Behavior Analyst Certification Board Research Articles

Unrestricted Learning Opportunities for Trainees in Behavior Analysis: A Survey of Current Practices

AbstractIndividuals seeking certification as a board certified behavior analyst (BCBA) by the Behavior Analyst Certification Board (BACB) must meet certain eligibility requirements. In addition to passing the BCBA examination, such requirements include completion of a master’s degree, behavior-analytic coursework, and supervised practical fieldwork. In accruing fieldwork hours, trainees must be provided with the opportunity to complete unrestricted activities. The BACB defines unrestricted activities as “. . . those that are most likely to be performed by a BCBA,” and requires that 60% of fieldwork hours are comprised of these activities (BACB, 2022b). Fieldwork hours may be accrued across a number of different host sites (e.g., hospital units, schools, community locations), with each host site having different day-to-day responsibilities affecting how these opportunities are provided. Therefore, exploration of the provision of these opportunities and the barriers to providing these opportunities is warranted. The current study sought to determine the current practices involved in provision of opportunities to gain fieldwork experience hours towards BCBA certification; in particular, practices related to unrestricted fieldwork activities. Results indicate that, although unrestricted learning opportunities are often provided to trainees, contingencies present within the day-to-day operations of a clinical environment can be hampering. A discussion of the implications of these barriers and potential solutions are included.

Contextualizing Contemporary Research Ethics Policies and Practices in Significant Historical Events

AbstractTheEthics Code for Behavior Analysts(BACB Code; Behavior Analyst Certification Board®, 2020) includes six items in “Section 6—Responsibility in Research'' that cover the protection of human participants in research activities conducted by Board Certified Assistant Behavior Analysts® and Board Certified Behavior Analysts®. This article provides a brief primer regarding significant historical events and foundational documents that have resulted in the contemporary research ethics policies and practices in the field of behavior analysis. This walk through the last century from the Nuremberg Code to the Declaration of Helsinki, the Belmont Report, and 45 CFR Part 46—Protection of Human Subjects provides a summary of why the codification of requirements such as “informed consent” and “Institutional Review Board” oversight was necessary. The linkages between these historical events and the current BACB Code items are discussed. In addition, situations in which the BACB Code does not provide explicit instruction but foundational documents may provide additional guidance are considered. Finally, opportunities for future data-driven decision making in research ethics are offered.

Behavioral contrast: An exploratory survey of practitioner experiences.

Behavioral contrast is defined as a change in reinforcement conditions in one context that causes a change in behavior in the opposite direction in another, unchanged context. Although behavioral contrast has implications for applied behavior analysts, researchers have not examined ramifications or identified common methods of mitigating contrast in applied settings. Therefore, we surveyed Board Certified Behavior Analysts in an exploratory investigation to determine practitioner experiences with behavioral contrast. Participants' responses reflected a variety of themes: contrast resulted in conversations with stakeholders; supporting stakeholders and mitigating factors are important; contrast is due to inconsistencies across settings; and contrast affects stakeholder buy-in, hurts rapport or relationships, and produces negative emotions. Our results suggest that contrast is not an innocuous occurrence in applied settings. We recommend a variety of areas for future research to further predict and control contrast and to identify the extent to which it affects clinical practice.

Guidance and Recommendations When Developing an Introductory Graduate-Level OBM Course

ABSTRACT Recent developments in the field of behavior analysis have resulted in Board Certified Behavior Analysts® who typically deliver services in clinical settings engaging in activities that require training and experience in organizational behavior management (OBM). The Behavior Analyst Certification Board recognizes the need for credentialed professionals to receive OBM-specific training and currently requires 30 hours of graduate coursework in personnel supervision and management. However, the growth of faculty qualified to teach OBM courses does not match the growth in interest in OBM, which could result in instructors teaching topics outside their scope of competence. To provide OBM instructors with guidance on appropriate content when creating and teaching graduate-level OBM courses, the OBM Network Board of Directors created the Research and Education Committee. The committee was tasked with supporting quality education and research in OBM. This paper presents the committee’s initial recommendations for developing a graduate-level OBM course. Specifically, we provide information regarding core and supplemental content, and sourcing the materials needed for teaching these courses. We also outline several other variables that must be considered before finalizing an OBM course.

Priorities, barriers, and facilitators for nutrition-related care for autistic children: a qualitative study comparing interdisciplinary health professional and parent perspectives.

Children with autism spectrum disorder often face nutrition-related challenges, such as food selectivity, gastrointestinal issues, overweight and obesity, and inadequate nutrient intake. However, the role of routine nutrition-related screening or care by interdisciplinary health professionals is not well understood. This study aimed to compare the beliefs of health professionals with those of parents of autistic children regarding high-priority nutrition-related challenges, barriers and facilitators to care, and desired education and resources related to nutrition for autistic children. Interdisciplinary health professionals (n = 25) (i.e., pediatricians, occupational therapists, speech-language pathologists, board certified behavior analysts, registered dietitians) and parents of autistic children (n = 22). The study used semi-structured phone interviews, which were recorded, transcribed, verified, and double-coded using the Framework Method. Thematic analysis of transcripts revealed that while health professionals and parents of autistic children shared some perspectives on nutrition-related challenges and care, they also had distinct viewpoints. Parents emphasized the importance of addressing food selectivity, behavioral eating challenges, sensory issues, and sleep disturbances affecting appetite. Both groups acknowledged the need for tailored support, access to an interdisciplinary care team, and reasonable expectations. Some health professionals perceived parents as lacking motivation or the ability to make changes. In contrast, many parents felt that health professionals lacked the knowledge and motivation to take nutrition or growth concerns seriously. Health professionals acknowledged that their lack of knowledge or capacity to provide nutrition education or referrals was a common barrier to care, particularly given limited community resources. Health professionals who serve autistic children are motivated to address nutrition-related challenges but lack resources related to nutrition. To promote better health outcomes for autistic children, professionals should identify and support parent motivations around nutrition-related care. Both groups expressed interest in accessing autism-specific resources for education, referral, and screening guidance. Future research could explore the development of healthcare training models that improve the competency of health professionals in providing nutrition care and referral for autistic children.

Putting Concepts Into Action: A Brief Description of 2022 BACB Ethics Code Standard 1.07 & Actionable Recommendations for Evolving Practices of Behavior Analysts.

For over a decade, behavior analysts have been calling for more culturally responsive practices. Within the newest edition of the Ethics Code for Behavior Analysts, one addition in particular was Standard 1.07 Cultural Responsiveness and Diversity (Behavior Analyst Certification Board, 2020b). The inclusion of this new standard shows positive movement but there is more to unpack. This article seeks to contextualize the relevance and necessity of Standard 1.07 both at a societal level and within the field of applied behavior analysis (ABA). A timeline of previous calls to actions and changes within ABA that align with the inclusion of this standard is discussed along with the obstacles that hindered progress. Lastly, directions are provided for how to make behavior analytic practices more culturally responsive through confronting our personal biases, using culturally responsive pedagogies, updating and adapting our practices regarding the selection of target skills and assessment administration, and collaborating with our clients and their teams. Through an understanding of its urgency and direct applications into our work, this article seeks to aid behavior analysts in shifting our practices to being more culturally responsive.

A Survey of Community Providers on Feeding Problems in Autism Spectrum Disorder.

Feeding problems, ranging from mild to severe, are common in children with autism spectrum disorder. We conducted a 15-item online survey of community providers to gather information on service demand and current treatment approaches for this clinical population. Respondents, speech-language pathologists, occupational therapists, registered dietitians, and Board-Certified Behavior Analysts, were recruited via e-mail listservs, professional conferences, continuing education programs, social media and electronic newsletters. The survey included questions about professional discipline, years in practice, patient population served, feeding problem types, therapeutic approaches, and level of interest in parent-mediated interventions. A total of 541 community practitioners responded to the survey; 419 provided usable data. Across all providers, 97% (n = 406) reported seeing children with ASD and feeding problems. Of these, 90% (n = 367) offered treatment. Providers (n = 23) who did not treat feeding problems cited "insufficient training." Most common presenting problems included limited dietary variety, texture sensitivity, and disruptive mealtime behavior. Although treatment approaches varied across disciplines, 89.3% indicated openness to parent-mediated treatment. These results indicate a high demand for treatment of children with ASD and feeding problems across disciplines. Food selectivity was the most common problem. Treatment approaches varied across disciplines. Dissemination and implementation of evidence-based, parent-mediated intervention is warranted.

A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts.

The online version contains supplementary material available at 10.1007/s40617-023-00805-0.

The History of the Behavior Analyst Certification Board’s Ethics Codes

AbstractAs the primary certification organization in behavior analysis, the BACB has published nine ethics-based documents and codes since its inception in 1998. The ethics standards in these publications have served as the basis of ethics education and disciplinary enforcement in applied behavior analysis for over 2 decades. As it is important for developing professions to document their evolution for later historical analysis, the purpose of this article is to describe the development and evolution of the BACB’s ethics-based documents and codes.

An assessment of the qualities and behaviors of exemplary practitioners: Perspectives from international and award-winning behavior analysts

ABSTRACT Identifying potential qualities and corresponding behaviors that contribute to effective behavior analytic service delivery may assist practitioners in strengthening their behavioral repertoire and overall client/family/staff outcomes. Credentialed (Board Certified Behavior Analyst – Doctoral or Board Certified Behavior Analyst) individuals practicing outside of the United States of America, and award-winning behavior analysts in the field, were presented with the Exemplary Behavior Analyst Checklist (EBAC; Zayac et al., 2021) and rated the extent to which they believed exemplary behavior analysts display each quality and engage in the associated behaviors. Respondents also selected a “top 10” list of the qualities they believe are important to being/becoming an exemplary behavior analyst. Comparisons of these rankings are made to prior research on the EBAC along with a discussion about the implications for training and continued applications of the EBAC in the field. Limitations of the current studies are identified as well as useful recommendations for future research.

Machine learning determination of applied behavioral analysis treatment plan type

BackgroundApplied behavioral analysis (ABA) is regarded as the gold standard treatment for autism spectrum disorder (ASD) and has the potential to improve outcomes for patients with ASD. It can be delivered at different intensities, which are classified as comprehensive or focused treatment approaches. Comprehensive ABA targets multiple developmental domains and involves 20–40 h/week of treatment. Focused ABA targets individual behaviors and typically involves 10–20 h/week of treatment. Determining the appropriate treatment intensity involves patient assessment by trained therapists, however, the final determination is highly subjective and lacks a standardized approach. In our study, we examined the ability of a machine learning (ML) prediction model to classify which treatment intensity would be most suited individually for patients with ASD who are undergoing ABA treatment.MethodsRetrospective data from 359 patients diagnosed with ASD were analyzed and included in the training and testing of an ML model for predicting comprehensive or focused treatment for individuals undergoing ABA treatment. Data inputs included demographics, schooling, behavior, skills, and patient goals. A gradient-boosted tree ensemble method, XGBoost, was used to develop the prediction model, which was then compared against a standard of care comparator encompassing features specified by the Behavior Analyst Certification Board treatment guidelines. Prediction model performance was assessed via area under the receiver-operating characteristic curve (AUROC), sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV).ResultsThe prediction model achieved excellent performance for classifying patients in the comprehensive versus focused treatment groups (AUROC: 0.895; 95% CI 0.811–0.962) and outperformed the standard of care comparator (AUROC 0.767; 95% CI 0.629–0.891). The prediction model also achieved sensitivity of 0.789, specificity of 0.808, PPV of 0.6, and NPV of 0.913. Out of 71 patients whose data were employed to test the prediction model, only 14 misclassifications occurred. A majority of misclassifications (n = 10) indicated comprehensive ABA treatment for patients that had focused ABA treatment as the ground truth, therefore still providing a therapeutic benefit. The three most important features contributing to the model’s predictions were bathing ability, age, and hours per week of past ABA treatment.ConclusionThis research demonstrates that the ML prediction model performs well to classify appropriate ABA treatment plan intensity using readily available patient data. This may aid with standardizing the process for determining appropriate ABA treatments, which can facilitate initiation of the most appropriate treatment intensity for patients with ASD and improve resource allocation.

Teaching Supervisory Skills to Behavior Analysts and Improving Therapist-Delivered Discrete Trial Teaching

ABSTRACT This study evaluated a systematic method of training and evaluating supervisors in Applied Behavior Analysis (ABA) settings. Using a concurrent multiple baseline across subjects design, this study assessed the use of a training protocol designed to teach masters’ and doctoral-level Board Certified Behavior Analysts® (BCBA®s/BCBA-D®s) to supervise therapists administering discrete trial teaching (DTT) sessions for children with autism spectrum disorder. Therapists’ performances before and during training for their supervisors was also assessed. Results revealed that the implementation of systematic supervision training improved supervisor and therapist performances when compared to baseline values.

Pay Equity Among Behavior-Analytic Practitioners Who Serve Children.

Pay disparities have numerous adverse effects upon organizations, employees, and clients, which can affect the organization's ability to deliver services, including culturally responsive services. Evidence is accumulating that pay inequity, particularly among females and males, is present within the field of behavior analysis (Li et al., 2018; Vance & Saini, 2022). The purpose of the present study was to examine the annual income of Board Certified Behavior Analysts (BCBA) and doctoral-level BCBAs (BCBA-Ds) who work with children, with a particular focus on the impact that salary practices have on the provision of services to this age group. A survey was distributed to collect information regarding annual income, demographics, and various aspects of service delivery. The sample included 236 (96.7%) BCBAs and eight (3.3%) BCBA-Ds who had been in the field an average of 11.3years (N = 244). Annual income for female BCBAs and male BCBAs was $74,888 and $79,140, respectively. For those who served children and adolescents, female respondents earn an annual average of $75,840, while male respondents earn an average of $74, 673. The annual incomes of female BCBAs that served urban, rural, and combined rural and urban regions were $76,931, $69,198, and $77,199, respectively. The observed differences between service regions were statistically significant, whereas the difference observed between females and males was not. Considering this, females made less than male counterparts in nearly every comparison, which is alarming. The present study adds to the growing list of observations indicating that a change in salary practices is needed to improve behavior-analytic service delivery to clients.

A Preliminary Survey of Pediatric Feeding Experience and Practices among Behavior Analysts

We surveyed Board Certified Behavior Analysts (BCBAs®) about their experiences with pediatric feeding problems. Results show that the most common forms of inappropriate mealtime behavior with which behavior analysts have worked are passive refusal, head turns, and elopement from the feeding area. The most common intervention techniques used by BCBA®s when working with feeding problems are shaping and graduated guidance. BCBAs® work most often with occupational therapists and speech-language pathologists when providing feeding-related services. We conclude by providing recommendations to equip behavior analysts to better manage feeding cases.

Evaluating Sources of Continuing Education and Professional Development Used by Behavior Analysts.

Board certified behavior analysts (BCBAs) are required to accrue continuing education units (CEUs) every 2 years, and to regularly engage in professional development. Identifying sources of CEUs and professional development activities, what factors BCBAs consider when choosing them, and their preferences and opinions could help inform the provision of CEU and professional development activities. However, little is known about those collective sources nor the preferences of behavior analysts in obtaining them. We surveyed individuals certified as BCBAs or board certified assistant behavior analysts through the Behavior Analyst Certification Board mass e-mail service to identify trends in CEU accruement and professional development and factors driving individuals to certain sources over others. Respondents indicated they value and believe peer-reviewed articles, in-person conferences, and well-known speakers over less verifiable sources such as social media platforms (e.g., Facebook groups or podcasts). Implications for improving the accessibility of high-quality sources of CEUs and professional development are discussed.

Preliminary Results of an Interdisciplinary Behavioral Program to Improve Access to Preventative Dental Care for Adults With Intellectual and Developmental Disabilities.

Adults with intellectual and developmental disabilities (AIDD) experience significant oral health disparities, partially due to perceived behavioral issues. This article describes the preliminary outcomes of a developing interdisciplinary (dental, medical, behavioral) program involving a behavioral intervention for AIDD previously receiving preventative dental care with sedation, general anesthesia, or protective stabilization (SAS). After a baseline assessment, a board-certified behavior analyst implemented increasingly complex behavioral interventions during simulated dental visits. Prior to COVID-19 pandemic-related restrictions, there were 32 active participants; 15 (46.9%) successfully completed a focused, real dental exam with simple behavioral interventions and 17 (53.1%) remain in treatment. These preliminary results suggest that many AIDD previously receiving SAS may participate in a preventative dental exam with minimal behavioral supports, if given the opportunity.

Examination of Ethical Decision-Making Models Across Disciplines: Common Elements and Application to the Field of Behavior Analysis.

Human service practitioners from varying fields make ethical decisions daily. At some point during their careers, many behavior analysts may face ethical decisions outside the range of their previous education, training, and professional experiences. To help practitioners make better decisions, researchers have published ethical decision-making models; however, it is unknown the extent to which published models recommend similar behaviors. Thus, we systematically reviewed and analyzed ethical decision-making models from published peer-reviewed articles in behavior analysis and related allied health professions. We identified 55 ethical decision-making models across 60 peer-reviewed articles, seven primary professions (e.g., medicine, psychology), and 22 subfields (e.g., dentistry, family medicine). Through consensus-based analysis, we identified nine behaviors commonly recommended across the set of reviewed ethical decision-making models with almost all (n = 52) models arranging the recommended behaviors sequentially and less than half (n = 23) including a problem-solving approach. All nine ethical decision-making steps clustered around the ethical decision-making steps in the Ethics Code for Behavior Analysts published by the Behavior Analyst Certification Board (2020) suggesting broad professional consensus for the behaviors likely involved in ethical decision making.

Toward a Data-based Approach to the Selection of Applied Behavior Analysis Program Characteristics.

There is a paucity of data that describe how program characteristics relate to program outcome goals. This gap limits the use of data to guide and support decisions concerning the selection of applied behavior analysis (ABA) program characteristics. Therefore, the purpose of the present study was to describe a methodology for the evaluation of the relationships between program characteristics and program outcome goals in the context of identifying the ideal program characteristics to propose for a new master of science in ABA program at Franciscan Missionaries of Our Lady University (FranU). For FranU, 11 program characteristics, enrollment, and the 2019 board certified behavior analyst (BCBA) pass rates were selected as variables. We provide a description of the procedures, data analysis and a general overview of our findings. The utility of the methodology for future research is also discussed.

Supervision for Aspiring Behaviour Analysts in Australia: An Exploration of Current Practices, Challenges, and Opportunities

Effective supervision is a key component of the development of effective and ethical behavior analytic repertoires. However, the provision of supervision may be challenging in countries where behavior analysis is an emerging profession and there are few qualified practitioners. We conducted a mixed-methods survey study to examine the supervision practices of board certified behavior analysts (BCBAs) in Australia, and perceived challenges related to the provision of supervision. Respondents reported using a variety of supervisory practices to meet the demand for supervision, but a lack of time, resources, and geographical location posed challenges. Based on these findings, we provide several recommendations for addressing identified challenges. Although each recommendation has been contextualized to meet the needs of the Australian behavior analytic community, these recommendations may be useful in other parts of the world where behavior analysis is an emerging profession or there are few BCBAs to meet the needs of a growing behavior analytic workforce.

Effects of an Adapted Telehealth Training Curriculum for Registered Behavior Technicians®.

ObjectivesWe evaluated a telehealth training curriculum to prepare Registered Behavior Technicians® (RBTs®) to conduct caregiver coaching on behavior analytic skills via telehealth.MethodsA non-concurrent multiple baseline across therapists design was used to evaluate the training procedures delivered by Board Certified Behavior Analysts® (BCBAs®). All therapists (RBTs) worked with one family during the baseline and training phases and an additional session was conducted with a different family during the novelty probe condition to see if therapists were able to perform the newly acquired skills without BCBA support.ResultsSeven therapists who received behavioral skills training on the curriculum reached mastery criteria within three sessions. All RBTs were able to provide caregiver coaching via telehealth with high degrees of fidelity and were able to independently conduct a telehealth session with a new family without support from the BCBA.ConclusionsResults of the current study provide support for the use of the telehealth training curriculum to prepare RBTs to conduct ABA services via telehealth.