We Have a Behavior Analyst Licensure Law.Can't We Relax Now?

The View From Here

Following a workshop I conducted a few months ago, I was asked by an eager group of services agencies and parents, “We have funding, but do you know any good behavior analysts who can provide these services?” It seems to me that question is asked more often these days, which is a good thing—it's nice to be wanted. By many measures, behavior analysis has turned the corner; the demand for behavior analysts is broad, and the resistance to our science is fading. It was not so long ago that behavior analysts struggled to be heard while squelching rumors that behaviorism's wealth of promise had turned bearish. Today, we find ourselves in the public eye at a greater frequency and almost always in a highly favorable spotlight (e.g., see Department of Defense Report and Plan on Services to Military Dependent Children with Autism, 2007). Our services are in great demand, and (would you believe it?) we cannot produce behavior analysts quickly enough to meet the growing needs. An interesting dilemma: How do we maintain our standards for high-quality training of practitioners and resist the temptation to churn out practitioners, perhaps before they receive adequate supervision in the field? A related problem: The specifications and parameters of supervised experience have been delineated (Behavior Analysis Certification Board; BACB) to some extent, but beyond a task list, there is little to no uniformity in how to teach behavior analysis practitioners, especially those outside graduate training and internship programs. In Applying Behavior Analysis Across the Autism Spectrum: A Field Guide for Practitioners (Sulzer-Azaroff & Associates, 2008; hereafter, Field Guide), this dilemma has been addressed head on in a systematic and effective way. This clever and important book will open doors for shaping practitioners in their natural day-to-day settings and will go far to mediate the shortage problem that we currently face. From the lively narrative story that begins each chapter (a metaphor for the behavior analysis journey), to its inconspicuous programmed teaching design, Field Guide carefully escorts the new field practitioner (hereafter, practitioner) into the many challenges encountered in service delivery. Great care has been taken to preserve the fidelity of the science, principles, and practice of behavior analysis. In addition, Field Guide places a strong emphasis on best practices. Topics such as informed consent, literature review, data-based treatment decisions, supervision, practicing within ones competencies, and so on, establish the ethical foundation for the beginning practitioner. And if that is not enough to entice the practitioner to embark on the journey, Field Guide provides nearly every form and worksheet imaginable, thereby alleviating the burden of developing comprehensive formats and allowing the practitioner to get down to the business at hand—analyzing and changing behavior. There are numerous benefits from using Field Guide. Supervisors will immediately discover a cohesive and flexible program to provide guidance to practitioners across a variety of contexts. Practitioners will begin to conduct evidence-based behavior analysis treatment in a manner that defines best practice. Recipients of behavior analytic services will gain from behavior principles that have been applied in the most effective and conscientious way. In the long run, Field Guide can provide a foundation for integrating and establishing behavior analysis as the guide to effective decision-making at many levels. This, at least, was the outcome achieved at our program in which supervisors and practitioners shared in multiple successes including improved staff development techniques and competency-based training, improved academic and social skills, and more precise assessment of reinforcer preferences. The first portion of this review provides an overview of the Field Guide and a selection of the topics contained in each chapter. The second portion of this review is a brief summary of the results of using Field Guide in a practicum seminar conducted this past year at our program in Lafayette, Colorado.

16 - Licensure and Certification

The Association for Behavior Analysis International (ABA:I) has started a special interest group for practitioners' issues (PIBA). (1) Under the interim chair, who is also the first author of this paper, this group continues to form on a list serve sponsored by the Behavior Analyst Online special interest group. The list is the behavior analysis and public policy list. On Nov 22, 2007, this list sponsored a survey of its 120 members to decide the SIG's direction. Of the 120 members about 25% chose to participate in the survey. One survey question asked was particularly important: Should the new ABA:I PIBA Special Interest Group (SIG) write a formal letter endorsing licensure to be made available for any chapter pursuing licensing? 93% of the respondents answered yes to this question. From these numbers, it seems clear that the PIBA SIG will strongly endorse licensing (2). Licensing has its benefits and costs and this paper will explore some of the history around mental health licensing and reoccurring questions. But first, we will briefly discuss the pros of licensure. The benefits of licensure are many. Through the combination of both authors' careers (spanning more than 30 years), we have never heard a person say Wow, am sorry that got my license. Indeed, we have heard many people profess I cannot wait to license. We have even heard people say in passing I would not do could lose my license for that. Why? Some of the major benefits to licensing are more freedom to practice, career advancement (3), and state support of practice. The last one is critical because it allows the behavior analyst to function primarily with his or her focus on issues related to the clients' right to effective treatment (Van Houten, et al. 1989), instead of concerns from other disciplines being primary (see Cautilli, & Weinberg, 2007b for discussion of this issue). Behavior analysts are unique in their focus on a right to data driven procedures, even American Psychological Association (APA) places greater emphasis on clinic al wisdom over data (APA, 2005). Increasingly, over the years, we have come to believe that consumers have a right to treatment shown to work and that this is not equivalent to a therapist belief that a treatment will work. Science based versus faith based practice should be an option that consumers have a legitimate right to choose in a free market. Licensure allows for a level playing field so that this choice can occur. Other reasons include: greater public recognition, more students attracted to the field, eligibility for third party payments, and greater public protections. The benefits do not limit themselves to the practitioners. With licensure, comes increased student numbers and with increased student numbers comes increased faculty positions. The greater number of faculty positions means a greater amount of research as young faculty pursues tenure. These factors have driven many professions to seek licensure. Historically, psychology received its first certification in Virginia in 1946 and the profession of psychology first was licensed in 1945 in the state of Connecticut. The second psychologist licensure bill to pass was in 1951 in Georgia. The progression is not always certification first then licensing. For example, 1976 Virginia became the first state to license professional counselors (Pope, 1997); however, national certification for counselors mostly occurred in the mid 1980s and licensing occurred in most states in the mid to late 1990s. The enthusiasm of licensure has carried across mental health professions and now seems to have reached behavior analysis. Is behavior analysis a separate discipline? Historically, the practice of behavior analysis is a hybrid discipline born from a rather unique relationship between psychology, education, special education, speech-language pathology, and to a more limited extent criminal justice and other professions with ties to core disciplines in health care. …

Patients living with mental illness have needs that span a range of professional disciplines, settings, and service systems. These needs are best addressed through interprofessional collaboration. Behavior analysts can play a valuable role in enhancing patient care as part of the interprofessional mental health team. We provide information about the field of applied behavior analysis and its contribution to the assessment and treatment of patients living with mental health and substance use challenges. We outline how behavior analysts are trained and touch upon the practice of behavior analysis in North America and beyond. We describe collaborative relationships with other mental health professionals and, as an example, review the role of the behavior analyst on interprofessional teams in our mental health and addiction teaching hospital in Canada. We highlight some of the challenges faced by behavior analysts working in the mental health field and offer suggestions to increase their profile and opportunities for collaboration in clinical programs.

Standards for Cultural Competence in Behavior Analysis Practice are based on the need interpreted by the Multicultural Alliance for Behavior Analysis, which believes that socially responsible Behavior Analysts, and those in study of Behavior Analysis, have the ethical responsibility to be culturally competent clinicians. material that follows is the first attempt by the profession to delineate standards for culturally competent behavior analysis practice. There are currently 12,118 certificants from 57 different counties registered with the Behavior Analysis Certification Board (BACB) (BACB, personal communication, March 7, 2013). In addition, the United States Census bureau projects there will be significant increases in racial and ethnic diversity over the next four decades, in part due to international migration (Guarneri & Ortman, 2009). Paralleling this growth, Behavior analysts will be called to serve an increasingly heterogeneous population. Ensuring that this diverse population obtains the level of care necessary, delivered in a culturally sensitive fashion, will be a challenge behavior analysts and health systems, and policy makers (Branch & Fraser, 2000) Association for Behavior Analysis International (ABAI) has a diversity policy, in which they support diversity. It states: The Association for Behavior Analysis International seeks to be an organization comprised of people of different ages, races, nationalities, ethnic groups, sexual orientations, genders, classes, religions, abilities, and educational levels. ABAI opposes unfair (Diversity Policy, 2012). Similarly, the BACB, has outlined Guidelines for responsible conduct which includes: 1.02 Competence (a) Behavior analysts provide services, teach, and conduct research only within the boundaries of their competence, based on their education, training, supervised experience, or appropriate professional experience. (b) Behavior analysts provide services, teach, or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas or techniques. 1.05 Professional and Scientific Relationships (b) When behavior analysts provide assessment, evaluation, treatment, counseling, supervision, teaching, consultation, research, or other behavior analytic services to an individual, a group, or an organization, they use language that is fully understandable to the recipient of those services. They provide appropriate information prior to service delivery about the nature of such services and appropriate information later about results and conclusions. (c) Where differences of age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status significantly affect behavior analysts' work concerning particular individuals or groups, behavior analysts obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals. (d) In their work-related activities, behavior analysts do not engage in discrimination against individuals or groups based on age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law. (e) Behavior analysts do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status, in accordance with law. Standards for Cultural Competence in Behavior Analysts aims to provide a framework for Behavior Analysts to work within a heterogeneous population (see appendix a) * Definition: Culture In Beyond Freedom and Dignity, Skinner offered a simple behaviorist definition of culture: social environment is what is called culture. …

Part I: Background for Ethics in Behavior Analysis. How We Got Here. Core Ethical Principles. What Makes Behavior Analysis Unique? Most Frequent Ethical Problems. Everyday Ethical Challenges for Average Citizens and Behavior Analysts. Part II: Understanding and Following the Behavior Analyst Certification Board Guidelines for Responsible Conduct. Responsible Conduct of a Behavior Analyst (Guideline 1). The Behavior Analyst's Responsibility to Clients (Guideline 2). Assessing Behavior (Guideline 3). The Behavior Analyst and the Individual Behavior Change Program (Guideline 4). The Behavior Analyst as Teacher or Supervisor (Guideline 5). The Behavior Analyst and the Workplace (Guideline 6). The Behavior Analyst's Ethical Responsibility to the Field of Behavior Analysis (Guideline 7). The Behavior Analyst's Ethical Responsibility to Colleagues (Guideline 8). The Behavior Analyst's Ethical Responsibility to Society (Guideline 9). The Behavior Analyst and Research (Guideline 10). Part III: Professional Skills for Ethical Behavior Analysts. Conducting a Risk-benefit Analysis. Delivering the Ethics Message Effectively. Avoiding the Slippery Slope of Ethical Problems by Using a Declaration of Professional Services. Part IV: Tips, Guidelines, Index, and Scenarios for Students. A Dozen Practical Tips for Ethical Conduct on Your First Job. Appendix A: Behavior Analyst Certification Board Guidelines. Appendix B: Index for Behavior Analyst Certification Board Guidelines for Responsible Conduct. Appendix C: 50 Ethics Scenarios for Behavior Analysts. Appendix D: Suggested Further Reading.

Applied behavior analysts are developing and supplanting existing children's services in many states. While many elements may determine success and failure with a particular child, some practices will greatly enhance success with clients. Four tactics are considered here: (a) shared basic knowledge of behavior analytic principles (b) application of the correct behavior analytic model of child development (c) a functionalist perspective that allows for individualization of treatment; and (d) consumer profiling. The Importance of Shared Basic Knowledge of Behavior Analytic Principles Behavior analysis services are greatly in demand for work with children in school, home, and community settings. Behavior analysts work as members of a team. Typically, they design programs that are then implemented by other people. In a school setting, the behavior analysts may be working with teachers and teaching assistants. In home situations, they will be working with families and staff to implement programs. Usually the behavior analysts do not work directly with the children (or do so infrequently for assessment purposes). Instead, they function as consultants working with staff and family implement the programs. For consistent and effective implementation of programs, it is essential that the individuals involved understand what they are doing and why. Therefore, it is imperative that the behavior analysts be able to communicate effectively about behavioral principles to people working directly with the child. Those implementing the plans must be able to identify the function(s) of the (problem) behaviors for the individual child and which factors in the environment are causing and/or maintaining the behaviors. It is not enough, for example, for a parent to follow a recipe for a token system, time out, or an incidental teaching protocol. Just as rote learning without understanding in children rarely generalizes to effective learning, so too individuals working to change problem behaviors will not be effective in doing so without understanding the principles involved. For example, using time-out when problem behavior is maintained by escape from an aversive task would likely function as a reinforcer and thus would fail to decrease problem behavior. Furthermore, motivation to follow through on all aspects of a plan, (particularly aspects which may be boring for the helper or be met with resistance from the child), often depends on understanding why these procedures are important. The premise here is that when all involved have the same basic knowledge of behavioral principles, it is easier to plan together, implement, and reassess treatment plans as a team. In order to take the role of team leader and educator of other team members, as described above, the behavior analyst should possess certain basic competencies. Shook and Favell (1996) list basic competencies which behavior analysts should be expected to demonstrate. This list was compiled through a national survey conducted by the Florida Department of Business and Professional Regulation as a means of updating the Florida Behavior Analysis Certification Examination. Two hundred fifty-six individuals from 35 states participated in this survey. All were certified behavior analysts in Florida or Oklahoma or full members of the Association for Behavior Analysis. The results were compiled into a list of 108 competencies (divided into 12 content areas) which were judged by the respondents to be important skills in behavior analysis. These competencies, (see Shook and Favell, 1996, or Shook, Hartsfield, and Hemingway, 1995, for the complete list), include skills relating to conducting a behavioral assessment using various methods to collect assessment information, summarizing and interpreting this information and designing treatment programs based on these. In addition, credentialed behavior analysts must be able to identify the characteristics of behavior analysis (and distinguish between behaviorism, the experimental analysis of behavior and applied behavior analysis) and identify legal and ethical considerations (e. …

This addition to the new Ethics Code for Behavior Analysts provides foundational values that permeate the ethics code and the practice of behavior analysis as a whole. This addition comes on the heels of seminal works in the field and discussions on limitations within our practice, specifically, within the realms of compassion, cultural responsiveness, and the need to be more aware, thoughtful, humble, and integrous to the needs of stakeholders including clients, colleagues, and the organization as a whole. The four core principles provide an underlying aspirational basis for behavior analytic conduct and should be prominent in practitioner decision-making, conduct, and practice. They can be viewed as guiding values that behavior analysts should commit to continuously across all settings. They provide an underlying philosophical framework that behavior analysts should come into contact and master in practice and with fluency with respects to clients, colleagues, related-service professionals, and all other stakeholders. It is not enough to be clinically sound; a behavior analyst must embody the core principles and be a human capable of providing care from a place of compassion, empathy, and love.

In his scholarly and thoughtful article, “Interesting Times: Practice, Science, and Professional Associations in Behavior Analysis,” Critchfield (2011) discussed the science–practice frictions to be expected in any professional organization that attempts to combine these interests. He suggested that the Association for Behavior Analysis International (ABAI) focus on its original science-advancement mission, including practice, but leave practitioner guild issues such as licensure to the Association of Professional Behavior Analysts (APBA). I concur. However, as Critchfield stated, ABAI can continue to offer much of interest to practitioners. In this response, I suggest that keeping our science–practice union as strong as possible would benefit all behavior analysts. I also describe relations between two major ecology and environmental science associations that may offer instructive parallels. Behavior analysis as a field is based not in a content area but on functional scientific principles, primarily those of operant and respondent learning. These principles encompass great breadth in both science and practice (a challenge in itself for behavior-analytic associations). Although these principles are increasingly being taught and incorporated in all relevant fields of science and practice, full acceptance is still distant. Therein lies an important common challenge.

The Science of Consequences: How They Affect Genes, Change the Brain, and Impact Our World

The New York State Association for Behavior Analysis (NYSABA) is a state chapter of the Association for Behavior Analysis International (ABAI) and an affiliate chapter of the Association for Professional Behavior Analysts (APBA). From early in the history of the organization, NYSABA leadership has included a consumer representative position on the Board of Directors. Historically filled by a parent of an individual receiving applied behavior analysis (ABA) services, this position has proven invaluable to the organization. As described in this article, the consumer representative has not only allowed for important dialogue among individuals we support and professionals but has also had a major impact on public policy around the practice of behavior analysis in this state. NYSABA has worked closely with consumer representation to expand organizational knowledge and to obtain support for efforts related to insurance coverage for behavior analysis services and licensure for behavior analysts. A discussion of these efforts and the impact of this relationship is presented, along with specific action steps that are recommended for any organization seeking to include consumer voices in their leadership.

The purpose of this paper is to provide an overview and research summary of peer-delivered Corrective Reading instruction. Emphasis is placed on a program entitled, Project PALS (Peer-Assisted Learning System) conducted in Washington State. It has been shown that Project PALS can improve the reading performance of high school students who have difficulty reading, including students at risk for school failure and those identified to receive education services. Finally, areas of future research are discussed. ********** Educational reform is at the forefront of national debates. The public is concerned about low achieving public schools; federal and state governments are taking action to instill changes in our schools so that academic success by all children can be realized. Statewide academic testing at various grade levels is being conducted nationwide for accountability and assessment purposes. Educators continue to search for school reform models and procedures that can make a difference in the education of our youth. Behavior analysis in education is a missing voice in current school reform and policy literatures. Parents and education consumer groups need to be convinced of the utility of behavior analysis in education to education reform for EVERY learner, and beyond special learners. John Stone's work (see http://cpaa.asu.edu/cpaa/v4n8.html and http://www.education-consumers.com) is one good source. There are several reasons why behavior analysts are in a prime position to have a great deal of impact on this school reform movement. First, behavior analysts routinely take the kinds of data the public and funding agencies want. Behavior analysts collect both summative and formative data. In fact, one of the attributes that distinguishes behavior analysts from others is their demand for and collection of data. Second, behavior analysts are trained to make data-based decisions. If the kinds of outcomes we expect are not being demonstrated, changes will be made. However, these changes will be made based on data rather than on testimonials or opinions. Third, behavior analysts have the technology to make meaningful changes in school settings. Effective instructional techniques stem from or are consistent with a behavioral framework. These procedures include, but are not limited to, Direct Instruction, Precision Teaching, Personalized System of Instruction, and Programmed Instruction (West & Hamerlynck, 1992) as well as Class-Wide Peer Tutoring, Strategic Instruction, and Cooperative Learning (Meese, 2001). Finally, behavior analysts have expertise in other areas of learning (e.g., functional living skills) that can be adapted to the teaching of academic skills. For example, peer- delivered instruction has a long and rich research base (Fulk & King, 2001; Lindsley & Johnson, 1997; Maheady, Sacca, & Harper, 1988; Meese, 2001). Therefore, taken together, behavior analysts are in a position to make a meaningful and significant impact in our public schools. This paper will address a serious academic problem in the U.S.; specifically, the reading deficits of our middle school and high school students will be examined. Instructional programs and techniques (i.e., Direct Instruction and peer-mediated strategies) that have been applied to this problem will be discussed. Finally, areas of future research will be presented. Project Follow-Through was the largest educational experiment in history, yet the databased results vindicating Direct Instruction and Behavior Analysis models were ignored and (allegedly) covered up. See Lindsley (1984, 1992) as well as http://darkwing.uoregon.edu/~adiep/ft/151toc.htm for further information. Overview of Reading Problems Over the years whole groups of high school students have experienced leaming failures, particularly in the area of reading, not necessarily because of cognitive deficits but because of poor instruction. …

Individuals diagnosed with a neurodevelopmental disorder also are commonly diagnosed with a medical comorbidity. Because of this, it is estimated that this population experiences nearly twice the incidence of pain or discomfort as their neurotypical peers. Although behavior analysts consider the effect of biological variables on a client's behavior, considerations of pain appear to be underdiscussed and understudied. The purpose of this article is to discuss how pain may interact with the efficacy of behavior analytic assessments and treatments, provide potential solutions to the barriers associated with pain states, and describe avenues to promote clinical research to improve our behavior analysis of pediatric pain while developing treatments for behavior problems such as aggression.

is an ordinary language term that appears to have value to the culture. is often determined by the admission of behavior. Creative behavior is a term that can be deconstructed by behavior analysts leading to training procedures to increase this behavior. Behavior analysis is a theory of context akin to evolutionary theory. In this type of theorizing the question is not if the context can be arranged to lead to greater amount of behavior but how to arrange the context to select for such behaviors. This paper attempts to serve as a preliminary essay on the selection of creativity, the production of novel products and forms of behavior through contingency co-adduction and derived stimulus relations, and the arrangement of the context to set the occasion for exploratory behavior that some would term curiosity. Special emphasis is placed on such use in incentive programs to increase creativity. Keywords: Creativity, verbal behavior, novelty Introduction In the operational analysis of psychological terms, Skinner (1948) discussed the importance of taking ordinary language phenomena and attempting to determine the contexts in which they occur. Skinner did not clearly lay out the determinants for whether an ordinary language phenomenon is significant for behavior analyst to explore specifically; however a general read of the work suggests a two prong test. Prong one--the term would need to be meaningful in the sense that properties or functions ascribed to the behavioral event would produce conditions that define the event. In addition, prong two the fruitfulness by specifying the functions and defining conditions, we can predict new events or control (increasing or decreasing the occurrence of such events according to cultural values). Creativity appears to be an ordinary language term that would meet this two-pronged test, for it is a term that has important social interest, particularly in the school system and for employers and it appears that behavior analyst's can do work to specify contexts to increase its occurrence. As Skinner (1974) pointed out, definitional issues have always plagued the study of creativity. Many would like to drive creativity into the organism and speak of a creative mind; however, the concept of the creative mind has always been plagued with problems including issues of mind-body dualism (Skinner, 1974). Behavior analysis represents an alternative tradition. Broadly viewed, the problems facing behavior analyst's studying creativity are the same as behavior analyst's interested in food and water seeking activities or for that matter any class of behavior. In essence, the problem is one of understanding behavioral variability. In coping with the problem, the behavior analyst is confronted with the task of specifying functional relationships that may exist between the behavior being observed, the relevant conditions and factors that affect the behavior, and biological constraints the behavior. In sort the questions become how do we define creativity? What factors make the person act creative? Behavior analysis takes a unique focus in the study of creativity as opposed to psychology because they are interested in developing a theory of context (Hayes & Hayes, 1992; Morris, 1988; Zuriff, 1980, 1985). This theory focuses on answering why questions as to orderliness and the workings of the phenomenon in reference to these environmental / contextual conditions. Context is not just setting specific but also the on going action in time (Morris, 2003). In behavior analysis, the context is broken down over scales of analysis that roughly correlate with different reference points. Thus, in the tradition of behavior analysis all behavior is: the joint product of (i) contingencies of survival responsible for natural selection and (ii) contingencies of reinforcement responsible for the repertoires of individuals, including (iii) the special contingencies maintained by an evolved social environment (Skinner, 1981 p. …