Professional Credentialing of Practicing Behavior Analysts

Carr, James E.; Nosik, Melissa R.

doi:10.1177/2372732216685861

Cited by 48 publications

(18 citation statements)

References 24 publications

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“…In a recent systematic review on the U.S. healthcare workforce for children with ASD, investigators concluded that there is limited geographic availability of specialty providers and that there is a need for research that further explores the accessibility of this workforce (McBain et al 2019 ). Largely in response to increased demand for ABA services for children with ASD (Carr & Nosik 2017 ), the number of BCBAs in the U.S. has risen dramatically. In 1999, there were 28; by January 2019, twenty years later, the number of active BCBAs totaled 27,289 (Behavior Analyst Certification Board 2019a ).…”

Section: Introductionmentioning

confidence: 99%

Impact of County Sociodemographic Factors and State Policy on Geographic Access to Behavior Analysts Among Children with Autism Spectrum Disorder

Yingling

Ruther

Dubuque

et al. 2021

Adm Policy Ment Health

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To examine the relationship between geographic access to Board Certified Behavior Analysts (BCBAs) among children with autism spectrum disorder (ASD) and county sociodemographic factors and state policy, we integrated publicly available data from the U.S. Department of Education’s Civil Rights Data Collection, Behavior Analyst Certification Board’s certificant registry, and U.S. Census. The study sample included U.S. counties and county equivalents (e.g., parishes, independent cities) in 49 states and D.C. (N = 3040). Using GIS software, we assigned BCBAs to counties based on their residence, allocated children via school districts to counties, and generated per-capita children with ASD/BCBA ratios. We distributed counties into five categories based on these ratios: no BCBAs (reference), ≥ 31, 21–30, 11–20, > 0–10. We used a generalized logit model to conduct analyses. Highly affluent and urban counties had the highest access to BCBAs with odds ratio estimates for affluence ranging from 2.26 to 5.26. County-level poverty was positively associated with access, yet this relationship was moderated by urbanicity. Race-ethnicity and healthcare insurance coverage were negatively related to access. Other variables were not significant. Targeting non-urban and less affluent counties for provider recruitment and maintenance could most improve access to BCBAs. In addition to strategies specific to BCBAs for improving geographic access, traditional strategies used for other healthcare providers could be useful.

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Section: Introductionmentioning

confidence: 99%

Impact of County Sociodemographic Factors and State Policy on Geographic Access to Behavior Analysts Among Children with Autism Spectrum Disorder

Yingling

Ruther

Dubuque

et al. 2021

Adm Policy Ment Health

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“…2 Carr et al ( 2017 ) reported that the RBT® credential was created “in response to various stakeholders (e.g., funders, legislators) who sought a credential for the individuals who actually make direct contact with clients” (p. 164). Specifically, an individual with an RBT® certification is a person who: (a) is at least 18 years old, (b) has a high school diploma or national equivalent, (c) passes a criminal background check, (d) completes a 40 h training based upon the task list the BACB® has created, (e) passes a direct observation competency assessment, (f) passes a written exam, and (g) pays all fees (Carr and Nosik 2017 ). Additionally, RBTs® are required to practice under the supervision of a BCBA®.…”

mentioning

confidence: 99%

The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point

Leaf

McEachin

et al. 2020

J Autism Dev Disord

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The Behavior Analyst Certification Board (BACB®) created a third level of certification, the Registered Behavior Technician™ (RBT®) in 2014. The RBT® was created based upon the requests of stakeholders who wanted to credential those individuals who make direct contact with clients under the supervision of a Board Certified Behavior Analyst®. There has been tremendous growth in the number of RBTs® with over 60,000 individuals certified to date. The BACB® recently sent out a newsletter outlining changes to the RBT® certification, including the processes of training, supervising, and becoming an RBT®. These changes represent a number of potential concerns. The purpose of this paper is to highlight these concerns and to propose solutions to improve the RBT® certification.

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“…(A BCBA with a doctoral degree is designated as a BCBA-D.) As of March 2018, the BACB has credentialed 28,037 BCBAs, 2,958 BCaBAs, and 37,127 RBTs for a total of 68,122 individuals (BACB, n.d.-a) in more than 70 countries. The number of certificants from 1999 to the present shows a consistent increasing trend (Carr & Nosik, 2017). Certification through the BACB has become the primary criterion for defining what it means to be a practitioner of ABA.…”

Section: Developments In Behavior Analysismentioning

confidence: 99%

Increasing Undergraduate Psychology Major’s Workforce Readiness Through Courses in Applied Behavior Analysis

Metzger

Gayman

2019

Teaching of Psychology

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The American Psychological Association’s 2013 guidelines recommend that psychology undergraduate programs make workforce preparation a central feature in undergraduate psychology programs. The addition of courses in applied behavior analysis (ABA) is one method to provide students with the skills and credentials necessary to enter a psychology-related career immediately after graduation. The number of university programs offering coursework in ABA is increasing in tandem with the explosive growth in job opportunities for behavior analysts at both the master’s and bachelor’s level. We describe Troy University’s course sequence in ABA and present some possible challenges for adding coursework in ABA. It is our hope that this article will engender lively intradepartmental discussion about adding courses in ABA to a psychology undergraduate curriculum.

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Professional Credentialing of Practicing Behavior Analysts

Cited by 48 publications

References 24 publications

Impact of County Sociodemographic Factors and State Policy on Geographic Access to Behavior Analysts Among Children with Autism Spectrum Disorder

Impact of County Sociodemographic Factors and State Policy on Geographic Access to Behavior Analysts Among Children with Autism Spectrum Disorder

The Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point

Increasing Undergraduate Psychology Major’s Workforce Readiness Through Courses in Applied Behavior Analysis

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