The following guidelines are from the ABAI autism special interest group. Autism SIG is comprised of parents, consumers, researchers, and professionals throughout the world who specialize or have an interest in autism.
WHAT CREDENTIALS SHOULD A PROFESSIONAL HAVE TO DIRECT AN ABA PROGRAM FOR CHILDREN WITH AUTISM?
A professional who is responsible for an ABA program should be:
- A Board Certified Behavior Analyst (BCBA) or
- A Board Certified Associate Behavior Analyst (BCaBA), being supervised by a BCBA.
However, if you are considering a professional who is NOT a BCBA you need to ask:
- Does he or she have a Master's or PhD in behavior analysis or a closely related field like psychology?
- Is he or she a current "Full" member in the Association for Behavior Analysis International (ABAI) and possibly one of its regional chapters (to see a list of regional chapters, go to this link: www.abainternational.org/Chapters/USchapters.asp)?
- Does he or she have at least ten years experience starting, designing, and/or overseeing ABA services for individuals with autism?
- Has he or she published research articles in a peer reviewed journal like the Journal of Applied Behavior Analysis or Research in Developmental Disabilities? Publishing a book or articles on a website or blog does not count as published, peer reviewed research.
- Has he or she made presentations about ABA treatment programs at state or national ABA conferences? Please note that conference presentations are not substitutes for published articles in a peer-reviewed journal.
A BCBA has completed a higher level of education (holding a minimum of a master's degree), gained more experience in the field, and obtained more supervised time working directly with individuals, thereby indicating a more comprehensive knowledge of how to apply the principles of behavior across environments.
Specifically a BCBA, or Board Certified Behavior Analyst, has obtained:
Specifically a BCBA, or Board Certified Behavior Analyst, has obtained:
- Minimum of a Master's degree
- Minimum of 225 hours of graduate level coursework in approved courses
- Supervised, independent experience in designing and using behavioral interventions
- Passing score on BCBA exam.
A BCaBA, or associate, has obtained:
- Bachelor's degree
- 135 hours of undergraduate or graduate coursework in approved courses
- Supervised, independent experience in using behavioral interventions
- Passing score on the BCaBA exam.
You can find out more about the differences by visiting www.bacb.com. In the consumer guidelines section, you will find a detailed description of standards for certification for both behavior analysts (BCBAs) and associates (BCaBAs). It's a good idea It is recommended that you check the website periodically because the standards do change over time. You can also check on a specific person by e-mailing info@BACB.com to request their certification status.
You can and should ask about the following:
- Do you have your certification as a behavior analyst (BCBA) or associate behavior analyst (BCaBA)?
- How much time will you spend supervising each of the therapists who will work directly with my child?
- How will you supervise them?
- Are you a member of the Association for Behavior Analysis International (ABAI), the national professional organization?
- Are you a member of the local ABAI chapter? For example, in Texas, the local chapter is called the Texas Association for Behavior Analysis (TxABA for short). To find a local chapter, go to www.abainternational.org/Chapters/USchapters.asp.
- When was the last local chapter meeting that you attended?
- What undergraduate, graduate, and post-graduate training in behavior analysis do you have? (Coursework focusing on behavior theory and practice is different from coursework in general psychology, special education, education, etc.)
- Do you have letters of reference from supervisors and/or client families? (Note whether privacy and confidentiality are assured.)
- Have you published any peer-reviewed research articles in behavior analysis? (This may be applicable for a minority of behavior analysts. Look for a recognized journal like the Journal of Applied Behavior Analysis.)
DOES HOLDING BCBA OR BCABA CERTIFICATION GUARANTEE THAT THE INDIVIDUAL IS AN EXPERT IN TREATING AUTISM USING ABA?
No, absolutely not. The field of behavior analysis is very broad. Some behavior analysts (BCBAs) may still have little or no experience providing services to individuals with autism. The Autism SIG (Special Interest Group) asserts that BCBA certification is only a part of the training. The Autism SIG references a number of skills that a program director should have to be effective. Please use the items on this list as a foundation towards developing questions that you will ask a potential program director when interviewing them. This will help you determine whether the behavior analyst (BCBA) has the training and experience to create an effective ABA program based on proven methods or is offering substandard services.
It is important to keep in mind that those providers offering substandard services will likely find parents who will be willing to pay for even poor services.
A BCBA who wants to direct an ABA program for individuals with autism, particularly children, also needs:
- five years experience in ABA programming for persons with autism
- an additional year (1000 clock hours) of supervised, hands-on training while providing ABA to persons with autism
During the aforementioned, minimum five years working directly with persons with autism, a program director should have learned how to:
- Use proven interventions and scientifically evaluate newly developed interventions that have not yet been studied thoroughly.
- Assume the lead in designing and using comprehensive programming specifically for persons with autism to build skills and teach independence in these areas:
- Learning to learn (teaching the skills of observation, listening, following directions, and imitation, for example)
- Communication, both verbal and non-verbal
- Social interaction
- Self care
- School readiness
- Academics
- Safety
- Gross and fine motor skills
- Play and leisure activities
- Community living
- Self-control or self-monitoring
- Pre-vocational and vocational skills
- Provide ABA programming to at least eight individuals with autism who represent a range of ages, abilities, and needs.
- Use a variety of behavior analytic teaching procedures such as discrete trial instruction, modeling, incidental teaching, natural environment teaching, discrimination training, activity schedules, task analysis, shaping, and chaining.
- Be fluent in different techniques such as prompting, errorless teaching and error correction, maximizing learning opportunities, effective reinforcement and motivation, establishing stimulus control, performing preference assessments.
- Use ABA methods in a variety of settings: one-to-one instruction, small and large group instruction, and in transitions across these situations.
- Use a wide range of behavioral strategies to best address skill acquisition and generalization over time and across people, settings, situations, and materials as needed by that individual's skill level.
- Systematically evaluate data and modify instructional programs based on the data.
- Conduct functional assessments of challenging behavior and proficiently select the appropriate assessment methods suited to the behavior and situation.
- Design and implement programs to reduce stereotypic, disruptive, and destructive behavior, based on systematic analysis of the antecedents and consequences that cause and maintain the behavior. Match treatment to the determined function(s) of the behavior.
- Incorporate extinction and differential reinforcement procedures into behavior reduction programs.
- Modify behavior reduction programs based on frequent, systematic evaluation of direct observational data.
- Provide training in ABA methods and other support services to family members of at least five individuals with autism.
- Provide training and supervision to at least eight professionals, paraprofessionals, or students providing ABA services to individuals with autism.
- Collaborate effectively with professionals from other disciplines and with family members to promote consistent intervention and to maximize outcomes, while maintaining a commitment to scientifically validated interventions and data-based decision making.
A program director should also have ongoing training in directing and supervising ABA programs. Formal training and/or self-study should strive to develop:
- Knowledge of trends in the latest research on the characteristics of autism and related disorders. How do these discoveries affect program design and implementation? How does the research impact family and community life?
- Knowledge of at least one curriculum for learners with autism consisting of:
- scope and sequence of skills based on normal developmental milestones. The sequence breaks down milestones into component skills based on research of teaching individuals with autism and related disorders;
- prototype programs for teaching each skill in the curriculum, using behavior analytic methods;
- data recording and tracking systems; and
- materials that go along with the curriculum.
- Skills in using proven, behaviorally-sound methods to assess and build verbal and nonverbal communication repertoires in people with autism. This includes individualized augmentative and alternative communication systems for individuals with limited vocal repertoires.
- Knowledge of the best available research from behavior analysis and other scientific disciplines as it relates to autism treatment. The Autism SIG encourages consumers to ask prospective directors of ABA services for evidence that they have recently participated in continuing education activities relevant to the treatment of individuals with autism like those they will be serving (e.g., preschoolers, adults, individuals with limited vocal-verbal repertoires, etc.).
WHY ARE SOME PROFESSIONALS WHO DON'T HAVE A BCBA OR BCABA CERTIFICATION QUALIFIED TO RUN AN ABA PROGRAM FOR A PERSON WITH AUTISM?
The Behavior Analyst Certification Board (BACB), the national organization that issues certification in behavior analysis, is a relatively new entity. There is a small group of competent and well-trained professionals who completed their training and education long before the BACB certification program began and are in the later stages of their careers. Some of these professionals may be excellent clinicians who have served hundreds of individuals with autism. The Autism SIG recognizes that it can be difficult to make certain that a professional without a behavior certification from the BACB has the necessary skills and experience to provide good programming. The Autism SIG strongly recommends that consumers examine the resumes of non-certified individuals for evidence of the following:
- Completion of at least a master's degree in behavior analysis or a closely related field
- Current "Full" membership in the Association for Behavior Analysis International and possibly one of its regional chapters
- At least ten years of professional experience post-master's or doctoral degree in implementing, designing, and overseeing behavior analysis services for individuals with autism
- Publications of research on the behavior analytic treatment of autism in peer-reviewed professional journals (as opposed to self-published books and journals, websites, and the like)
- Presentations on the behavior analytic treatment of autism at behavior analysis conferences (but note that conference presentations are not equivalent to peer-reviewed research).
The Behavior Analyst Certification Board (BACB) does not consider the requirements for earning a BCaBA to be sufficient to take responsibility for all aspects of running a behavior program. If you hire a BCaBA, the Autism SIG encourages you to ask very specific questions related to who, what kind, and how much supervision the BCaBA receives.
WHAT TYPE OF SUPERVISION SHOULD I EXPECT TO SEE THE ASSOCIATE (BCABA) GETTING?
There should be a behavior analyst (BCBA) who oversees and takes full responsibility for any programming started by the BCaBA. The BCBA should directly and closely observe the client either in person or via video, meet frequently in person or by phone, and take the lead in clinical decision-making. If the BCaBA is working towards full certification, you should ask the BCBA supervisor about the progress on a regular basis, even asking to see course transcripts and how many of the required supervised field hours have been completed.
An associate behavior analyst (BCaBA) usually has completed fewer hours of undergraduate classroom instruction in behavior analysis and less supervised experience in implementing applied behavior analytic interventions. The Autism SIG strongly recommends that BCaBAs deliver behavior analytic intervention and assist with program design for persons with whom they are familiar ONLY with a BCBA adequately supervising them. If you decide to hire a BCaBA to provide for your child's program, you should ask for the name and contact information of the BCBA supervisor and check with that BCBA periodically regarding your child's case. Ask that BCBA detailed questions related to the amount and type of supervision they are providing the BCaBA. If the BCaBA currently doesn't have a BCBA to regularly supervise his work and isn't actively working towards getting a BCBA certification, then you may want to look elsewhere for someone to direct your child's programming.
You have the right to and should always ask the BCBA. A good BCBA has a resume prepared to give to potential clients who do ask. If they don't, that may be an indicator that you may need to look elsewhere.
The Behavior Analyst Certification Board maintains a list of individuals who have earned his/her certification. If you go to www.BACB.com, there is a section for consumers where you can type in your zip code to locate the names of certified behavior professionals near you.
The following is the link to the consumer guideline handout from Autism SIGhttp://www.abainternational.org/Special_Interests/AutGuidelines.pdf
