Disseminating Ethical Applied Behavior Analysis within a Human-Service Organization: A Tutorial.

Identifying potential qualities and corresponding behaviors that contribute to effective behavior analytic service delivery may assist practitioners in strengthening their behavioral repertoire and overall client/family/staff outcomes. Credentialed (Board Certified Behavior Analyst – Doctoral or Board Certified Behavior Analyst) individuals practicing outside of the United States of America, and award-winning behavior analysts in the field, were presented with the Exemplary Behavior Analyst Checklist (EBAC; Zayac et al., 2021) and rated the extent to which they believed exemplary behavior analysts display each quality and engage in the associated behaviors. Respondents also selected a “top 10” list of the qualities they believe are important to being/becoming an exemplary behavior analyst. Comparisons of these rankings are made to prior research on the EBAC along with a discussion about the implications for training and continued applications of the EBAC in the field. Limitations of the current studies are identified as well as useful recommendations for future research.

This is a commentary in response to Dixon et al.'s (Behavior Analysis and Practice, 8(1), 7-15, 2015) article entitled, "Research rankings of behavior analytic graduate training programs and their faculty" in Behavior Analysis in Practice. The severe restriction of range for the metric used to identify faculty productivity and knowledge of research calls the implications drawn from the data into question. Suggestions on how to broaden the metric are made along with implications for doing so. This is an important topic, and many people will need to contribute to a robust conversation about our graduate training programs given the exponential growth we have faced in recent decades.

We explored language used in three behavior-analytic journals (the Journal of Applied Behavior Analysis (JABA), the Journal of the Experimental Analysis of Behavior (JEAB), and Behavior Analysis in Practice (BAP)) to evaluate differences in factors related to the ease of comprehension. Using a linguistic analysis tool, we compared the first three paragraphs of the introductions of research articles in ten issues of each of the journals. JEAB was found to use language that was less concrete, meaningful, and imageable than the two applied journals. Implications for the field are discussed.

An autism parent disputes the authors' premise that the role of the BCBA is to "transition treatment to parents." Parents cannot simply "take over" all the advanced degrees, thousands of hours of coursework practicum and exams, or depth and breadth of scientific knowledge required to earn a BCBA any more than we can (or should) "take over" our kids' pediatric care or prescribe their meds. Papatola and Lustig's employer, Cigna Behavioral Health, recently made "transition treatment to parents" a criterion of medical necessity for ABA.

The purpose of this paper is to draw attention to and highlight some particularly enlightening arguments described by Rosenberg and Schwartz (2019). First, I emphasize the importance of the role of culture in ethical analysis and describe how the Behavior Analyst Certification Board (BACB) Professional and Ethical Compliance Code for Behavior Analysts (2014; hereafter referred to as the BACB Code) unintentionally underplays the importance of culture. Second, I express support for the model of ethical analysis proposed by Rosenberg and Schwartz and explain how their model provides an excellent and much-needed framework for the observation (and subsequent study) of ethical decision-making in behavior-analytic practice. Finally, I go all in and join Rosenberg and Schwartz in their call for scholars to critically analyze and discuss the BACB Code and to challenge the status quo (or call into question those who do). Such a discussion is healthy for our science and understanding of ethics and behavior analysis.

The increasing demand for behavior analytic services and the number of individuals pursuing credentials to provide these services evoke questions regarding certification and how the requirements for becoming a Board Certified Behavior Analyst® (BCBA®) compare with those for other professions. In this paper, we compared licensure and board certification requirements across similar behavioral health professions (i.e., behavior analysis, clinical social work, educational psychology, marriage and family therapy, and clinical psychology) and found that the minimum requirements for certification of behavior analysts were commensurate. We discuss the implications of our comparisons for practitioners, consumers, and the field and offer some recommendations for future consideration.

Successfully working with families of children with autism requires technical behavior-analytic skills and critical interpersonal relationship-building skills. Taylor, LeBlanc, and Nosik (2018) suggested that many Board Certified Behavior Analysts might have been trained in graduate programs that focus primarily on conceptual and technical skills with little coverage of skills related to building therapeutic relationships. The current paper provides the results of an online survey of the precredential and postcredential training experiences of behavior analysts. The majority of behavior analysts surveyed indicated that they received no explicit didactic training or reading assignments on relationship-building skills in their graduate coursework in behavior analysis. Approximately half indicated that their practical experience supervisor provided guidance and mentoring on these skills. The majority of behavior analysts indicated that it is very important or extremely important that professional training programs develop formal training in this area.

Chapter 1 - Introduction to applied behavior analysis, ethics, and core ethical principles

Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe.

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.

In the United States school system, there is an increasing number of students who need behavioral support. Board Certified Behavior Analysts (BCBAs) utilize the science of applied behavior analysis and are uniquely qualified to provide such support. However, for many reasons, BCBAs may not have the knowledge and skills to capitalize on their services in schools, including collaboration skills that can result in goals, intervention procedures, and outcomes that are not socially and ecologically valid. The current article provides a transdisciplinary model of school-based collaboration for BCBAs to maximize the effectiveness of behavioral interventions in schools. Adapted for school-based BCBAs from Boyer and Thompson's (2014) transdisciplinary model, the current model includes the elements of (a) extending BCBAs’ knowledge regarding school systems, (b) establishing rapport with team members, (c) enriching team members’ understanding of everyone’s role and expectations, and (d) exchanging feedback and praise.

Across many countries in Europe, the last decade has seen a rapid increase in the number of early intervention programmes for children with autism based on applied behaviour analysis, and a related growth in demand for competent behaviour analyst practitioners. There has also been a rapid growth in university-based courses that are focused solely on behaviour analysis, and these have all aligned their curriculum with the Behavior Analyst Certification Board task list. We describe the context of these developments and discuss some of the ways courses have been developed and some of the future challenges to be faced in developing an international profession of behaviour analysis. These have been positive moves for behaviour analysis in Europe. Now there is a solid foundation to continue this work, and to ensure that behaviour analysts play a central role in helping those who need their expertise.

An Introduction to the Volume 2, Number 2 of Behavior Analysis in Practice (BAP)

At its core, productive collaboration between speech-language pathologists and behavior analysts requires effective communication between both parties. Successful communication can be gained in par...

The article “There’s a Policy for That: A Comparison of the Organizational Culture of Workplaces Reporting Incidents of Sexual Harassment” (Hertzog, Wright, & Beat, 2008, this volume) explores organizational variables related to reports of sexual harassment and other negative behaviors in organizations. The paper considers relatively new ground for behavior analysts in terms of broad organizational assessment and exploratory analyses of work contexts. Extending and integrating these analyses of organizational contexts with behavior analyses would be interesting, challenging, and provocative. Behavior analysis rests on accurate measurement of individual’s behavior and experimental analysis of environmental variables that determine functional relationships between behavior and environments. A few key concepts such as reinforcement and stimulus control are elaborated to explain a great deal of behavior. Behavior analysis has shown in multiple replications that all sorts of targeted behaviors in organizations can be altered by practical adjustments of reinforcement contingencies and contextual variables (Daniels & Daniels, 2006). A general observation is that behavior is as complex as the contexts that generate and maintain it. A methodology for very large scale organizational assessment is under-developed in behavior analysis and the complexities of organizational environments are perhaps limited in scope to evaluations of features of the individual’s local environment and learning history. Possible connections across levels of inquiry from broad surveys of organizational climate and the types of more molecular organizational behavior analyses conducted within behavior analysis may show interplay and enhance both methodologies. Exploration of the National Organization Survey (NOS) provides an interesting high altitude window into organizational settings, and Hertzog and colleagues provide and describe a molar level perspective on organizational climate that might influence behaviors such as sexual harassment and incivility. These are important topics not often addressed by behavior analysts although work is beginning in this area. No direct observations of organizational variables or dependent variables are reported so the extent to which the reported measures match actual events is undetermined. Correspondence between what people say