ABSTRACT Several nongovernmental organizations have arisen recently to grant credentials, typically certifications, to individual behavior analysts. The goal of these organizations is protecting consumers and verifying behavior analysts’ qualifying education and experience. Review of readily available information indicates considerable variation in the requirements and nature of the credentials. Given the proliferation of behavior analysis credentials and with multiple credentials available in some locations, the purpose of this paper is to provide a direct comparison of the publicly available information regarding each credential for behavior analysts practicing independently as well as the characteristics and credentialing procedures of the organizations. This may be helpful for behavior analysts considering which credential(s) to seek, and act as a guide for behavior analytic organizations providing credentials such as licensure and registration. In addition, the review could be helpful to governmental entities (e.g. licensing boards) considering which credential(s) might be an acceptable foundation for licensing behavior analysts.

Incorporating Qualitative Data when Training Behavior Analysts

Abstract Applied behavior analysis is a quantitative field. We calculate frequency of responses per minute, percentage of incorrect and correct responses, percentage of agreement across raters on a regular basis. The safety in numbers can be comfortable—they are clear and objective. However, numbers do not provide the whole picture of a person’s experience. Qualitative approaches provide valuable insights into the lived experience of people. Yet, undertaking qualitative approaches can be scary for those of us in a quantitative field. The subjective data and findings can be extremely challenging to navigate. There is also the matter of feeling like an imposter or a fraud. In this personal narrative inquiry, I tell my story of embracing qualitative approaches as a behavior analyst, the challenges and the surprising discoveries of the depths this data could help us reach. The relevance of qualitative approaches lies in understanding how various qualitative methods and approaches can enhance our understanding of lived experience. Some points about qualitative research are drawn out for context, and my personal experience is explored to show the journey, joys, and challenges of discovering and embracing qualitative research as a behavior analyst.

A qualitative study on the effectiveness of naturalistic developmental behavioral interventions for children with autism Spectrum disorder in Saudi Arabia.

Effects of Behavioral Skills Training on Board Certified Behavior Analysts Implementation of Trial-Based Functional Analyses

ABSTRACT Direct observation and measurement of behavior are the cornerstones of effective research and practice in applied behavior analysis (ABA). Despite the importance of data collection, little research is available to guide behavior analysts on issues, such as accuracy, as it relates to data collection integrity. In this paper we examined the extent to which observer reliability is influenced by observer load (i.e., the number of behaviors being simultaneously recorded) and response rate. Results show that both load and response rate may impact the reliability of data collected by newly trained direct care staff. Implications for the design of data collection systems will be discussed, as well as additional considerations and future directions needed on the topic of data collection integrity.

ABSTRACTEffective staff training and supervision are vital in human care services, influencing staff performance and the quality of care. This study explores the effectiveness of an 8 h training program for Board Certified Behavior Analysts (BCBA) in providing performance feedback, specifically in the context of a Paired Stimulus (PS) preference assessment. The training consisted of 5 h of instruction, exercises, and discussions, followed by 3 h of Behavioral Skills Training (BST), emphasizing performance feedback as a pivotal component. Using a concurrent multiple probe design across four supervisors, the results demonstrated substantial improvement in supervisors' ability to provide performance feedback, which in turn enhanced supervisees PS preference assessment skills. Furthermore, two of the four supervisees demonstrated mastery of feedback‐giving skills after receiving performance feedback and observing their supervisors being given feedback. The remaining two supervisees required direct instruction in feedback delivery in order to meet the mastery criteria. The study contributes to the limited literature on training supervisors to provide effective feedback and the importance of incorporating specific feedback‐giving skills in supervision training programs.

Supplemental Material for What Makes a Good Board Certified Behavior Analyst? Employer Opinions of Newly Credentialed Behavior Analysts

Abstract Researching qualitatively can act as a catalyst to critically evaluate assumptions of objectivity and reflexivity. This article provides reflections of researchers, trained (and practicing) in behavior analysis, who are navigating diverse qualitative research in quantitative spaces. Influenced by critical collaborative autoethnography, this article provides our individual reflections processed collectively during group conversations. Through these discussions we reflect on the tensions we have experienced as behavior analysts engaging in qualitative research. We explore and unpack what qualitative approaches have prompted us to question: what is science, where is truth located, who has knowledge, and how is it accessed? This article may look different to the research behavior analysts typically read; we hope this stimulates an imagination for all that qualitative research can offer, while simultaneously avoiding an uncritical idealization of these approaches. We aim to model discomfort within the article, as a powerful tool to think reflexively about how these tensions align with our own values as researchers, and those of the field at large.

Dissemination of applied behavior analytic scholarship to those outside the field can produce potent reinforcers. This discussion proposes that increasing dissemination requires the application of behavior analytic principles to scholarly behavior by applied behavior analysts. Its major premise is that increasing consumption of products of applied behavior analytic scholarship by those from outside the field requires distinct strategies to (a) attract individuals from outside the field to traditional outlets for applied behavior analytic scholarship and (b) increase the frequency of applied behavior analytic scholarship appearing in outlets that do not regularly feature it. A critical element of both strategies is the judicious adoption of methods or terminology from other disciplines. However, different approaches are required to implement each strategy. Practical tactics for individual applied behavior analysts to contribute to both strategies are also discussed.

ABSTRACTActive engagement broadly refers to the use of incidental teaching strategies and reinforcement‐based procedures to promote appropriate behavior, language, and skill acquisition in naturalistic instructional settings. Teaching instructional personnel (e.g., teachers, paraprofessionals) to consistently engage in these practices can be resource‐intensive and difficult to scale. This study evaluated the effectiveness of a brief, group‐based behavioral skills training model, combined with in situ feedback, to increase the use of incidental teaching and contingent reinforcement among trainees working with preschool‐aged children with developmental disabilities in an inclusive classroom setting. Seven adults participated in the training, which included instruction, modeling, role‐play, and feedback. Participants who did not meet performance criteria received in situ feedback during classroom activities. Results showed that most participants required in situ feedback to reach mastery, but once achieved, performance improvements were maintained for up to 20 weeks. These findings support the use of scalable training models that incorporate in situ feedback to promote active engagement strategies among emerging behavior analysts in applied educational settings.

Co-occurring psychiatric conditions and externalizing behaviors are prevalent among youths with neurodevelopmental disabilities (NDDs). For youths with NDDs and serious emotional and behavioral challenges, specialized inpatient psychiatric units are a critical part of the care continuum. Since 2011, the number of these units, their geographic distribution, and the diversity of their host institutions have expanded, and a coalescence has formed around a care model. This study aimed to examine these specialized units and describe their key features. A 41-item survey was developed and distributed in 2023 to organizations that have an inpatient psychiatric unit dedicated to youths with NDDs. Twenty units were identified, with at least one in every major U.S. geographic region; the directors of 13 units responded to the survey. These units served primarily male (70%), non-Hispanic (89%), White (62%) patients ages 13-18 years (57%) with autism spectrum disorder (88%). The average length of stay was 41.3 days (median=34.2 days). The average unit size was 15 beds. Most units were in psychiatric hospitals (62%) and were part of nonprofit organizations (77%). The units deployed multidisciplinary teams, with an average of seven disciplines represented. All units employed psychologists or board-certified behavior analysts. The number of specialized inpatient psychiatric units for youths with NDDs in the United States has more than doubled since 2011, and the geographic distribution of these units has widened. Nationwide, units use similar treatment models to provide a distinct form of targeted patient care to meet the needs of this growing and unique population.

PurposeAutistic children’s digressive utterances can disrupt therapeutic progress, yet remain understudied in China. This study investigates how Chinese therapists respond to such digressions during Naturalistic Intervention (NI) sessions, specifically exploring how they navigate the tension between structured therapeutic goals and spontaneous interactions while adapting evidence-based practices (EBPs) to individual child profiles and sociocultural contexts.Participants and MethodsApplying discourse analysis (DA), we analyzed 19 NI sessions involving five Board Certified Behavior Analysts (BCBAs; ≥2 years of experience; trained in NI) and ten Chinese autistic boys (aged 29–78 months; Level 1 ASD). Therapists delivered tailored NI sessions (4–30 hours/week), embedding communication goals within play-based routines. Sessions were video-recorded in therapeutic settings.ResultsTherapists employed seven distinct response practices spanning a directive-to-elicitory continuum. Immediate refocusing practices (restatement with nonverbal cues, digression-termination before refocusing, and integration) prioritized task adherence but risked further disengagement. Delayed refocusing practices (minimal acknowledgment before refocusing, accommodation before refocusing, and following the child’s lead before refocusing) validated children’s agency and elicited higher rates of goal-aligned responses. Digression-following practices fostered spontaneity but risked further divergence. Notably, accommodation and following the child’s lead before refocusing elicited the most contingent responses, while abrupt termination often provoked resistance. Senior therapists employed more diverse practices while favoring delayed refocusing practices, whereas juniors favored immediate refocusing practices. Practice selection was influenced by digression sub-focus, therapist experience, child characteristics, and sociocultural contexts.ConclusionFindings reframe digressions as agentic bids necessitating mutual adaptation, aligning with “the double empathy problem”. As the first DA study of therapist responses to digressions in China, this study underscores the clinical importance of culturally attuned flexibility for validating autistic agency while maintaining therapeutic progress. Based on the research findings, therapist training should emphasize reflective, context-responsive practices to enhance engagement across cultures.

This article presents a comprehensive literature review and strategic analysis of the rapidly evolving intersection between financial services and agentic AI technologies. Drawing on recent industry research and published studies, it synthesizes current trends and emerging opportunities for professionals navigating this transformative landscape. The analysis examines the distinct evolutionary phases of financial automation, from basic process automation to today's autonomous financial agents capable of complex decision-making with minimal human oversight. Through systematic review of workforce studies and industry reports published between 2022-2025, the article identifies critical niche technical competencies that create significant competitive advantages, including agent-based modeling, regulatory ontology engineering, and explainable AI for compliance. It further delineates emerging professional roles such as AI Compliance Architect, Automation Ethics Officer, and Financial Agent Behavior Analyst that blend technical expertise with domain knowledge. The article synthesizes research findings on performance improvements, risk reduction, and compensation premiums associated with these specialized skills and roles. Rather than presenting original empirical findings, this article's contribution lies in synthesizing disparate research streams to provide actionable strategic guidance for professionals seeking to position themselves advantageously in an AI-transformed financial services landscape. The analysis concludes with practical pathways for professional development, including interdisciplinary portfolio building, targeted certification programs, and open-source contribution strategies.

Behavior analysis and applied behavior analysis (ABA) have had many opponents since their inception. These opponents present challenges to the understanding and acceptance of our perspective and our professional practice. Asserting that behavior is a product of environmental circumstances is in opposition to our everyday language understanding of the cause of a person's behavior in that their behavior is determined not autonomous. From a clinical perspective this leads to finding environmental causes and then engineering procedures to produce socially meaningful change in behavior. This piece discusses some challenges from internal critics who place their brand of service above ABA.

This commentary critically appraises attacks on applied behavior analysis (ABA) from outside and—increasingly—within the field. Commonly repeated attacks are that ABA is coercive and suppresses individual identity, aligns with the medical model, causes trauma, and, in more extreme cases, constitutes abuse. We illustrate how these claims are based on unfounded criticism and longstanding myths about ABA and stand in direct contrast to the empirical foundations of behavior analysis. We also highlight how such criticism conflicts with over half a century of evidence that ABA supports autonomy and enhances wellbeing of people with autism and developmental disabilities. We call for self-reflection among well-meaning behavior analysts who repeat such criticisms and greater attention to evidence-based practice.

Abstract Date Presented 04/03/2025 This review synthesizes the best evidence to highlight the impact of interdisciplinary collaboration between OTs and behavior analysts in addressing the complex needs of children on the autism spectrum. Primary Author and Speaker: Katarina M. Garibian Contributing Authors: Marissa Fogg, Bella Sansone, Jewel Elias Crasta

Increasing job demands for board-certified behavior analysts (BCBA) put them at risk of stress and burnout. In other fields of allied health, emotional intelligence (EI) has been shown to be a protective factor that mitigates stress and burnout. However, the influence of EI on these adverse outcomes had not been examined in BCBAs. The purpose of this quantitative, associational study was to investigate the relationships between EI, workplace stress, and burnout in BCBAs. The theoretical framework for this study was based on Goleman’s (1995) theory of EI. A research survey adapting three scales—the TEIQue-SF (Petrides, 2023), Workplace Stress Scale (The Marlin Company and the American Institute of Stress, 2023), and the Burnout Measure, Short instruments (Malach-Pines, 2005)—were used to collect data on participants’ EI, workplace stress and burnout levels, demographic information was collected on professional roles, years of experience as a BCBA, age, gender, and race. Survey data for 45 participants were collected from Qualtrics and underwent descriptive, bivariate, and multivariate analyses. The results showed that BCBAs were adversely affected by both workplace stress and burnout. EI scores in BCBAs were not significantly associated with workplace stress or burnout. Workplace stress levels for novice BCBAs were higher than for BCBAs with more experience. The authors offer recommendations to address burnout early through proactive education and training that helps practitioners develop strategies to cope with the demands of the job.

As a data-driven science, the field of behavior analysis necessitates accumulating evidence for research and theory development and clinical intervention. The most comprehensive evidence will come from systematic review and meta-analysis of a given topic. Systematic reviews comprise an established set of methods for collecting and synthesizing a body of research to identify trends, examining the strength of evidence and potential sources of bias, and identifying areas in need of further investigation. Despite their utility and widespread use in other disciplines, systematic reviews are underused in many behavior analysis domains. This technical report is part of a series on research synthesis methods in behavior analysis, with Part 1 focusing on systematic reviews and Part 2 focusing on meta-analysis. In Part 1, we provide a step-by-step guide to conducting systematic reviews using current best practices and adhering to international guidelines. Examples of tables and figures commonly included in these types of reviews are also provided. We conclude by emphasizing the importance of these reviews for behavior analysis research, practice, and theory and calling for increased numbers of published systematic reviews in behavior analysis. Finally, we provide annotated references to additional in-depth methodology resources for the interested behavior analyst.

There is a need for more attention to the importance of substantial parent involvement in programming for autistic children in community-based care. More encouragement is needed to ensure that practitioners prioritize parental training and involvement throughout interventions, including practitioner-led in-home applied behavioral analysis (ABA) interventions. There has been little to no research on the feasibility and efficacy of adding parental training to in-home practitioner-led ABA interventions. This study is intended to begin the consideration of efficacy by reporting on a series of focus groups involving parents of autistic children and the Board Certified Behavioral Analysts (BCBAs) and Registered Behavior Technicians (RBTs) who work with them. Method: Focus group meetings were conducted with a total of 18 participants: 7 family members, 5 RBTs, and 6 BCBAs drawn from two provider sites. Transcripts were generated, and data was analyzed using Braun & Clarke's reflexive thematic analysis, a method for analyzing and interpreting qualitative data that involves systematically generating codes in order to develop themes. Findings: The findings are described using three main themes: (1) barriers to family involvement in applied behavioral analysis programming, (2) facilitators of family involvement in applied behavioral analysis programming, and (3) recommendations for improving family involvement in applied behavioral analysis programming. Conclusions: There are logistical challenges in involving parents in in-home interventions when they occur in evening hours when the family has multiple other responsibilities. However, being in-home also presents opportunities not available in school or clinic settings. The recommendations provided offer an initial road map to advancing parent training components.