The Virginia Applied Behavior Analysis Consortium: Preparing Behavior Analysts Using a Collaborative Model

Abstract

The development and the evolution of the Virginia Applied Behavior Analysis Consortium, a collaborative project between four institutions of higher education in the state of Virginia, are described. The main goal of the program is to address the shortage of certified behavior analysts by preparing special education teachers and autism specialists to implement effective behavior-analytic interventions in natural environments. In this article, we briefly discuss the history and the purpose of the program, its components, the evolution of the program, the advantages and outcomes of a collaborative model, and future directions for improvement.

The Special Issue on the Education of Behavior Analysts: Common Themes

“…The field of applied behavior analysis has seen exponential growth (Chezan, Layden, Barnhill, & Barthold, 2017;Pastrana et al, 2016), and this fact, coupled with the number of behavior analysis-based master's and doctoral training programs, illustrates the importance of and need for continued research and consideration of variables and issues relating to the education of behavior analysts. This special issue on the education of behavior analysts is composed of empiricalbased studies that evaluated teaching procedures aimed at effective training of behavior analysts, surveys focusing on the content of training programs, and commentaries on topics pertaining to teaching and mentoring in behavior analysis.…”

“…Many of the commentaries included explicit assertions of the importance of prioritizing the teaching of basic principles and mechanisms and training on the application of those principles within behavior analysis teaching programs and mentorship models (e.g., Critchfield, 2018;Malott, 2018;Miltenberger, 2018;Pilgrim, 2018;Wacker, 2018). Further, both of the surveys (i.e., Chezan et al, 2017;Pastrana et al, 2016) and the empirical studies evaluated the effects of instruction-related independent variables on the acquisition of knowledge of basic principles and single-subject research design methodologies by behavior analysis students (Malkin, Rehfeldt, & Shayter, 2016;O'Grady et al, 2018;Paliliunas, Belisle, & Dixon, 2018). The common message across the majority of articles in the special issue regarding the emphasis on basic principles is notable and consistent with the radical behaviorist theoretical orientation that underlies behavior analysis.…”

“…A third theme that arose among the different articles in this special issue pertained to the emphasis in teaching and mentoring on the meaningful and socially valid application of behavior analysis (e.g., Chezan et al, 2017;Critchfield, 2018;Malott, 2018;Miltenberger, 2018;O'Grady et al, 2018;Pastrana et al, 2016;Pilgrim, 2018;Wacker, 2018). An emphasis on the meaningfulness and socially validity of behavior analysis and its associated practices has long been a feature of the field (e.g., Baer et al, 1968); the common reference to it within the context of teaching and mentoring behavior analysts by the authors of the articles in this special issue reflects this emphasis.…”