In Dreams Begin Responsibility: Why and How to Measure the Quality of Graduate Training in Applied Behavior Analysis

Critchfield, Thomas S.

doi:10.1007/s40617-015-0090-z

Cited by 9 publications

(5 citation statements)

References 36 publications

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“…In general, ABAI has tried to promote the quality of graduate training programs through accreditation of graduate academic programs by evaluating those who provide training to individuals seeking certification in graduate programs (Dixon et al, 2015). Critchfield (2015) noted the absence of a systematic approach to monitoring and ensuring ABA practitioner efficiency and the outcomes of practitioner training programs and identified some important limitations of credentialing practitioners and training program accreditation. A problem with both certification and accreditation is their focus on minimum educational and training standards (Shook & Neisworth, 2005).…”

Section: Professional Organizationsmentioning

confidence: 99%

“…A problem with both certification and accreditation is their focus on minimum educational and training standards (Shook & Neisworth, 2005). By relying heavily on multiple choice question-based exams of aspiring practitioners' verbal behavior about ABA, the certification process cannot verify that field supervision practices and coursework requirements produce competent practitioners who can implement and evaluate interventions that produce positive, lasting behavior change (Critchfield, 2015). Accreditation raises educational standards but focuses on characteristics of the training program rather than the proficiency of its graduates (Critchfield, 2015).…”

Section: Professional Organizationsmentioning

confidence: 99%

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Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

Silbaugh¹,

Fattal²

2021

Behav Analysis Practice

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As the applied behavior analysis (ABA) service industry ("the industry") continues to rapidly expand, it faces three major problems. First, ABA service delivery quality (ASDQ) is undefined in ABA research and the industry. Second, we cannot rely exclusively on professional organizations that oversee licensure and certification to control ABA service delivery quality because they do not have control over the relevant contingencies. Third, without objective indicators of ABA service delivery quality, it is difficult for ABA organizations to distinguish the quality of their services from competitors. In this article, first we explain the need for more critical discussion of ASDQ in the field at large, briefly describe a sample of common views of quality in ABA research and the industry, and identify some of their limitations. Then we define ASDQ and present a cohesive theoretical framework which brings ASDQ within the scope of our science so that we might take a more empirical approach to understanding and strengthening ASDQ. Next, we explain how organizations can use culturo-behavioral science to understand their organization's cultural practices in terms of cultural selection and use the evidence-based practice of ABA at the organizational level to evaluate the extent to which methods targeting change initiatives result in high ASDQ. Lastly, in a call to action we provide ABA service delivery organizations with six steps they can take now to pursue high ASDQ by applying concepts from culturo-behavioral science and total quality management.

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Section: Professional Organizationsmentioning

confidence: 99%

Section: Professional Organizationsmentioning

confidence: 99%

Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

Silbaugh¹,

Fattal²

2021

Behav Analysis Practice

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“…Given this larger context in healthcare, to expect that the U.S. will experience equitable geographic access to BCBAs in the near or distant term is impractical. Still, as the number of practitioners continues to increase, and as the issue of quality becomes a central focus of the profession (Critchfield, 2015 ; Silbaugh & El Fattal, 2021 ), it will be important to determine where geographic gaps can be filled and in what manner (in person vs telehealth vs hybrid). To begin, professional associations and researchers representing the interests of ABA service providers could determine why 266 counties added BCBAs between 2018 and 2021 and how these developments could be promoted in other counties.…”

Section: Discussionmentioning

confidence: 99%

Trends in Geographic Access to Board Certified Behavior Analysts Among Children with Autism Spectrum Disorder, 2018–2021

Yingling

Ruther

Dubuque

2022

J Autism Dev Disord

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Research has documented inequities in geographic access to Board Certified Behavior Analysts (BCBAs) among children with autism spectrum disorder (ASD). However, research on their accessibility is outdated. Between July 1, 2018 and July 1, 2021 the number of BCBAs in the U.S. increased by 65%, from 27,320 to 45,103. In this study we examined trends in geographic access to BCBAs among children with ASD between 2018 and 2021. The sample included all U.S. counties in 50 states and D.C. (N = 3138). Using GIS software we examined change in county-level access to BCBAs between 2018 and 2021 and mapped ASD/BCBA ratios across all counties in both years. Study results indicate that despite modest improvements (e.g., 266 counties added BCBAs), inequitable access persists.

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“…This apprenticeship supervision model aims to shape supervisees into becoming exceptional BCBA autism practitioners. Critchfield (2015) indicated that a successful practitioner is identified by the success of her clients. Therefore, in order to allow supervisees to become exceptional practitioners who consistently work toward success and progress with their clients, the organization's training is designed to be even more specialized by assigning the supervisees to one of three age ranges: early learner (diagnosis through age six), adolescent learner (age seven through age 12), or teenage/adult learner (age 13 through age 25 and older).…”

Section: The Apprenticeship Modelmentioning

confidence: 99%

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

Hartley

Courtney

Rosswurm

et al. 2016

Behav Analysis Practice

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

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In Dreams Begin Responsibility: Why and How to Measure the Quality of Graduate Training in Applied Behavior Analysis

Abstract: Although no one knows just how effective graduate training may be in creating effective practitioners of applied behavior analysis, there are plenty of logical and historical reasons to think that not all practitioners are equally competent.

Cited by 9 publications

References 36 publications

Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

Trends in Geographic Access to Board Certified Behavior Analysts Among Children with Autism Spectrum Disorder, 2018–2021

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

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