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

Measuring the Dissemination Impact of Culturo-Behavioral Science

Culturo-behavior science addresses many of the world's most significant problems and therefore has potential to create world-changing outcomes. Before systems level changes that improve the world can be implemented, however, it is first necessary for the public to know about and take interest in the accomplishments of culturo-behavior science. Measurable evidence that this kind of influence is being achieved is a component of "dissemination impact," an important but often overlooked form of accountability on sciences that target real-world problems. We describe a method for quantifying some aspects of dissemination impact and present data on how much of this impact has been earned by articles published in Behavior and Social Issues. The results provide considerable food for thought about how culturo-behavior science can proceed toward making the strategic pursuit of dissemination impact a component of its evidence-based practices.

Supplementary Information

The online version contains supplementary material available at 10.1007/s42822-022-00120-3.

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

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 However, research on their accessibility is outdated.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.

Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

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.

A Preliminary Assessment of the Qualities and Behaviors of Exemplary Practitioners: Perspectives From U.S.-Based Behavior Analysts

Individuals with credentials (Board Certified Behavior Analyst-Doctoral and Board Certified Behavior Analyst) from the Behavior Analyst Certification Board throughout the United States were asked to identify the characteristics and corresponding behaviors of individuals they consider to be exemplary in the profession. From these responses, a list of 35 characteristics and attendant behaviors was compiled into the Exemplary Behavior Analyst Checklist. This checklist contains a number of characteristics that are traditionally representative of the field (e.g., analytical, applied, conceptually systematic, technological) and relate to technical and conceptual skills. Respondents also identified a number of characteristics associated with compassion and support of clients/individuals (e.g., client centered, culturally competent, empathetic, positive/encouraging). A "top 10" list of the qualities and behaviors of exemplary behavior analysts identified by participants is presented, and a discussion regarding the implications for the training of credentialed professionals is provided.

Evaluating Kupferstein’s claims of the relationship of behavioral intervention to PTSS for individuals with autism

Purpose

Kupferstein (2018) surveyed 460 respondents and found that 46 percent of respondents met the diagnostic threshold for posttraumatic stress disorder after exposure to applied-behavior-analysis-based intervention. The purpose of this paper is to provide an evaluation a critical analysis of Kupferstein (2018) including the experimental methods and discussion of the results.

Design/methodology/approach

The authors evaluated the Kupferstein’s methodological rigor with respect to the use of hypothesis testing, use of indirect measures, selection of respondents, ambiguity in definitions, measurement system, and framing of the experimental question when conducting the correlational analysis in addition to Kupferstein’s analysis and discussion of the results.

Findings

Based upon the analysis, Kupferstein’s results should be viewed with extreme caution due to several methodological and conceptual flaws including, but not limited to, leading questions used within a non-validated survey, failure to confirm diagnosis, and incomplete description of interventions.

Originality/value

It is the authors’ hope that this analysis provides caregivers, clinicians, and service providers with a scientific lens which will useful in viewing the limitations and methodological flaws of Kupferstein.

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

The goal of Behavior Analysis in Practice's special issue on the education of behavior analysts is to highlight a variety of works on the topic of teaching and mentoring students in behavior analysis. The special issue is composed of empirical studies that evaluated teaching procedures aimed at the effective training of behavior analysts; surveys focusing on the content of training programs, including common readings and other components; and commentaries on topics pertaining to teaching and mentoring behavior analysts. Several themes emerged across the issue, including (a) a focus on knowledge of basic principles of behavior analysis, (b) the direct application of operant-based principles in the teaching and mentorship of behavior analysis students, and (c) a significant emphasis on the meaningful application of behavior analysis.

Top 10 Responses to the Commentaries on Dixon, Reed, Smith et al. (2015)

In a previous article (Dixon et al. Behavior Analysis in Practice, 8(1), 7-15, 2015), we put forward data suggesting that most behavior analytic faculty do not publish in major behavior analytic journals, and in only about 50 % of behavior analysis programs have faculty combined to produce ten or more empirical articles. Several commentaries followed the release of our article, with content that ranged from supporting our endeavors and confirming the dangerous position our field may be in to highlighting the need for further refinement in procedures used to rank the quality of behavior analysis graduate training programs. Presented in the present article are our "top 10" responses to these commentaries.

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

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.