Behavior Analyst Certification Board Research Articles

Three Important Things to Consider When Starting Intervention for a Child Diagnosed With Autism

We and our colleagues in the Applied Behavior Analysis (ABA) Center at St. Mary's Residential Training School in Alexandria, Louisiana have been charged with designing day programs for youngsters with intellectual disabilities, some of whom are also diagnosed with autism spectrum disorders (ASD). Here we discuss the main factors we consider when developing intervention programs for young elementary school-aged learners with those diagnoses. First, we try to do a frank assessment of the resources available in the setting, including the skills of the practitioners who will oversee and deliver the intervention. The Behavior Analyst Certification Board®Task List for Board Certified Behavior Analysts® Working With Persons With Autism© (BACB, 2007) provides useful guidance. Due to the lack of graduate training programs in behavior analysis near the Center and other factors, the supervisory staff currently comprise a Board Certified Assistant Behavior Analyst (BCaBA) who is working to meet eligibility requirements to sit for the Board Certified Behavior Analyst (BCBA) exam (the first author) and two people who are working toward BCaBA certification. All of those individuals are supervised regularly on site and via videoconferencing by an experienced BCBA-D (the second author). Other experienced BCBA-Ds provide periodic on-site consultations. Most of the direct intervention is provided by paraprofessional staff (some with bachelor's degrees) who receive training in ABA principles and methods on the job from the Center supervisors, the supervising BCBA-D, and the consultants. Another general resource consideration is the time available for intervention. At present, programming is provided in the ABA Center for 5 days each week, about 5 hours per day, for 11 months of the year. We try to take these general personnel and time constraints into consideration in choosing realistic intervention goals and objectives for each learner.

Training Practitioners to Evaluate Evidence About Interventions

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

The effect of behavioral skills training with general‐case training on staff chaining of child vocalizations within natural language paradigm

AbstractThis study used behavioral skills training (BST) and general‐case training (GCT) in which the experimenter simulated child performance to teach three staff to conduct NLP and response chaining to increase three‐link vocal chains in three children with autism. Staff increased their correct NLP performance during post‐training in comparison to baseline. Two of three children emitted more vocal chains following training. This study demonstrated that BST and GCT were effective in training NLP and response chaining. When assessing social validity, both Board Certified Behavior Analysts (BCBAs) and teachers did not indicate an increase in staff members' teaching skills. Future research should develop effective technologies to chain vocal behavior and to teach staff and parents to implement response chaining. Copyright © 2009 John Wiley & Sons, Ltd.

Behavior analyst use of and beliefs in treatments for people with autism

AbstractWith the increase in the numbers of children diagnosed with autism and scientific support solely for Applied Behavior Analysis (ABA) treatment, a proliferation of professionals have sought ABA training to provide services to this population. However, not all have been reportedly providing solely ABA services. This study surveyed Board Certified Behavior Analysts (BCBAs; N = 469) concerning their beliefs, endorsement, and use of a variety of scientifically supported and unsupported treatments for people with autism. Although not all endorsed using ABA, BCBA professionals most widely reported using ABA and ABA‐related treatments. Surprisingly, BCBAs endorsed and used all types of treatments, despite their beliefs that the treatments were difficult to implement, not cost effective, and not supported by research. Copyright © 2008 John Wiley & Sons, Ltd.

The Behavior Analyst Certification Board and the Profession of Behavior Analysis

As applied behavior analysis has matured as a field, matters regarding credentialing have followed. Such issues surround how to identify quality behavior analytic services and to ensure that they are delivered to consumers. The Behavior Analyst Certification Board was developed to address such concerns. In this paper, we discussed the current status and impact of the BACB, along with several challenges that are facing the profession. Suggested solutions for managing these challenges are provided.

The Florida Child Welfare Behavior Analysis Services Program

Abuse, neglect, or both often result in removing children from their homes and placing them in foster care. As a result of these experiences, many children learn unhealthy behaviors. These “behavioral challenges” often lead to a cycle of multiple placement disruptions and progressively more restrictive placements. The philosophy, science, and technologies of behavior analysis are well suited to address this cycle. The Florida Department of Children and Families Behavior Analysis Services Program (BASP) is a behavior analysis initiative, combining research with service provision, developing and implementing data-based practices. Since 2001, the BASP has operated through statewide contracts with behavior analysis programs at the University of Florida and the University of South Florida. The BASP employs board certified behavior analysts and offers promise for the continued development of best practices. This article provides a description on the foundations, development, and current status of the BASP.

Towards an understanding of evidence-based practice.

The past two decades have seen a rise in use of term practice' and a simultaneous increase in variations in its definition and evaluation. Some of variability may be attributed to differing, but related, conceptualizations of what constitutes an evidence-based practice across disciplines. Review of literature reveals that a wide variety of professions and professional organizations are wrestling with this topic area. Such disciplines include, but are not limited to, medicine, clinical psychology, school psychology, counseling, behavior analysis, education, and nursing (Kazdin, 2006). Using our backgrounds as an example, it is clear that we--like many of readers of Journal of Early Intensive Behavior Intervention--have training and experience that involves numerous disciplines. Specifically, we both received training in experimental psychology before entering a school psychology doctoral program where we were intertwined in both regular and special education. We were fortunate to receive additional training in a clinical psychology internship and have worked in early intervention settings, school-aged programs, and with adults receiving residential services. In addition, we are also Board Certified Behavior Analysts. Thus, for demonstration purposes, we focused our attention to our governing organizations for insight and clarification regarding evidence-based practices. The National Association of School Psychologists' (NASP) Professional Conduct Manual states that school psychologists are expected to engage in services which are delivered following completion of a strategic planning process based on needs of consumers and an empirically supported program evaluation model (NASP, 2000, pg. 51). Moreover, federal regulations now mandate use of based in selection and design of instructional strategies (Individuals with Disabilities Education Improvement Act of 2004; No Child Left Behind Act of 2001). The American Psychological Association (APA) Presidential Task Force on Evidence-Based Practice--which evolved from an APA Division 12 (Clinical Psychology) Task Force--defines evidence-based practice in its position paper as the integration of best available research with clinical expertise in context of patient characteristics, culture, and preferences (APA, 2006, p. 273). Finally, as Board Certified Behavior Analysts, we operate under Behavior Analyst Certification Board Guidelines for Responsible Conduct for Behavior Analysts which explicitly states that a behavior analyst responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procedures have been validated as having both long-term and short-term benefits to clients and society (BACB, 2004, Section 2.09a). Although these guidelines may imply a united front across disciplines with regards to an interest in utilizing treatments that work, implementation is a challenge since these terms are too vague to actually prescribe criteria to one's practice. Within broader scope of psychology and education, various other groups are attempting to delineate evidence-based practices further. For instance, both Divisions 17 (Society of Counseling Psychology) and 29 (Psychotherapy) of APA have established task forces to arrive at standards of evidence-based practice (APA, 2006). The Society for Behavioral Medicine has also established similar criteria (Davidson, Trudeau, Ockene, Orleans, & Kaplan, 2003). In addition, Council for Exceptional Children (CEC) called upon its Professional Standards & Practice Committee, as well as its Division for Research, to make proposals for evidence-based practice criteria (CEC, 2006). Finally, Association for Behavior Analysis International recently launched Evidence-Based Practices Special Interest Group (EBP SIG) aimed at translating behavioral research to practice in an effort to provide evidence-based practices to general public. …

IDEIA and the means to change behavior should be enough: Growing support for using applied behavior analysis in the classroom.

What and students do can be understood. By analyzing the classroom, can make themselves more organized and more responsible so that they can encounter fewer disappointments (Heward & Wood, 2003). This available method by which the environment can be analyzed to understand behavior is called Applied Behavior Analysis (ABA). ABA is a scientific approach for discovering environmental variables that reliably influence socially significant behaviors and developing technology of behavior change that takes practical advantage of those discoveries (Cooper, Heron, & Heward, 2007). Practitioners of ABA are guided by five documents regarding ethical behavior: Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 2002), The Right to Effective Behavioral Treatment (Association for Behavior Analysis, 1989), The Right to Effective Education (Association for Behavior Analysis, 1990), Guidelines for Responsible Conduct for Behavior Analysts (Behavior Analyst Certification Board, 2001), and the Behavior AnalystTask List (Behavior Analyst Certification Board, 2005). Referring to these documents for guidance, behavior analysts can best answer three questions related to their service (Cooper et al., 2007): What is the right thing to do, what is worth doing, and what does it mean to be a good practitioner? By adhering to these guidelines, practitioners will have a ready source of reliable, accurate, and valid data to inform educational decision making. The methods of ABA have successfully served the public in a wide variety of areas. These areas include education (Dardig et al., 2005), health and exercise (De Luca & Holborn, 1992), language acquisition (Barbera & Kubina, 2005), AIDS prevention (DeVries, Burnette, & Redmon, 1991), and parenting (Kuhn, Lerman, & Vorndran, 2003). Several successful and popular methods using ABA principles in the classroom are Direct Instruction (Adams & Englemann, 1997; Englemann & Carnine, 1991), school-wide positive behavioral support (Tobin, Lewis-Palmer, & Sugai, 2001), curriculum based measurement, and curriculum matching (Hale et al., 2007). While treatment for autism is currently a popular area of research (Borrero & Borrero, 2008; Jerome, Frantino, & Sturmey, 2007), ABA methods have been established as effective for reducing target behaviors displayed by individuals with disabilities as well as non-disabled individuals (Didden, Duker, & Korzilius, 1997; Weisz, Weiss, Han, Granger, & Morton, 1995). Despite over 40 years of data supporting the effectiveness of behavior analytic methods, misconceptions and opposition remain. Opponents of ABA often attack the use of sequenced, structured instruction as compromising the intellectual development of the learner (Kim & Axelrod, 2005). Contrasting existing views in education and psychology, ABA seeks to identify present environmental contingencies that determine behavior rather than conform to mentalistic explanations of behavior. Further opposition to ABA claims that its methods are insensitive to the interests and needs of the learner. In putting the resistance to using ABA methods in schools in a nutshell, Glass (1993) may have said it best, teachers do not need data-based findings of experiments to decide how best to teach children. This popular resistance to the scientific method has been a significant barrier to the dissemination of ABA teaching techniques. That ABA has the documented empirical ability to address behaviors affecting education is now exceptionally relevant. The field has the means to assist schools in the development of effective assessment and intervention procedures (Kates-McElrath, Agnew, Axelrod, & Bloh, 2007). Recent federal legislation now mandates that schools use behavioral methods that have been employed in ABA since its inception. …

In-home parent training of functional analysis skills.

Functional analysis (FA) is recognized as an effective method for determining social and nonsocial influences maintaining problem behavior and subsequently, formulating an effective intervention plan (Hanley, Iwata, & McCord, 2003). Although early FA studies were implemented by experienced research personnel (Iwata, Dorsey, Slifer, Bauman, & Richman, 1994), more recent inquiry has focused on paraprofessional staff and non-behavioral practitioners. For example, Moore, Edwards, Sterling-Turner, Riley, DuBard, & McGeorge (2002) taught classroom teachers to implement FA conditions through modeling, behavior rehearsal, and performance feedback. Similarly, Wallace, Doney, Mintz-Resudek, & Tarbox (2004) showed that educators could learn FA skills using scripts, role playing, and video demonstration. More recently, Phillips and Mudford (2008) combined lecture, written information, modeling, rehearsal, and feedback to train FA methodology with inexperienced residential-care staff. The importance of these studies is that when compared to assessment that is performed under simulated conditions, having natural care-providers conduct FA may capture more precisely the operating contingencies responsible for problem behavior. Parents of children who have problem behavior have participated in FA sessions under professional supervision (Wacker, Berg, & Harding, 2006) but research has not addressed actual skills training with family members. That is, can parents acquire the skills necessary to conduct FA and within their homes? The present study considered this question by evaluating an in-home training program with two families unfamiliar with FA methods and no prior implementation history METHOD Participants and Setting The participants were two sets of parents who had a child with autism. Family A included mother (32 years old), father (38 years old), and their 10-year old son. Family B included mother (36 years old), father (40 years old), and their 12-year old son. The families agreed to participate in the study as a component of consultation they were receiving from a board certified behavior analyst (BCBA). All FA sessions (described below) were conducted in a small area set aside in each family's home. Measurement The participants conducted FA sessions in which a graduate student played the role of a child. Each simulated session lasted 5 minutes and consisted of either the social disapproval, demand, or play condition described by Iwata et al (1994). During sessions, one parent from each family interacted with the student. There were 3 sessions per day (social disapproval, demand, play), implemented in random order, and scheduled over a one-week period. Note that the alone condition of the Iwata et al (1994) methodology was omitted from the study because the child behavior could not occur if the participants were not present. Because the children in each family occasionally hit their parents, the student playing the role of a child displayed aggression as the behavior during FA sessions. The student followed a written script that specified when aggression should occur within each FA condition. The scripts were introduced to the student during two training meetings conducted by the senior author preceding the study. The senior author videotaped each FA session and subsequently, recorded data by viewing the recorded sessions. Using a 30s partial interval recording method, each occurrence of the behavior was scored and whether the participant implemented the appropriate consequence in each FA condition. Implementation accuracy was calculated as a percentage measure by dividing the number of intervals in which the appropriate consequence was demonstrated by the total intervals in which the target behavior occurred and multiplied by 100. Interobserver Agreement Interobserver agreement (IOA) was assessed by having a second observer score data independently with the senior author for 75% of videotaped FA sessions. …

Training and certification of behaviour analysts in Europe: Past, present, and future challenges

Across many countries in Europe, the last decade has seen a rapid increase in the number of early intervention programmes for children with autism based on applied behaviour analysis, and a related growth in demand for competent behaviour analyst practitioners. There has also been a rapid growth in university-based courses that are focused solely on behaviour analysis, and these have all aligned their curriculum with the Behavior Analyst Certification Board task list. We describe the context of these developments and discuss some of the ways courses have been developed and some of the future challenges to be faced in developing an international profession of behaviour analysis. These have been positive moves for behaviour analysis in Europe. Now there is a solid foundation to continue this work, and to ensure that behaviour analysts play a central role in helping those who need their expertise.

The experiences of “autism mothers” who become behavior analysts: A qualitative study.

Introduction Over the past 15 years there has been a dramatic increase in the diagnosis of autism. At the same time, the number of professionals qualified to coordinate intensive behavioral intervention programs has been limited and often prohibitively expensive. For a variety of reasons, including the desire to address the growing need of qualified professions, some parents of children with have chosen to enter the field of applied behavior analysis (ABA) as professionals. To do so, they have completed coursework and supervised practicum experiences leading to the credential known as Board Certified Behavior Analyst (BCBA). This paper describes a pilot study into the backgrounds and experiences of six such who pursued this course. Qualitative research methods were used to explore the participants' transition from the role of mother to the additional role of ABA professional. Also explored were the participants' perceptions regarding both sides of the parent-professional partnership and their recommendations for training other parents of newly diagnosed children with autism. To place this study in context, it is helpful to review some key issues regarding the role of parents in the history of autism, in the search for treatments, and in the process of intervention. It is also helpful to consider the experience of parents living with more generally. A consideration of these issues will be followed by a description of the methods and a summary of the results. Parents Defining the History of Autism The term autism was first identified in 1943 by Dr. Leo Kanner, a pediatric psychiatrist at Johns Hopkins Hospital. At about the same time, Hans Asperger, an Austrian pediatrician described a similar albeit milder form of the disorder now known as Asperger's Syndrome. During this post-war era, the field of psychology was dominated by psychoanalysis, so was quickly deemed a psychoanalytic disorder and its cause, according to Bruno Bettelheim, was presumed to be the lack of love that cold, and demanding refrigerator accorded to their children (Carmichael, 2006). Bettelheim's theory began to crumble in the 1960s owing to the work of a psychologist by the name of Bernard Rimland. Dr. Rimland became interested in when his own son began to present with symptoms of the disorder and when it became clear that the psychoanalytical framework could neither explain nor treat his son's condition (Rimland, 1964). Rimland knew that his wife did not behave in a cold and uncaring manner towards their son, and after an extensive review of the existing literature, he began to view as a neurologically-based developmental disorder. In 1964 Rimland published his ideas in a book called Infantile Autism, and in 1965 he founded the Autism Society of America. From this point on, parents began to classify as a neurologically-based disorder and by the early 1970's most professionals stopped blaming mothers for their children's diagnosis. However, was not recognized as a unique clinical diagnosis, separate from childhood schizophrenia or mental retardation, until the 1980s (Kantrowitz & Scelfo, 2006). Over the past 15 years, an awareness of in our culture at large has been heightened by the dramatic increase in the incidence. Currently, one in every 150 American children is being identified with the diagnosis. Among the school-aged population in Pennsylvania, for instance, the number of students diagnosed with rose from 346 in 1993 to 5,805 in 2003. This is a 1578% increase over a 10 year period, and it is very close to the 1055% rate of increase reported by the U.S. National Department of Education (Wilson, 2006). Based on these figure, it can be argued that the United States is in the middle of an epidemic. Given the growing incidence of and of the profound ways in which an diagnosis changes the lives of families, parents have once again taken a leadership role in the search for a cure. …

Review of The verbal behavior approach: How to teach children with autism and related disorders.

Focusing mostly on the pragmatic issues parents and professionals will face when initiating an Applied Verbal Behavior (AVB) program for a child with autism, The Verbal Behavior Approach gives novices a logical, useful, and reader-friendly book that will assist them in a search for practical advice on AVB. The Verbal Behavior Approach provides useful information and resources for immediate application, accomplishing the book's main objective, providing for rapid implementation of an AVB program. Keywords: Autism, Verbal Behavior, Applied Verbal Behavior, Applied Behavior Analysis. ********** Parents of children with autism are a distinct group. The communication, behavioral, and social diagnostic criteria that characterize autism will take parents through a process that for some, necessitates a complete life reorientation. Mary Barbera is one of these parents. Barbera wrote a book, in conjunction with her co-author, Tracy Rasmussen, that represents the resolve of this distinct parent population. She changed careers to become a Board Certified Behavior Analyst for her son, Lucas, but she wrote this book for future parents. Practical tips and personal examples are amply provided throughout the chapters, reflecting her experiences as both a mother of a child with autism and a professional. Her knowledge of Applied Behavior Analysis (ABA) is apparent as she advocates for her of choice, Applied Verbal Behavior (AVB) The Verbal Behavior Approach is not, nor claims to be, a scholarly work based on research findings. Given Barbera's target audience, it makes sense that research references were sparse. In addition, Barbera recognizes that AVB is still developing as a research-supported and acknowledges that there are no controlled large group studies on this approach (p. 23). Barbera explains that she chose AVB because of the many single- subject studies, her son's experience of improved behaviors and skills, and the improvements she has observed in others she has served as a behavior analyst. In addition, AVB is based on the principles of ABA, which are strongly backed by research. In Chapter One, Barbera states that a primary goal of her book is to outline the VB so that parents and professionals have basic information about it and can begin to incorporate some of the information immediately (p.23). To this end, the book reads like a field guide. Barbera presents the information in a manner that is both accessible to parents and technically accurate. The book is well-organized by chapter (not unlike Skinner's Verbal Behavior) and includes applied examples and practical directions, many from Barbera's own professional and personal experiences. In each chapter, Barbera takes difficult concepts and explains them in a way that makes them comprehensible to parents and emerging professionals. For example, she states that a reinforcement system is necessary, and that while it may seem like an easy task to create such a system, It's a complicated dance that you really end up creating as you go along. (p. 59). Put this way, readers understand that they are not expected, at the outset, to know exactly what will work as a reinforcer. Barbera also highlights that one can only determine what serves as a reinforcer after observing how the delivery of a particular stimulus affects future response rates. Acknowledging the complexity further, Barbera emphasizes that figuring out what will serve as a reinforcer for an individual child may require a formal process, such as a reinforcer assessment. Throughout the book, Barbera stresses the importance of pairing the child's work area and instructors with positive reinforcement. She stresses that the development of rapport with the child is a prerequisite to learning. Assessment of the child's operant repertoire, receptive and imitative skills, and visual performance is discussed in a manner that is thorough enough for the purposes stated by the author. …

Beyond autism treatment: The application of applied behavior analysis in the treatment of emotional and psychological disorders.

Introduction Over the course of the past decade, the field of Applied Behavior Analysis (ABA) has become synonymous in the eyes of many parents, teachers and clinicians from other disciplines with treatment of autism. Many professionals in ABA do not fully welcome a narrow view of this applied science. However, it can be argued that this is partially a very good thing for our field. The perception of ABA as the most effective treatment for children with Autism Spectrum Disorders has come about as a result of the demonstrated effectiveness of the application of the principles and procedures consistent with the science of ABA (Lovaas, 1987; NYS DPH EIP, 1999: NRC, 2001). The lack of the identification of ABA as the most empirically effective treatment for other areas (e.g., and disorders), for which is it often applied, may stem from an absence of such data and formal application of our technology. Rather than lament the over identification of ABA with autism treatment, the more adaptive response would be to conduct the kind of empirical studies in the areas of and disorders that has served to bring ABA prominence in autism treatment. A major impediment to accomplishing this goal, in my view, is the lack of careful application of some of the tenets of applied behavior analysis to areas that typically described as psychological or emotional rather than behavioral. This needs to be addressed directly. As behavior analysts, we must be willing to use terms outside of our discipline, but insist on operational definitions for these terms when we use them. For example, a behavior analyst can treat a child who presents with a disorder by specifying the behavioral evidence of the disorder. Is it that the child is often happy, but becomes enraged when told or when there is a change in their schedule? Is it that they describe high levels of variability in their mood and would like to describe more stable levels?, or it is that the child behaves in certain ways more often than we would like (hitting, yelling, inactivity,) and describe this as evidence of a mood disorder? We can, if we choose to, make specific and measureable the evidence for the disorder/diagnosis, and then apply treatment. Subsequent evaluation of levels of the symptoms can enable us to determine empirically if treatment has reduced, increased or had no effect on these symptoms. Descriptive Differences between Behavior Analytic and Non- Behavior Analytic Approaches To understand why ABA based approaches to treatment of and issues less well accepted, we need to describe how behavior analytic and non-behavior analytic approaches fundamentally differ in terms of how professionals talk about (describe) and treat these issues. Before doing that we must confront the elephant in the room. What is a psychological or emotional issue? This argument can be phrased as are we treating the emotion/psyche or we treating behavior? If we step back just a little from this question we may be able to see that the treatment goal for both perspectives is to have treatment change behavior. Unfortunately, for behavior analysts the descriptions of treatment from a non-behavior analytic framework involves the use of descriptions of hypothesized mental processes. One of the fundamental tenets of our science is that we do not embrace such hypothetical entities such as mind and will, these terms refer to a possibly existing, but at the moment unobserved process or entity (Moore, 1995, p.36). While that may be how the question is correctly answered on the Behavior Analyst Certification Board exam, it is simply not what most psychologists believe and often not what some behavior analysts believe as well. Additionally the field of behavior analysis requires precise definitions and objective measurable outcomes (BACB, 2005). The treatment goal for many clinicians treating emotional and psychological issues may be that the patient self-reports to feel better as evidence of an improved condition. …

The Effects of Celeration Lines on Visual Data Analysis

Previous visual analysis research reported that the overall agreement between visual analysis and statistical analysis was poor. In response, some researchers suggested the use of celeration lines to improve the accuracy and reliability of visual analysis. However, subsequent research reported little or no improvement in accuracy with such lines. The present study presented 5 board-certified behavior analysts with a series of behavioral graphs. The participants were asked to answer questions similar to those posed in previous studies but were also asked to talk aloud as they viewed each graph. Results indicate that the participants made accurate decisions for only 72% of the graphs and that celeration lines did not improve overall accuracy. The verbal protocol analysis suggests that participants were as likely to attend to trend when celeration lines were absent as they were when they were present, with the most differences attributable to varying participant competencies and not graph (i.e., celeration line) characteristics.

An Examination of the Integrity and Future of the Behavior Analyst Certification Board®Credentials

The Behavior Analyst Certification Board (BACB) credentials behavior analysts at two levels. This article examines how well the BACB and the certifications it offers adhere to accepted professional credentialing standards. Future developments in the BACB certification process and implications for behavior analysis service delivery are also explored.

Ensuring Appropriate Qualifications for Applied Behavior Analyst Professionals: The Behavior Analyst Certification Board

The escalating numbers of people identified with autism and other pervasive developmental disorders has resulted in a corresponding increase in the demand for behavior specialists who can direct and conduct applied behavior analytic interventions. There are, however, severe shortages in professionals who can deliver quality services. In this article we describe the credentialing process and requirements of the Behavior Analyst Certification Board® (BACB®). University training is now available in numerous states through BACB-approved course sequences. The growth of the BACB, an illustration of a university-approved program, and implications for treatment programs are discussed.

Creation of a commission for accreditation of programs and services using Applied Behavior Analysis for treatment purposes.

The field of Applied Behavior Analysis has evolved to the point of providing services in many organizations and educational settings in the United States. ABA is considered in a growing number of schools, provider organizations, and by states, as the most effective intervention approach for children with autism. Advances in the research have led to numerous applications of behavior analysis methodologies, and the creation of the Behavior Analyst Certification Board in 2000. Yet, despite certification setting a standard for competence in the practice of Applied Behavior Analysis, there are no established standards in the U.S. for organizations or agencies that provide ABA as a primary treatment approach. This paper presents a brief statement of the need and purpose of such standards for accreditation in the implementation of ABA services. Keywords: Applied Behavior Analysis, behavior analysis accreditation, treatment, autism services. ********** It seems to me that the time has come in the development and progression of the field of Applied Behavior Analysis to devise a broad-based set of standards of practice for the field. Other professions including the American Psychological Association, American Psychiatric Association, and The Academy of Child and Adolescent Psychiatry, have all developed practice guidelines and standards for providing treatment and services for its practitioner members. In addition, there are a number of models for service and treatment delivery which are approved for third party reimbursement by Managed Care Organizations and Insurance Companies. Oversight bodies in this country are used by such payers to ensure standards of service delivery are met, including the Joint Commission for Accreditation of Hospital Organizations (JCAHO), CMS (Formerly HCFA), and NCQA. With the exception of devising ethical standards, the Association for Behavior Analysis International has not devised a set of practice standards for its practitioner members. There appears in fact to be some opposition to moving towards supporting clinical practice of Applied Behavior Analysis amongst the leaders of the association due to concerns about legal liability, and to retain the image of the organization as primarily supporting interest in research and academics in the field. One significant advance in the field of Applied Behavior Analysis in the past five years that sets the stage for the need to devise practice standards, and for a form of accreditation, is the creation of the Behavior Analyst Certification Board (BACB)[TM] in 1998, by Gerald Shook. This board is now recognized in at least 8 states in the U.S., and in four other countries. The board established standards for certification of individual practitioners based upon the Florida Behavior Analyst Certification process devised by the Florida Department of Children and Families in the 1980s. The board offers two levels of certification, as many behavior analyst practitioners now are aware of, including Board Certified Associate Behavior Analyst requiring a minimum of a Bachelor's degree, and Board Certified Behavior Analyst, requiring a minimum of a Master's degree, from an accredited university program or independent course as approved by the BACB. The BACB has established a curriculum that must be minimally adhered to for candidates to be eligible for certification at each level, along with supervision requirements, and a set of ethical standards for practitioners it certifies. The BACB has not established standards of practice, but the state of Florida under the auspices of Florida DCF, have established standards of practice for applied behavior analysis, which is written in state law for recipients of service by the Developmental Disabilities division. Indeed, one could visit any of a number of different states or specific programs, facilities, schools, or other agencies that provide ABA services in the United States, and find various practice standards and quality measures. …

Determining essential content for applied behavior analyst practitioners

This article reports the procedures and findings of a job-analysis study recently conducted by the Behavior Analyst Certification Board, Inc. (BACB) and considers some implications of the survey data collected during this process. The job analysis focused on the applied sector of the field of behavior analysis and limited its inquiry into matters of professional competencies and training. The results represent a unique sample of demographic information and valuable collection of opinions regarding the competencies and training required of applied behavior analyst practitioners. Because these opinions have a direct effect on certification task standards and content of the BACB credentialing examinations, which in turn drive the curricula of undergraduate and graduate programs in applied behavior analysis, it is important to consider what these views might mean for the continuing evolution of the field of behavior analysis.

Creation of an Applied Behavior Analysis Council for Accreditation (ABACA).

It occurs to me that the time has come in the development and progression of the field of Applied Behavior Analysis to devise a broad-based set of standards of practice for the field. Other professions including the American Psychological Association, American Psychiatric Association, and The Academy of Child and Adolescent Psychiatry, have all developed practice guidelines and standards for providing treatment and services for its practitioner members. In addition, there are a number of models for service and treatment delivery which are approved for third party reimbursement by Managed Care Organizations and Insurance Companies. Oversight bodies in this country are used by such payers to ensure standards of service delivery are met, including the Joint Commission for Accreditation of Hospital Organizations (JCAHO), CMS (Formerly HCFA), and NCQA. With the exception of devising ethical standards, the Association for Behavior Analysis International has not devised a set of practice standards for its practitioner members. There appears in fact to be some opposition to moving towards supporting clinical practice of Applied Behavior Analysis amongst the leaders of the association due to concerns about legal liability, and to retain the image of the organization as primarily supporting interest in research and academics in the field. One significant advance in the field of Applied Behavior Analysis in the past five years that sets the stage for the need to devise practice standards, and for a form of accreditation, is the creation of the Behavior Analyst Certification Board (BACB)[TM] in 1998, by Gerald Shook. This board is now recognized in at least 8 states in the U.S., and in four other countries. The board established standards for certification of individual practitioners based upon the Florida Behavior Analyst Certification process devised by the Florida Department of Children and Families in the 1980s. The board offers two levels of certification, as many behavior analyst practitioners now are aware of, including Board Certified Associate Behavior Analyst requiring a minimum of a Bachelor's degree, and Board Certified Behavior Analyst, requiring a minimum of a Master's degree, from an accredited university program or independent course as approved by the BACB. The BACB has established a curriculum that must be minimally adhered to for candidates to be eligible for certification at each level, along with supervision requirements, and a set of ethical standards for practitioners it certifies. The BACB has not established standards of practice, but the state of Florida under the auspices of Florida DCF, have established standards of practice for applied behavior analysis, which is written in state law for recipients of service by the Developmental Disabilities division. Indeed, one could visit any of a number of different states or specific programs, facilities, schools, or other agencies that provide ABA services in the United States, and find various practice standards and quality measures. If one were to compare them all, a wide range of differences would likely be found, along with many similarities. Also, such standards across organizations providing ABA services will likely depend upon state regulations and policies which vary greatly from state to state, and agency to agency within a state. There has been progress in recent years with regard to the development of practice guidelines for treatment of children with autism, and autism spectrum disorders. For example, the state of New York has recognized that ABA is the most effective treatment for autism, and devised guidelines for its use (New York State Department of Health Early Intervention Program, 1999). A position statement regarding the efficacy of ABA and its recognition, was written and signed by the governor of the state of New York at that time (George Pataki). The Academy of Child and Adolescent Psychiatry also devised practice guidelines for treating autism (Volkmar et. …

Do no harm—An ethical dilemma and one possible way out.

When analysis services are provided to individuals, families, and organizations, analyst and individual, family, and organization enter a client-agent relationship that carries with it certain responsibilities. These responsibilities relate to, but are not yet a part of body of science and technology that inform agent's decisions and are provided as guidelines for responsible conduct. The Behavior Analyst Certification Board, Inc., has adopted such guidelines for responsible conduct for analysts. This code provides that can lead analysts to answers to practical questions about their work. These rules govern analyst's scope of practice, business practices, and limits on makeup of client-agent relationship. In general, guidelines require analyst to hold client's welfare paramount in all matters and to be law-abiding, truthful, and fair. Among specific items provided are several that are intended to help analyst to do no harm when faced with various dilemmas. One such predicament occurs when analysis services are necessary and requested in a high-risk case and only available analyst is under-qualified. In this case, simply doing nothing will leave client at risk. In what follows, BACB guidelines for responsible conduct are applied to this all too common dilemma in order to demonstrate utility of guidelines and how they lead to possible ways out. The Guidelines for responsible Conduct are quite explicit on matter of qualifications. Clients have a right to effective treatment (i.e., based on research literature and adapted to individual client). In support of this general notion, guidelines state behavior analysts provide services, teach, and conduct research only within boundaries of their competence, based on their education, training, supervised experience, or appropriate professional Further, behavior analysts provide services, teach, or conduct research in new (emphasis added) 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 And, behavior analysts do not promote use of behavioral assessment techniques by unqualified persons, i.e., those who are unsupervised by experienced professionals and have not demonstrated valid and reliable assessment skills. Again, the analyst accepts as clients only those individuals or entities (agencies, firms, etc.) whose problems or requested service are commensurate with analyst's education, training, and experience. In lieu of these conditions, analyst must function under supervision of or in consultation with a analyst whose credentials permit working with such problems or services. Clearly, an under-qualified analyst cannot ethically or responsibly proceed, but as mentioned above, to withdraw would leave client at risk--to do nothing is, in effect, to do harm. The statements from guidelines provided above suggest that under-qualified analyst may proceed with consultation. This approach works but only just so far. If techniques to be used with client require extensive practice under direct supervision, then consultation alone will typically not be enough to ensure competent use of those techniques. In this instance analyst still faces a problem. And again guidelines offer a way out- ... analysts arrange for appropriate consultations ... based principally on best interests of their clients, with appropriate consent (emphasis added). The best interests of client are paramount. The analyst is guided to ask client to make decision (consent is, of course, to be obtained in all cases, but has a particularly important part to play in this instance). …