Behavior Analysis Certification Board Research Articles

Training Graduate Students to Enter Fieldwork Data Using Asynchronous Online Instruction.

The curr ent study aimed to evaluate the effects of asynchronous online instruction on correct fieldwork data entry for graduate students in behavior analysis preparing to sit for the BACB exam. Previous research has been conducted on using synchronous instructional methods to teach fieldwork data entry. To our knowledge, this is the first examination of a completely asynchronous approach to teaching the new Behavior Analysis Certification Board (BACB) fieldwork requirements (BACB, 2020a). Experimenters focused on the completion of daily fieldwork activities, as well as the completion of monthly fieldwork forms. Participants were 22 graduate students beginning their fieldwork experiences in pursuit of their board certified behavior analyst credential. Most participants did not reach the mastery criterion in baseline after only reviewing the fieldwork resources provided by the BACB for both phases. After undergoing training, all participants scored above the mastery criterion in their completion of both their daily fieldwork logs and monthly forms. • Fieldwork trainees taught to fill in Trackers and monthly forms. • Asynchronous online instruction used to teach data entry using mock fieldwork scenarios. • 18 of 18 participants in the Tracker Training improved from baseline. • 18 of 20 participants in the Monthly Forms Training improved from baseline. • Correct responding for 15 participants generalized to a novel scenario. Data suggest that asynchronous online instruction is an effective method to teach fieldwork data entry. • Social validity data suggest favorable views of the training.

Workplace Conflict in Applied Behavior Analysis: Prevalence, Impact, and Training.

Conflict, albeit normal in every relationship, can increase stress and tension. Workplace conflict is highly prevalent in the field of health care and has been correlated with lowered job satisfaction and burnout. However, little is known about workplace conflict for practicing Board Certified Behavior Analysts® (BCBAs®). We distributed an electronic survey through the Behavior Analysis Certification Board® (BACB®) to determine the impact and prevalence of workplace conflict for practicing BCBAs. Most of our participants reported various levels of conflict with different workplace professionals including teachers, caregivers, colleagues, and supervisees. We found that a high proportion of practitioners reported losing cases and wanting to leave their jobs because of workplace conflict. Most of our participants did not feel that they had the training they needed to have sufficient skills to resolve workplace conflict effectively. Therefore, in this article we outlined the component skills necessary to manage conflict effectively and made recommendations for training these skills.

Animal-assisted Interventions as an Adjunct to ABA Services: Clinician Practices and Perceptions.

Although the popularity of animal-assisted interventions (AAI) continues to increase, an examination of these practices among clinician populations that may incorporate AAI in their clinical services are largely absent from the literature. This study examined the practices and desirability of incorporating animals into ABA services. A total of 544 ABA clinicians completed a web-based survey. Data revealed respondents not only considered incorporating animals into ABA services (n = 307), but almost 20% (n = 107) also reported engaging in this practice. Dogs were reported as the most frequently incorporated animals and an examination of animal sources and prior training revealed substantial variability. Animal incorporation practices were viewed as desirable, feasible, and a majority of respondents reported being interested in AAI implementation. Implications of these results beget a discussion about potential adverse consequences to clients and clinicians that participate in these practices. This discussion includes physical safety risks, financial threats, and potential Behavior Analysis Certification Board (BACB) code violations. Animal welfare concerns, which are often omitted from discussions about AAI, are also discussed to inform clinicians of the added responsibilities that need to be considered. In total, survey results and the accompanying discussion should urge ABA clinicians to pause when considering the incorporation of animals into their clinical practices. No published articles could be found that examine the use of animal incorporation practices within the area of clinical ABA services. Personal and professional risks and animal welfare concerns associated with the utilization of these practices, as identified in this study, should inform programmatic decision-making by clinical practitioners and supervisors interested in engaging in these practices. Results of this survey highlight the potential need for modifications to professional standards and ethical codes of the BACB and state licensing authorities. As this is a novel area of investigation, this article illustrates the need for further empirical evaluation of animal-assisted interventions as an adjunct to ABA services.

Testimonials on the web: Evidence for violations of the professional and ethical compliance code for behavior analysts.

The Behavior Analysis Certification Board (BACB) prohibits the solicitation of testimonials from current clients and provides specific requirements regulating the use of testimonials from former clients. These regulations protect current clients from undue influence and prospective clients from unsc

Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting

In today’s climate, with the ever-increasing demand for competent behavior analytic services, it is necessary for behavior analysts to work across a variety of settings, including home, school, and community, overseeing instructional aide staff as the frontline providers of applied behavior analysis (ABA) services. It is common practice for ABA practitioners to provide the supervision and training to parents, caregivers, and direct-care staff, who may have limited knowledge and experience within the field of ABA. In 2013, the Behavior Analysis Certification Board (BACB®) initiated an effort to establish standards for the training of instructional aides and direct-care staff in the delivery of instructional and treatment services based on the principles of ABA. This new standard and credential is known as a Registered Behavior Technician™ (RBT®). The purpose of this study was to evaluate the training process outlined by the BACB, focusing specifically on the generalizability and long-term maintenance of newly acquired skills taught through a competency-based approach, to novel opportunities for implementation. Training was conducted through two methods: in vivo training with clients versus role-play with peers. Both these types of staff training approaches are commonly used instructional practices in the field of ABA.

The Apprentice: an Innovative Approach to Meet the Behavior Analysis Certification Board's Supervision Standards.

The Behavior Analysis Certification Board continues to increase the standards for supervision of trainees, which is needed in order for the field to continually improve. However, this presents a challenge for organizations to meet the needs of both their clients and their supervisees based on these increasing standards. Throughout the ages, experts in all trades have passed along their knowledge and skill through apprenticeship opportunities. An apprenticeship supervision model is described that allows Board Certified Behavior Analysts to supervise future behavior analysts by mentoring, educating, and training supervisees on the science of human behavior in a format that is mutually beneficial. This innovative supervision model is discussed as it applies to an applied behavior analysis human service organization with the goal of creating a system that results in high-quality supervision in a cost-effective manner while providing maximal learning for the supervisee. The organization's previous supervision difficulties are described prior to implementing the apprenticeship supervision model, and the benefits of developing and using the apprenticeship supervision model are outlined.

Evaluating Components of Behavior-Analytic Training Programs.

This study investigates the consistency of behavior-analytic training with the Behavior Analysis Certification Board's task list. A survey about the content of behavior-analytic training programs was sent to Behavior Analyst Certification Board (BACB)-approved training program directors. There were many program directors that felt particular areas do not have sufficient coverage (e.g., Behavioral Pharmacology, Biological Bases of Behavior, Organizational Behavior Management), and several program directors reported that their course sequence does not adequately prepare students in basic research. Results suggest that the evaluation of behavior-analytic training content may be warranted.

A Career in Behavior Analysis: Notes from the Journey.

Judith E. Favell received her bachelor’s degree in psychology from Illinois Wesleyan University in 1966, and earned her Ph.D. in developmental and child psychology from the University of Kansas in 1970. Throughout her career as a clinician, researcher, teacher, lecturer, and administrator, she has focused on the understanding and treatment of serious behavior disorders, such as self-injurious and aggressive behavior in individuals with autism and other intellectual and developmental disabilities. Her work has encompassed not only clinical domains, but also organizational, regulatory, legal, and policy issues, through testifying, chairing national task forces, serving as an expert witness, and writing guidelines and policies governing treatment in behavior analysis. Dr. Favell has authored numerous articles, monographs, chapters, and books; edited a leading journal and several newsletters; and served on the editorial boards of many others. She has presented extensively both nationally and internationally on a wide variety of topics related to serving individuals with intellectual, developmental, and emotional challenges. Her offices have included President of the Association for Behavior Analysis International (ABAI), President of the American Psychological Association’s Division on Developmental Disabilities, and President of the Behavior Analysis Certification Board.

An Alternative Strategy for Selecting a Graduate Program: Comments on Dixon et al. (2015).

While the rankings based upon frequencies of publication, supplied by Dixon et al. (2015), identify individuals and programs worthy of prospective students' attention, I have focused upon other criteria when mentoring students who are deciding where to apply for graduate study. Those criteria concern the student's particular interests, and questions concerning what it is like to work with a given mentor or within a given program. Besides perusals of web sites and queries directed to prospective mentors, students already working with that mentor can provide valuable information. Provision for hands-on training in the application of behavioral principles is essential to a high-quality program, and availability of conceptually oriented courses and of a supportive verbal community are additional considerations, especially if a mentor is not frequently available for informal conversation. As alternatives, the Behavior Analysis Certification Board's credential has the limitations of any multiple-choice examination as an evaluation of hands-on competence, and the accreditation of programs by the Association for Behavior Analysis International omits many mentorships that have trained outstanding behavior analysts via "apprenticeships" within programs that are not primarily behavior analytic.

Blurred Lines: Ethical Implications of Social Media for Behavior Analysts.

Social networking has a long list of advantages: it enables access to a large group of people that would otherwise not be geographically convenient or possible to connect with; it reaches several different generations, particularly younger ones, which are not typically involved in discussion of current events; and these sites allow a cost effective, immediate, and interactive way to engage with others. With the vast number of individuals who use social media sites as a way to connect with others, it may not be possible to completely abstain from discussions and interactions on social media that pertain to our professional practice. This is all the more reason that behavior analysts attend to the contingencies specific to these tools. This paper discusses potential ethical situations that may arise and offers a review of the Behavior Analysis Certification Board (BACB) guidelines pertaining to social networking, as well as provides suggestions for avoiding or resolving potential violations relating to online social behavior.

Multicultural alliance of behavior analysis standards for cultural competence in behavior analysis.

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. …

Emerging Opportunities in Higher Education: Applied Behavior Analysis and Autism

The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts. Relative to public/consumer demand, there are very few higher education programs that are equipped to train behavior analysts specializing in autism. Worldwide, there are only a few programs accredited by Association for Behavior Analysis International (ABAI), that have course sequences approved by the Behavior Analysis Certification Board (BACB), and have formal institutional course approval for classes in autism and behavior analysis. The purpose of this paper is to introduce a series of expert commentary on the context, content and systems required to build quality higher education programs in autism and applied behavior analysis. Together the articles in this special section of the European Journal of Applied Behavior Analysis form a resource for faculty and university administrators interested in the development of innovative and socially relevant training programs in higher education.

Destination unknown: A behavior analysis journey into Autism education using Sulzer-Azaroff and Associates’ Applying Behavior Analysis across the Autism Spectrum: A Field Guide for Practitioners

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.

A forgotten resource critical to the future of behavior analysis: Undergraduate psychology majors

The demand for board-certified applied behavior analysts is not being met, and there is a perception that fewer students are exposed to systematic courses in basic and applied behavior analysis than was true a generation ago. This article outlines how we have successfully implemented an undergraduate curriculum in behavior analysis within a traditional department of psychology. Certification credentials offered by the Behavior Analysis Certification Board facilitated the approval of this curriculum, and the cultural practice selection contingencies that supported the creation of our curriculum in behavior analysis may be similar at other comprehensive universities. Advice for developing an undergraduate program in behavior analysis within a psychology department is outlined. We also summarize strategies we have used to attract talented students to the courses and the significant impact these strategies have had on the number of our graduates who pursue graduate training in basic and applied behavior analysis. Attracting the best and brightest students to behavior analysis is critical to the future of the field.

University of North Texas: Master of science in behavior analysis.

In 1989, the University of North Texas was authorized by the Texas Coordinating Board of Higher Education to offer a master of science degree in behavior analysis. In 1990, the degree program appeared for the first time in the UNT Graduate Catalog. Due to the wide variety of career applications within behavior analysis, the program was designed to produce behavior analysts who could rise to whatever circumstance, opportunity, or challenge they faced--specifically, to perform at a high professional level in any of a variety of employment settings and/or to enter into doctoral programs with a thorough background in behavior analysis. In the paragraphs below, we briefly describe the curriculum, the enrollment history, the faculty, student involvement, and the current status of the program in the context of the department. Perhaps of greatest importance to most readers is what do UNT graduates do after receiving their master's degrees? Because our graduates can best answer that question, we asked a few of them, who represent the broad spectrum of activities and positions that characterize UNT graduates. Their answers are in the text boxes in the margins of this paper. Behavior analysis covers a large body of knowledge and a broad range of activities. The UNT program is fortunate in having an entire curriculum devoted to behavior analysis, as well as a faculty willing to accomplish the program's goal of preparing its students for interesting, remunerative, and fulfilling lifelong careers in behavior analysis. Toward that end, the program includes in-depth coursework in the principles, methods, techniques, theory, and philosophy of behavior analysis and it provides supervised experience in several areas of application and research. Students choose one of two concentrations: the applied concentration is for students who plan to seek employment upon obtaining the Master's Degree and the General/Research concentration is for students who plan to pursue a doctorate upon completion of the master's degree. The concentrations share 7 core courses that cover behavioral principles, surveys of experimental analysis and applied behavior analysis literatures, research methods, theory and philosophy, and quantitative methods. Students in the applied concentration go on to take three required courses in applications and have several additional applied electives to choose from, including a 2-course sequence in OBM and a 3course sequence in autism. General/research students take one required course beyond the core, one or two semesters of research problems, and one or two electives. Electives in both concentrations may be behavior analysis courses or courses in other departments. Computer science, business administration, psychology and biology courses, as well as seminar courses in behavior analysis have been chosen as electives. Applied students have a total of 3 faculty- supervised practica in at least two different applied fields and an internship that is faculty-approved and supervised by behavior analysts in the field. All students complete a data -based thesis, usually experimental in nature. The course requirements and course descriptions may be found on the department web page at www.scs.unt.edu/depts/behv UNT's master's degree program was the first graduate program to be accredited by the Association for Behavior Analysis (1993) and the first to be re-accredited (1998). Four of its faculty members are board certified behavior analysts (BCBA). Graduates of the master's program applied concentration will have met the eligibility requirements published by the Behavior Analysis Certification Board for taking the national examination. Enrollment History Prior to approval of the master's degree program, four graduate courses in behavior analysis had been offered each year between 1984 and 1989. Several students were enrolled during that period in an interdisciplinary master's degree program offered by the Graduate School. …