Ida Chung, Ph.D., BCBA-D, RBA (Ont.)

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Join date: Jan 14, 2019

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The instructor for this training is Ida Chung, Ph.D., BCBA-D, RBA (Ontario), Founder and Executive Clinical Director of Glowing Growth. She is also a college professor teaching Behaviour Analysis, with a focus on language, cognition, and clinical application through frameworks such as Verbal Behavior, Relational Frame Theory, and Acceptance and Commitment Therapy.

Ida brings over a decade of clinical and supervisory experience working with children and families across a range of developmental and mental health needs. Her work emphasizes thoughtful case conceptualization, ethical practice, and meaningful, function based outcomes. She is actively involved in training and mentoring clinicians, as well as developing Continuing Education Units for BCBAs, with a focus on integrating behavioural science into real world clinical practice.

Posts (18)

Feb 11, 2026 ∙ 2 min

Experience and Education

Experience and education are not competing forces. They are complementary, and each one is incomplete without the other 🤝🏻 . Experience gives us exposure. It shows us what actually happens in real settings, with real people, under real constraints. It builds fluency, confidence, and pattern recognition. You learn how to read a room, how to respond in the moment, and how to adjust when things do not go as planned. But experience alone can be misleading. What worked once or even many times...

Dec 9, 2025 ∙ 1 min

Fluency in Learning: Why It Matters More Than We Think

In ABA, fluency describes a skill performed with both accuracy and speed. It is the point where a learner can respond smoothly, confidently, and with minimal hesitation. Fluency is more than “getting answers right.” It reflects how easily a learner can access what they know so they can use those skills in real life. When a skill becomes fluent, it frees up cognitive effort. The child no longer has to pause and think through every step. This opens the door to stronger problem solving, more...

Nov 3, 2025 ∙ 2 min

Steps to Independence

🌱From Stimulus Control to Independence In behaviour analysis, stimulus control means that a child’s behaviour happens in response to specific cues or signals in their environment. For example, a child may only say “hello” when prompted, or begin cleaning up only after being told to do so. While this shows great learning progress, our goal doesn’t stop there. Over time, we want children to become their own source of stimulus control — meaning they can initiate actions, make choices, and...