.
Parent training as the service you deliver, rather than something alongside direct services.
Enter completed sessions rather than scheduled ones, so attendance is accounted for once.
Enter completed sessions rather than ideal schedules.
Enter completed sessions rather than scheduled ones, so attendance is accounted for once.
Revenue only counts as new if it doesn't replace billable work you're already doing.
Include finding resources, building handouts, adapting examples, deciding what to teach, and documenting from scratch.
Built from the responses you gave. Every figure below comes from numbers you entered.
| Measure | Annual estimate |
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Parent training sits between direct-service demands, caregiver schedules, authorization limits, and the time it takes a BCBA® to decide what to teach and build the materials to teach it. Any one of those can be the binding constraint, and they aren't interchangeable. Solving the wrong one produces no change at all.
Appropriate dose depends on the family and the goals. Two hours a month of the right information, delivered in a way a family can actually receive it, does more than two hours a week aimed at a family who doesn't need it or can't use it right now. What's worth measuring is the distance between what's clinically appropriate and available, what could realistically be delivered, and what's actually happening.
A structured system reduces session-by-session reinvention. It gives you a way to move from a caregiver's current concern to relevant teaching content, start from reusable materials rather than a blank page, individualize examples to the family in front of you, track what's already been covered, and document the session without rebuilding the process each time.
What it doesn't do is make clinical decisions. The judgment about what this family needs, in what order, at what pace, stays with the BCBA®.
ACHIEVE gives BCBAs® organized parent-training content, ready-to-use lessons and family-facing resources, and a repeatable way to match training to what families are bringing in. The Parent-Centered curriculum is built around the situations families arrive with rather than a fixed sequence of concepts. The Classic curriculum, paired with the Pathway to Progress and planning tools, gives you a different route to the same connection between sessions and what a family is working toward.
ACHIEVE does not create authorized units, guarantee caregiver engagement, or replace clinical judgment.
See how ACHIEVE worksParent training should be based on clinical need, payer requirements, caregiver priorities, and appropriate treatment planning. More parent training is not automatically better.
These figures are planning estimates built entirely from the responses you gave. Authorization, billing, documentation requirements, and reimbursement vary by payer, state, contract, organization, and client need. This report doesn't estimate downstream revenue from reduced direct-service intensity over time.