Certification, accreditation, and quality control in behavior analysis

Implementing quality control measures in the discipline and professional practice of behavior analysis is a challenging, but nevertheless important, step in the evolution of our field. The Association for Behavior Analysis currently seeks to ensure quality in behavior analysis by sponsoring an accreditation program for graduate academic programs and by promoting certification of individual practitioners. The accreditation reviews are conducted by ABA, whereas certification status is awarded by an independent, nonprofit credentialing entity: the Behavior Analyst Certification Board, Inc. Among the challenges that ABA faces as it pursues various quality control measures, particularly in its educational programs, are (a) how extensively should academic programs specify the verbal and nonverbal terminal repertoires in all three branches of behavior analysis (applied, experimental, and conceptual); (b) how extensively should programs that emphasize applied behavior analysis integrate science-based criteria for the evaluation of interventions; and (c) how extensively should programs that emphasize service delivery include training in formal research methodology.     

Behavior-analytic repertoires: Where will they come from and how can they be maintained?

The field of behavior analysis faces a number of issues concerning its existence as a discipline and as a profession, including (a) identification of the knowledge and skills comprising the repertoire of competent behavior analysts, (b) the nature of the curricula that will produce the scientists and practitioners needed by the discipline, (c) identification of the generic professional and social skills required for any successful professional career, (d) academic employment opportunities for behavior analysts, and (e) the maintenance of behavior-analytic repertoires. Recommendations are offered as possible solutions to problems raised with respect to each of these issues.     

Looking to the future: will behavior analysis survive and prosper?

Behavior analysis as a discipline currently is doing relatively well. How it will do in the future is unclear and depends on how the field, and the world at large, changes. Five current characteristics of the discipline that appear to reduce the probability that it will survive and prosper are discussed and suggestions for improvement are offered. The areas of concern are (a) the small size and limited power of the discipline, (b) the growing focus of applied behavior analysis on autism spectrum disorders and little else, (c) the esoteric nature of much basic research, (d) the proliferation of "applied" research that really isn't applied, and (e) the widespread use of imprecise and potentially harmful technical language.     

The Munroe-Meyer Approach: Continuous Integration of Didactic Instruction,Research, and Clinical Practice

Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences.     

Contributions of positive behavior support amid lingering questions over its relationship with behavior analysis: A review of Positive behavior supports for adults with disabilities in employment,community, and residential settings by Storey and Post

Positive Behavior Supports for Adults with Disabilities in Employment, Community, and Residential Settings by Keith Storey and Michal Post (2019) presents valuable information for support providers and clinicians working with adults in inclusive settings who display challenging behavior. Numerous examples of challenging behavior encountered in such settings are provided along with a multitude of interventions for addressing the behavior in ways that comport with the values of positive behavior support (PBS). This review highlights contributions of the Storey and Post book and considers the content in regard to the controversial relationship between PBS and applied behavior analysis (ABA). The authors specify ABA as the foundation of PBS, but questions linger about the exact PBS–ABA relationship that will likely affect the book's ultimate contribution. Concern over the relationship is illustrated in regard to qualifications of behavioral professionals whom the authors often refer to as being necessary to help support providers develop and implement PBS interventions.     

The nature of psychology: the great dilemmas

Research about the nature of psychology, its subject matter, its level of analysis, its scientific laws, its relationship with other disciplines, and its social relevance has been a matter of great concern and interest during the development of psychology. This problem can be analyzed in terms of the dilemmas of the psychological discipline, which have been choice points, crossroads, alternative decisions that bring psychologists face to face with the following issues: (a) the subject matter of psychology: psyche, mind, or behavior?; (b) the role of scientific methodology: is psychology a natural science, a social/behavioral/human science, or a part of the humanities?; (c) the universality or particularity of scientific laws in psychology: are laws universal or culture-bound and contextual?; and (d) the balance between science and profession: is psychology a basic science, a socially relevant profession, or both?     

Behavior analysts' perceptions of the population specificity or comprehensiveness of autism treatments

The basic philosophy of radical behaviorism provides foundations for behavioral intervention applications in applied behavior analysis (ABA) across a variety of populations and human behaviors. However, as ABA increases in popularity for people with autism, many people perceive that ABA resembles other non‐research‐supported interventions which market themselves almost exclusively for autism. This study evaluated the extent to which behavior analysts perceived scientifically supported treatments (e.g., ABA) and non‐scientifically supported treatments as population‐specific or as comprehensively applicable across populations. Behavior analysts (N = 876) completed an online survey which indicated that approximately 3/4 of behavior analysts reported ABA as comprehensively effective for all people. Treatments without scientific support also were ranked more often or as effective as ABA for specific populations (i.e., intellectual and developmental disabilities, autism, severe behavior problems, adults, and children). Results indicated a continuing need to emphasize the education and requirements of radical behaviorism as the scientific foundations of ABA.     

Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support

School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis.     

Positive behavior support and applied behavior analysis

This article reviews the origins and characteristics of the positive behavior support (PBS) movement and examines those features in the context of the field of applied behavior analysis (ABA). We raise a number of concerns about PBS as an approach to delivery of behavioral services and its impact on how ABA is viewed by those in human services. We also consider the features of PBS that have facilitated its broad dissemination and how ABA might benefit from emulating certain practices of the PBS movement.     

Genetics,Developmental Psychopathology,and Psychoanalytic Theory: The Case for Ending Our (Not So) Splendid Isolation

This paper considers the historical isolation of psychoanalysis from other scientific academic disciplines. The example of behavior genetics is used to illustrate the potential mutual benefit of cross-fertilization. Exploring links between the two disciplines makes it possible to debate antipsycho-analytic constructions in behavior genetics with greater vigor. At the same time, psychoanalysis, which studies subjectivity, is relevant to a discipline that naively explores the objective environment without considering the crucial mediation through the subjective world. Microbiology and genetics offer models of the mechanisms by which meaning generation and interpretive capacity might interface with the unfolding of genetic expression. Simultaneously, emerging psychoanalytic developmental models have provided an ontogenetic psychological framework that links development of this capacity to the infant-mother relationship. The paper concludes by stressing the need for a cadre of specialist psychoanalytic professionals dedicated to research as the precondition of any meaningful dialogue between psychoanalysis and any other discipline.     

Countercontrols for the american educational research association

Publications of the American Educational Research Association (AERA) maintain that years of research in education have failed to produce a useful technology for teachers. Little is said to be known about teaching children beyond the potential of new findings such as mastery learning, time on task, and features of an appropriate school climate. These latter conclusions are in stark contrast to the large body of useful findings in the behavior analysis literature. Several possible reasons are discussed for the discrepancy in views between behavior analysts and educational researchers. The lack of acknowledgement of behavior analysis is viewed as a serious problem because of the control that the educational research establishment exerts over federal funding of research and the training of teachers. There is a growing use of some of the aspects of behavior analysis by educational researchers; however, the derivation is not acknowledged and there is little enlightenment about radical behaviorism. It is suggested that ABA should countercontrol the influence of AERA by incorporating doctoral students in educational research as students of behavior analysis, teaching the complexity of behaviorism, teaching the positions of the opposing camp to behavior analysis students. ABA can take an aggressive role in countercontrolling AERA by forming committees to insure (a) quality of treatment, (b) funding representation in government, (c) protection and qualified review of untenured behavior analysts, (d) expansion of certification.     

Exploring Issues of Generalization and Maintenance in Training Instructional Aides in a Public School Setting

In today’s climate, with the ever-increasing demand for competent behavior analytic services, it is necessary for behavior analysts to work across a variety of settings, including home, school, and community, overseeing instructional aide staff as the frontline providers of applied behavior analysis (ABA) services. It is common practice for ABA practitioners to provide the supervision and training to parents, caregivers, and direct-care staff, who may have limited knowledge and experience within the field of ABA. In 2013, the Behavior Analysis Certification Board (BACB^®) initiated an effort to establish standards for the training of instructional aides and direct-care staff in the delivery of instructional and treatment services based on the principles of ABA. This new standard and credential is known as a Registered Behavior Technician? (RBT^®). The purpose of this study was to evaluate the training process outlined by the BACB, focusing specifically on the generalizability and long-term maintenance of newly acquired skills taught through a competency-based approach, to novel opportunities for implementation. Training was conducted through two methods: in vivo training with clients versus role-play with peers. Both these types of staff training approaches are commonly used instructional practices in the field of ABA.     

Participation by women in behavior analysis. II: 1992

Participation by women and men in (a) the editorial process and publication of three behavior analysis journals, (b) leadership in the Association for Behavior Analysis (ABA) and the Society for the Experimental Analysis of Behavior, and (c) participation in the 1982 and 1991 conventions of the Association for Behavior Analysis are described. The data indicate that the relative involvement of women in all three areas is lower than the percentage of ABA members who are women (31%) and is considerably lower than the percentage of women in society at large (51%). This underrepresentation of women in editorial and leadership roles in behavior analysis mirrors the reported phenomenon of a glass ceiling for women in leadership roles in business and industry. The men who control our institutions are asked to share power and responsibility by increasing the involvement of women in behavior analysis.     

Upon Further Reflection: View from the Other Side of “Windows on the 21st Century”

Three points discussed in Glenn (1993) are reviewed in the context of current events: the discipline of behavior analysis as a cultural system, the importance of that discipline in the training and regulation of behavior analytic practitioners, and Association for Behavior Analysis International (ABAI) as a cultural subsystem that links to all the other parts and therefore links the other parts to one another. Noting similarities between behavior analysis and biology, I consider the growth of biological sciences as a model for behavior analysis. Of particular importance for biology has been the role of basic biological sciences in the practice of medicine and the resulting feedback loops that have developed among its basic sciences, applied sciences, and medical practice. I suggest that behavior analysis explicitly follow this model and that ABAI has a critical role to play in leading the field to developing the feedback loops that have integrated the biological sciences and medicine.     

ABA accreditation of graduate programs of study

ABA now offers accreditation for graduate programs of study in behavior analysis. Minimum standards include curriculum topics in (a) the principles of behavior, (b) within-subject research methodology and direct observation of behavior, (c) conceptual issues, and (d) behavioral interventions, as well as a thesis, dissertation, review paper, or general examination that is based on a behavior-analytic approach to problems or issues. Accreditation is viewed as one part of a process concerned with demonstrating that a person trained according to a given set of standards is more effective in utilizing the techniques of a science than a person who is not so trained.     

CACREP: Precursors,Promises, and Prospects

National accreditation of counselor education has taken on new meaning. The profession has a recognized accrediting body within the community of higher education. This article recounts the Council for Accreditation of Counseling and Related Educational Programs (CACREP) precursors, its founders' aspirations, and its prospects for influencing the professionalization of counseling as a discipline.     

Externalizing Behavior Problems and Discipline Revisited: Nonlinear Effects and Variation by Culture,Context, and Gender

Debate continues regarding the magnitude and importance ofparenting effects on the development of children's externalizing behavior problems, in spite of the evidence that environments (as well as genes) contribute to individual differences in these behaviors. Research has demonstrated an association between harsh physical discipline and child aggression and conduct problems, a likely causal mechanism that probably operates as a shared environmental factor. We offer four hypotheses about the relation between discipline practices and child externalizing problems that may resolve some debate and help lead toward a more comprehensive understanding of how and when discipline practices will make a substantial difference: 1. The association between discipline and child aggression includes a nonlinear component. 2. The parent behavior-child behavior link varies across cultural groups. 3. Parental discipline effects on children vary according to the context of the broader parent-child relationship. 4. The discipline effect is maximized in same-gender parent-child dyads. Discussion focuses on the role of children's mental representations of discipline experiences as a mediator of discipline effects, and research implications with respect to sampling, measurement, and analytic strategies are noted.     

It has been said that, “There are three degrees of falsehoods: Lies,damn lies,and statistics”

Applied behavior analysis (ABA) researchers have historically eschewed population-based, inferential statistics, preferring to conduct and analyze repeated observations of each participant's responding under carefully controlled and manipulated experimental conditions using single-case designs (SCDs). In addition, early attempts to adapt traditional statistical procedures for use with SCDs often involved trade-offs between experimental and statistical control that most ABA researchers have found undesirable. The statistical methods recommended for use with SCDs in the current special issue represent a welcome departure from such prior suggestions in that the current authors are proposing that SCD researchers add statistical methods to their current practices in ways that do not alter traditional SCD practices. Further refinement and use of such methods would (a) facilitate the inclusion of research using SCDs in meta-analyses and (b) aid in the development and planning of grant-funded research using SCD methods. Collaboration between SCD researchers and statisticians, particularly on research that demonstrates the benefit of these methods, may help promote their acceptance and use in ABA.     

EXAMINING THE EFFECTS OF BRIEF TRAINING ON THE ATTITUDES AND FUTURE USE OF BEHAVIORAL METHODS BY TEACHERS

Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shifted after attending the seminar. Neither the number of students taught with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type (e.g., independent or government) was significantly related to the attitude measure. The findings have implications for ongoing teacher education and professional development, as well as for school psychologists tailoring interventions and framing recommendations for teachers in mainstream primary settings. Copyright © 2014 John Wiley & Sons, Ltd.     

A comparison of a modified sequential oral sensory approach to an applied behavior‐analytic approach in the treatment of food selectivity in children with autism spectrum disorder

Treatments of pediatric feeding disorders based on applied behavior analysis (ABA) have the most empirical support in the research literature (Volkert & Piazza, 2012); however, professionals often recommend, and caregivers often use, treatments that have limited empirical support. In the current investigation, we compared a modified sequential oral sensory approach (M‐SOS; Benson, Parke, Gannon, & Muñoz, 2013) to an ABA approach for the treatment of the food selectivity of 6 children with autism. We randomly assigned 3 children to ABA and 3 children to M‐SOS and compared the effects of treatment in a multiple baseline design across novel, healthy target foods. We used a multielement design to assess treatment generalization. Consumption of target foods increased for children who received ABA, but not for children who received M‐SOS. We subsequently implemented ABA with the children for whom M‐SOS was not effective and observed a potential treatment generalization effect during ABA when M‐SOS preceded ABA.