Experimental Analysis of Behavior Readings Assigned by Accredited Master’s Degree Programs in Behavior Analysis

Abstract

Although a foundation in the basic science of behavior represents a common goal of practitioners and educators of behavior analysis, the content covered in master's degree-level courses on the experimental analysis of behavior (EAB) can vary widely across university programs. The purpose of our study was to analyze the syllabi of master's degree programs accredited by the Association for Behavior Analysis International to develop a list of common readings and topics in EAB coursework that might be useful for curricular development. We identified the most frequently cited references, journals, and participant characteristics. We found commonalities among the syllabi with regard to the types of readings assigned and the topics covered. We discussed our findings in terms of current trends in EAB and quality graduate training in behavior analysis.

Program Characteristics and Certification Examination Pass Rates: A Statistical Analysis of BACB-Published 2015–2019 Data

“…With specific focus on training in experimentation, Kazemi et al (2019) conducted an analysis of syllabi across 70% of the 20 ABAI-accredited programs in order to examine assigned readings in experimental analysis of behavior (EAB) across programs. Although this study identified a list of common readings (specific books, chapters, and journal articles) by EAB topic area, it also identified variability beyond those common readings, and that instructors were more likely to assign applied or subspeciality topics.…”

“…Although Kazemi et al (2019) focused primarily on EAB content areas, Pastrana et al (2018) conducted a similar analysis of course syllabi and reported the 10 most frequently assigned readings from the VCS programs with pass rates of 80% or higher and at least six first-time test-takers and (if the program had fewer than six first-time test-takers, the previous year's 2013 pass rate was combined with the 2014 pass rate). Although the authors framed the results of this analysis as a resource for curriculum developers, they also stated, "the pass rate of an institution is unlikely the most important dependent variable for graduate training.…”