Training Practitioners to Evaluate Evidence About Interventions

Abstract

Most graduate programs in applied behavior analysis expose students to coursework in the scientific principles of behavior analysis and basic behavior analytic research methods (i.e., some aspects of direct observation and measurement of behavior and single-case research designs). Many encourage or require students to design and conduct research. It appears that few programs, however, imbue students with fundamental “attitudes of science” and critical thinking skills, which leaves many graduates ill-equipped to evaluate the quality of the evidence supporting interventions. That is especially problematic for those who go on to work in autism spectrum disorders, where they are likely to be bombarded with claims about various and sundry interventions throughout their careers. To address that deficiency, it is proposed that university training curricula and Behavior Analyst Certification Board requirements be expanded to explicitly include competencies in basic scientific reasoning and critical thinking, with multiple opportunities to practice applying those competencies with guidance from a skilled behavior analyst.