The Behavior Analyst 2004, 27, 67-94 No. 1 (Spring)

Determining Essential Content forApplied Behavior Analyst Practitioners

Gerald L. ShookBehavior Analyst Certification Board

James M. JohnstonAuburn UniversityFae H. Mellichamp

Professional Testing, Inc.

This article reports the procedures and findings of a job-analysis study recently conducted by theBehavior Analyst Certification Board, Inc. (BACB) and considers some implications of the surveydata collected during this process. The job analysis focused on the applied sector of the field ofbehavior analysis and limited its inquiry into matters of professional competencies and training.The results represent a unique sample of demographic information and valuable collection of opin-ions regarding the competencies and training required of applied behavior analyst practitioners.Because these opinions have a direct effect on certification task standards and content of the BACBcredentialing examinations, which in tum drive the curricula of undergraduate and graduate pro-grams in applied behavior analysis, it is important to consider what these views might mean for thecontinuing evolution of the field of behavior analysis.Key words: certification, profession, applied behavior analysis, credential, practitioner

This article reports the proceduresand findings of a job-analysis study re-cently conducted by the Behavior An-alyst Certification Board, Inc. (BACB)and considers some implications of thesurvey data collected during this pro-cess. The job analysis focused on theapplied sector of the field of behavioranalysis' and limited its inquiry intomatters of professional competencies

This article is dedicated to Michael J. Hem-ingway, who as the Senior Behavior Analyst inthe Florida Department of Families and Childrenand a founding director of the Behavior AnalystCertification Board, was critical to the develop-ment and success of the BACB certification pro-cess.

Correspondence concerning this article maybe addressed to Gerald L. Shook, Behavior An-alyst Certification Board, 3323 ThomasvilleRoad, Suite B, Tallahassee, Florida 32308(e-mail: Shook@BACB.com).

' In this paper, we use the phrase applied be-havior analysis to refer to a discipline that en-compasses both an area of scientific investiga-tion that addresses the need to manage behaviorfor practical purposes and the technology thathas evolved from this literature. Thus, use of thephrase may refer to the applied research litera-ture, the technology itself, or the field definedby these scientific and professional activities.

and training. The results represent aunique sample of demographic infor-mation and a valuable collection ofopinions regarding the competenciesand training required of applied behav-ior analyst practitioners. Because theseopinions have a direct effect on certi-fication task standards and content ofthe BACB credentialing examinations,which in turn drive the curricula of un-dergraduate and graduate programs inapplied behavior analysis, it is impor-tant to consider what these views mightmean for the continuing evolution ofthe field of behavior analysis.

JOB-ANALYSIS PROCESSJob AnalysisOne of the first steps in developing

a valid credentialing examination is de-fining the body of knowledge requiredfor competent practice of the profes-sion. It is critical that credentialingagencies establish a strong link be-tween the practice of the professionand the certification examination(Browning, Bugbee, & Mullins, 1996;Schmitt & Shimberg, 1996).

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68 GERALD L. SHOOK et al.

High-stakes examinations, those thatare used to determine competence nec-essary to practice within a given pro-fession, must be developed in compli-ance with accepted standards usingbest psychometric practices. Acceptedstandards include the Equal Employ-ment Opportunity Commission Guide-lines on Employment Testing Proce-dures (1978) and the Standards for Ed-ucational Testing (1999) developed bythe American Psychological Associa-tion, the American Educational Re-search Association, and the NationalCouncil on Measurement in Education.Both sets of standards require that aformal study of the profession be con-ducted to determine whether the con-tent coverage of the examination ac-curately reflects the practice of thoseperforming the job. These studies areknown as job analyses, and their find-ings serve as the primary source of ev-idence for the content validity of thecredentialing examination.

It is important to note that a job-analysis study represents a snapshot ofthe fundamental job duties and essen-tial functions of a profession at a givenpoint in time. These studies do not at-tempt to reflect cutting-edge practicesor to describe new trends and direc-tions in which a profession mightmove. Instead, they reflect those activ-ities that are generally accepted bypractitioners at the time the study iscompleted. As such, the useful life ofa given study is limited, and new stud-ies must be conducted periodically.The required frequency for conductingnew job analyses will vary with theneeds of the profession. Studies arewarranted more often during times ofrapid change and new discoverieswithin a profession than during periodsof relative stability. In general, mostprofessions require a new job analysisor revalidation of an existing analysisevery 5 to 10 years.The findings of a job analysis can

have far-reaching effects, going wellbeyond the simple definition of topicsto be covered on a credentialing ex-amination. They may be used to define

the scope of work for professionals inspecific settings, training curricula forjob incumbents, or university coursesequences for students who aspire toenter the profession.

DETERMINING THESCOPE OF WORK

Orlando Expert Panel

The BACB, in collaboration withthe Florida Department of Childrenand Families (hereafter referred to asFlorida), conducted the present job-analysis study to update the content ofthe BACB certification examinationsto reflect current practices in the fieldof behavior analysis. The current studyaddressed the content of both theBoard Certified Behavior Analyst(BCBA) and Board Certified AssociateBehavior Analyst (BCABA) examina-tions.The Florida Department of Children

and Families and the Florida Depart-ment of Professional Regulation hadconducted the most recent job-analysisstudy for the examinations in 1994.That study led to the development of acomprehensive Second Edition TaskList consisting of broad content areasunder which a number of more specifictask statements were placed. Taskstatements were then broken down intospecific knowledge, skill, and abilitystatements that were incorporated intothe Task List and, in turn, formed con-tent stimuli used in constructing ex-amination questions. Florida further re-vised the Task List in 1997, resultingin the 1997 revised version of the Sec-ond Edition Task List.

In May 1998, the BACB and Floridaheld a subject-matter expert-panelmeeting (at the Association for Behav-ior Analysis convention in Orlando) todiscuss the need for revisions to the el-igibility criteria for examination andthe Revised Second Edition Task List.The expert panel suggested that a num-ber of revisions be made, both to theeligibility criteria and to the Task List,and a draft Third Edition Task List wasconstructed. The panel's recommenda-

ESSENTIAL CONTENT FOR PRACTITIONERS 69

tions for revisions in the eligibility re-quirements and Task List, combinedwith the general requirement to updatejob analyses for professional creden-tialing programs every 5 to 10 years,set the occasion for a new job-analysisstudy.

Los Angeles Expert Panel

The Florida Department of Childrenand Families and the BACB signed anagreement in January 1999 that for-malized the cooperative relationshipbetween the two entities. In addition toother provisions, the agreement provid-ed for cooperative efforts to developexamination materials to accepted pro-fessional standards, allowed mutual ac-cess to examination materials, allowedthe BACB to develop an internationalcertification program, and allowed thetransition of Florida certification activ-ities to the BACB, should Florida de-sire to do so. The BACB and Floridasigned a contract in 2000 in which theBACB, in addition to its own respon-sibilities, was required to assume theresponsibilities of Florida in complet-ing the new job-analysis project. In2000, the BACB contracted with Pro-fessional Testing Corporation of NewYork City to provide expert consulta-tion and assistance with a subject-mat-ter expert-panel meeting. In 2001, theBACB contracted with ProfessionalTesting, Inc. of Orlando to provide ex-pert consultation and assistance withthe remaining job-analysis process.

In February 2001, the BACB andthe Professional Testing Corporationconvened a 16-member subject-matterexpert panel (at the California Associ-ation for Behavior Analysis conferencein Los Angeles) to begin developmentof an updated Task List to serve as thebasis for a comprehensive job-analysisstudy (see Appendix A). This expertpanel met for 2 days and substantiallyrevised the 1999 Orlando draft TaskList. The panel reviewed the proposedcontent and recommended an increasein the course work requirement for theEligibility for Examination Standards

for both certification levels and revisedthe number of Task List Content Areasfrom 16 to 10. The panel also dis-cussed the format for the job-analysissurvey and made recommendations re-garding the wording of the anchorstatements for the rating scale. Thepanel agreed that the use of a single"Importance" scale remained appro-priate based on the rationale used inthe 1994 study and recommended thatthe new study should have separate rat-ings for the two certification levels.

The Pilot Test PanelIn March 2001, a pilot version of the

job-analysis survey was developed toassess the content of the draft ThirdEdition Task List and the new coursework eligibility requirements recom-mended by the Los Angles expert pan-el and BACB legal counsel. In June2001, the draft survey was mailed to apilot test panel composed of an inter-national sample of 38 expert behavioranalysts (see Appendix B). These in-dividuals were asked to make com-ments and suggestions regarding thedraft job-analysis survey instrument, inaddition to completing it. Responseswere received from 36 members (95%)of the pilot test panel. The pilot testconfirmed that the design of the basicdraft job-analysis survey was satisfac-tory. None of the tasks was eliminatedas a result of the pilot test, althoughseveral minor wording changes weremade to the Task List and survey. Inaddition, the pilot test provided signif-icant support for the recommended in-crease in the course work eligibility re-quirement at both certification levels.The magnitude of the support for theseincreases was sufficiently high that ad-ditional survey work on this topic wasnot required, and the BACB elected tomove forward with the recommenda-tions. A final version of the job-anal-ysis survey was prepared in August2001.

SAMPLE SELECTIONAND SURVEY

The survey sample consisted of all(721) BCBAs, all (398) BCABAs, and

70 GERALD L. SHOOK et al.

TABLE 1

Summary of job-analysis survey returns

Returnedunde- Effective Response

Group Invited liverable sample size Responding rate

BCABA 398 9 389 148 38%BCBA 721 11 710 356 50%ABA members 396 16 380 100 26%Total sample 1,515 36 1,479 604 41%

396 noncertified full members of theAssociation for Behavior Analysis(ABA) selected by the BACB. A totalof 1,515 behavior analysts were in-cluded in the demographically diversesample group.The survey design called for BCBAs

and ABA members to rate the impor-tance of all tasks for both levels of cer-tificants (BCBA and BCABA). TheBCABAs were asked to rate only theimportance of the tasks for BCABA-level certificants. BCBAs and ABAmembers were presented with both setsof rating scales and BCABAs withonly the BCABA set of rating scales.

Although the job-analysis surveyplan called for a paper-and-pencil sur-vey, the job-analysis survey was con-ducted on-line because of the Septem-ber 11, 2001, terrorist attacks and thesubsequent anthrax attacks via U.S.mail. A California-based software con-sultant was hired to convert the paper-and-pencil survey for Internet-baseddelivery. The survey instructions werecompletely rewritten to reflect the on-line delivery system; however, the ba-sic Task List and demographic ques-tions remained unchanged.An invitation postcard was mailed to

each member of the survey sample. In-dividual access codes were printed onthe postcard front, and a brief descrip-tion of the survey process and instruc-tions for accessing the survey via theBACB Website were printed on theback. On January 31, 2002, invitationswere mailed to the survey samplegroup of 1,515 behavior analysts. Thir-ty-six of the invitation postcards were

returned as undeliverable, yielding aneffective sample size of 1,479. On Feb-ruary 13, 2002, a reminder postcardwas sent to 1,350 invited participantswho had not yet responded to the sur-vey. On March 15, 2002, an e-mail re-minder was sent to all individuals whohad e-mail addresses on file and whohad partially completed the survey, andthe response deadline was extendeduntil March 30, 2002.

SURVEY DEMOGRAPHICFINDINGS2

Survey ReturnsTable 1 shows a summary of job-

analysis survey returns. A total of 643responses were received. There were39 respondents who answered the de-mographic questions but did not rateany of the task statements. Their datawere not included in the analyses. Thisresulted in 604 usable responses, anoverall response rate of 41%. Of theusable responses, 519 were fully com-plete. Data from the 78 remaining par-tial responses have been included inthe analyses. Of the 604 individualswho responded, 38% were certified atthe associate level, with presumablylittle or no graduate training in thefield. Of the remainder, 50% wereBCBAs, and 26% were drawn from the

2 Not all of the survey respondents completedthe demographic information section. Percent-ages are calculated based on the number re-sponding to each question. All percentages arerounded to the nearest whole number. For itemsfor which the actual percentage calculated is lessthan 0.5%, the percentage is reported as <1%.

ESSENTIAL CONTENT FOR PRACTITIONERS 71

membership of ABA (full memberswere individually selected based ontheir applied interests and geographicalrepresentation). Of course, there wasoverlap between these two groups (i.e.,some certified individuals were mem-bers of ABA), even though only non-certified members of ABA were re-ported as members of that group.

This sample necessarily representsboth levels of certification in the fieldof applied behavior analysis. The in-clusion of individuals whose training islargely at the bachelor's level couldprovide opinions that are systematical-ly different from individuals who re-ceived a graduate degree in the field.However, the data are presented sepa-rately for BCABAs and the two groupsholding graduate degrees, so this issuecan be evaluated. In general, it is notclear what criteria would be widelyagreed upon as defining membership inthis field.

With reference to the larger field ofbehavior analysis, it was intended thatthis sample overrepresent individualswhose training and interests are in ap-plied areas. It is not clear, of course,how members of the field of behavioranalysis actually might be distributedbetween the experimental analysis ofbehavior and applied behavior analy-sis, if such a distinction is meaningful.However, the inclusion in the sampledgroup of all certificants at the time ofthe survey and only 396 noncertifiedmembers of ABA could have yieldeda mix of basic and applied intereststhat do not match the representation ofthose interests within the full ABAmembership, even though ABA mem-bership certainly does not include allindividuals with training and interest inthe larger field and is only one way ofdefining the field.

In contrast, it could also be arguedthat the opinions of noncertified indi-viduals in the survey cohort might sys-tematically differ from those who hadprimarily service-delivery interests.Given that the objective of the job-analysis process is to contribute to thedevelopment of a set of task standards

representing what practitioners shouldknow, one could argue that a collegeprofessor who is not experienced in thedelivery of services might provide rat-ings different from those who havesuch field experience. This variety isintended, however, both by the BACBas well as by the underlying legal andprofessional standards for this process.

There are other arguments thatmight be made about the representa-tiveness of the sample cohort thatmight be taken into account in inter-preting the data, particularly if thoseinterpretations are aimed at general is-sues in the field at large. For example,it is certainly the case that BACB cer-tificants and ABA members do not in-clude all individuals who have gradu-ate training in behavior analysis andwho may be working in the field insome capacity, but it is not clear howlarge this remaining population is orhow to gain access to it. However, al-though the purpose of the survey wasto obtain reactions of "the field" of be-havior analysis in some collectivesense, there is no gainsaying the ne-cessity of including the present certi-ficants in the sample cohort, eventhough the resulting sample, by design,might not represent the proportional in-terests of all segments of various defi-nitions of the field.

Age, Gender, Race, and Geography

Table 2 shows that the survey re-spondents were, on average, in theirearly 40s (ranging from 22 to 78 yearsof age) and, by a relatively small mar-gin, more likely to be female than male(55% vs. 45%). The vast majority waswhite, although 14% indicated otherraces.

Table 3 shows that within the UnitedStates, the geographical distribution ofthe respondents was not proportional tostate population density. Florida wasespecially heavily represented, with229 respondents. This finding is notsurprising given the 20-year history ofcertification by this state. There weresix states that had over 20 respondents:

72 GERALD L. SHOOK et al.

TABLE 2

Major demographic characteristics

Demographiccharacteristics BCABA BCBA ABA Total sample

AgeMean 36.73 40.54 51.57 41.42Range 22-67 24-72 29-78 22-78Standard deviation 10.32 9.87 9.36 11.01Number responding 146 333 96 575

GenderMale 22% (34) 44% (156) 80% (90) 45% (280)Female 78% (118) 56% (201) 20% (22) 55% (341)Number responding 152 357 112 621

RaceWhite 80% (114) 87% (290) 91% (89) 86% (493)Hispanic 7% (10) 4% (15) 3% (3) 5% (28)Asian 3% (4) 4% (12) 2% (2) 3% (18)Black 5% (7) 1% (3) 0% (0) 2% (10)American Indian 0% (0) 1% (2) 0% (0) 0% (2)Other 6% (8) 4% (12) 4% (4) 4% (24)Number responding 143 334 98 575

California, Florida, Massachusetts,New York, Pennsylvania, and Texas.Of these, all except Massachusetts hadpreviously conducted a state behavioranalyst certification program. Six ad-ditional states had over 10 respondents:Connecticut, Kansas, Michigan, NewJersey, Tennessee, and Washington.Other states had low representation.This uneven distribution of respon-dents was likely determined by wheth-er states had a certification programprior to the development of the BACBprogram or by the number of academictraining programs in each state; how-ever, other factors unique to individualstates also contributed.The survey process also sampled 83

non-U.S.-resident behavior analysts in25 other countries (Table 4). Of these,18 individuals responded, representing10 countries. The extent to which thisrepresentation was at variance with thedistribution of behavior analysts in var-ious countries is not known.

Training and ExperienceTable 5 shows that the distribution

of respondents' highest degree datavaried with the breakdown of the sam-

ple into the two certificant levels andthe third group drawn from the fullmembership of ABA. Naturally, theBCABA group included the highestnumber of individuals holding only thebachelor's degree, although approxi-mately one third of this group had alsocompleted a master's degree. (Theirmaster's degrees were most likely in aprogram that did not include sufficientcourse work to qualify them to take theBCBA exam.) Although 56% of theBCBA group held the master's as theirhighest degree, 42% had earned a doc-torate. Most of the individuals drawnfrom the ABA membership held thedoctorate, suggesting the importance ofincluding this different cohort in thesurvey.

Respondents were instructed to in-dicate their behavior-analysis experi-ence, defined as the number of yearsduring which they had been working inthe field, regardless of whether theywere certified as a behavior analyst forall or part of that time. Table 6 showsthat years of general experience in thefield were lowest for the BCABAgroup, about twice as high for theBCBA group, and almost twice as high

ESSENTIAL CONTENT FOR PRACTITIONERS 73

TABLE 3

Geographical distribution of survey respondents in the United States

State State State State

AL 3 ID 1 MO 5 PA 40AR 2 IL 5 MS 2 RI 5AZ 3 IN 1 NC 3 TN 15CA 47 KS 11 NE 1 TX 22CO 2 KY 2 NH 2 UT 2CT 11 LA 3 NJ 15 VA 8DE 1 MA 33 NM 1 WA 11FL 229 MD 6 NY 28 WI 4GA 6 ME 3 OH 8 WV 6HI 1 MI 11 OK 5 Guam 1IA 2 MN 5 OR 2

again for the ABA group. The fact thatthe BCABA group reported an averageof less than 7 years in the field suggeststhat the availability of this credentialhas attracted newcomers to behavioranalysis. Other BACB data show thatcurrently over 40% of the individualswho take the certification exam do soat the BCABA level, although a dis-proportionately large number of thesecertificants are located in Florida. Theproportion of these individuals thatmight eventually apply to master's pro-grams in the field is obviously un-known.

Table 7 shows the manner in whichthe individuals in these three groupsobtained the major portion of theirtraining in behavior analysis. Not sur-prisingly, those with graduate degrees

TABLE 4

Geographical distribution of surveyrespondents outside the United

States

Country

United Kingdom 5The Netherlands ISweden 2Singapore IPortugal INew Zealand IJapan 1Iceland 2Canada 3Brazil I

reported that most of their trainingcame from graduate courses. It is no-table, however, that 41% of the BCA-BA group reported that their trainingcame mostly from on-the-job experi-ences, and an additional 29% indicatedthat their training came from nonuni-versity training activities. (These re-ports should be tempered by the factthat individuals can qualify to take theBCABA exam only by providing ac-ceptable evidence of having taken atleast 90 classroom hours of college oruniversity course work in behavioranalysis.)We feel that this evidence should be

a concern for the field. It is our expe-rience that it is difficult for newcomersto the field to develop a thorough un-derstanding of the basic principles andprocedures of applied behavior analy-sis while working as an employee orthrough workshops or short courses.The contingencies of the academic en-vironment seem better suited for thiscurriculum, which by 2005 will in-clude 135 classroom hours of instruc-tion for the BCABA certificate.The certification program seems to

be having considerable impact on ac-ademic training resources at the mas-ter's level, as evidenced by the increas-ing number of colleges and universitieswhose curricula have been preap-proved as meeting BACB course workrequirements. However, undergraduateprograms have not shown similar

74 GERALD L. SHOOK et al.

TABLE 5

Highest educational degree by subgroup

Degree BCABA BCBA ABA Total sample

Bachelor's 58% (85) 0% (0) 5% (5) 15% (90)Master's 33% (49) 56% (199) 6% (6) 42% (253)Specialist 4% (6) 2% (6) 1% (1) 2% (13)Doctorate 5% (7) 42% (148) 93% (93) 41% (248)Number responding 147 353 105 605

growth. These issues will be consid-ered further below. Employers seem tohave more positions for individualswith the BCABA credential than forthe BCBA credential, so it reasonableto wonder why this demand has notgenerated more baccalaureate levelprograms (less than one third of BCA-BAs report that most of their trainingwas received in regular college cours-es). The limitations may lie in demandfor such training among undergraduatestudents. Undergraduate psychologymajors, for example, are not typicallyinformed about and guided toward dis-tinct career options. Indeed, some por-tion of those who eventually earn theirBCABA certificate may develop thisinterest only after graduating and get-ting a job in the area of developmentaldisabilities. This possibility raises thequestion of how teachers can attractsuch individuals and encourage themto enroll in appropriate courses beforethey graduate.

It may also be that faculty who de-velop or staff graduate programs in be-havior analysis simply run out of in-structional resources when consideringthe opportunity to extend this special-ization to the undergraduate level. De-

partments with sufficient faculty exper-tise in behavior analysis to staff a mas-ter's program may find themselves withinsufficient instructional time to initiatea two- or three-course sequence at theundergraduate level.

Primary Emphasis, Position Title,Area of Work, and Age Group

The data in Table 8 reveal how re-spondents categorized the focus oftheir current work in behavior analysis.The availability of a number of cate-gories probably encouraged many toselect a label other than behavior anal-ysis, which netted only 51% averagedacross the three cohorts. The next larg-est category was education, with 17%.Education was selected by 22% of theABA group, presumably because anumber of these respondents work inpsychology departments (15% of thisgroup selected psychology). Positivebehavioral support was the next largestcategory, selected by 8%, followedclosely by psychology with 7%. Only4% of respondents marked "other,"suggesting that the listed choices ade-quately covered self-selected interests,

TABLE 6

Professional experience by subgroup

Experience BCABA BCBA ABA Total sample

Average experience 6.58 13.89 23.96 13.92Experience range 0-30 0-41 0-50 0-50Standard deviation 5.56 8.58 9.59 9.80Number responding 147 355 101 603

ESSENTIAL CONTENT FOR PRACTITIONERS 75

TABLE 7

Primary source of training in behavior analysis by subgroup

TotalTraining BCABA BCBA ABA sample

On-the-job training 41% (60) 23% (80) 14% (14) 26% (154)Nonuniversity coursework or continuingeducation activities 29% (42) 4% (15) 1% (1) 10% (58)

Undergraduate college or university courses 10% (14) 2% (6) 2% (2) 4% (22)Graduate college or university courses 21% (30) 71% (251) 86% (86) 61% (367)Number responding 146 353 103 602

most of which garnered only a smallpercentage of the respondents.The data in Table 9 clarify the ex-

pected finding that BCABAs andBCBAs worked in settings where theyhold titles such as behavior analyst,consultant or trainer, psychologist ortherapist, or teacher. Members of theABA cohort were most likely profes-sors or administrators. Table 10 con-firms this picture by showing that asidefrom the one third of the ABA groupthat taught in higher education, mostrespondents worked with developmen-tally disabled individuals, includingautism, where such titles are common.It is notable, though probably not sur-prising for many readers, that relativelyfew worked with individuals with men-tal illness or in business, industry, orgovernment settings. Table 11 shows

that the majority of both certificant co-horts work predominantly with chil-dren, with adults representing the nextlargest group. Interestingly, infants andgeriatric populations represent a verysmall proportion of the age groups withwhich all cohorts are involved.

These findings raise the obviousquestion of why applied behavior anal-ysis is so narrowly focused on appli-cations in the area of developmentaldisabilities. "Because that is where thejobs are" is probably a reasonable an-swer, but it only leads to the next ques-tion of why there are not more oppor-tunities to work with nondisabled pop-ulations. It may be the case that theproportion of individuals with interestsin development disabilities ensures thisfocus in the applied literature, which inturn furthers the representation of such

TABLE 8

Primary emphasis by subgroup

Primary emphasis BCABA BCBA ABA Total sample

Behavior analysis 45% (66) 57% (202) 38% (39) 51% (307)Positive behavioral support 13% (19) 7% (24) 3% (3) 8% (46)Precision teaching 1% (2) <1% (2) 3% (3) 1% (7)Direct instruction 3% (4) <1% (2) 0% (0) 1% (6)Organizational behavior management <1% (1) 2% (8) 8% (8) 3% (17)Behavior therapy 6% (9) 4% (14) 9% (9) 5% (32)Communication disorders 1% (2) 2% (7) 0% (0) 1% (9)Education 17% (24) 15% (54) 22% (23) 17% (101)Medicine 0% (0) <1% (1) 0% (0) <1% (1)Pharmacology 0% (0) 0% (0) 0% (0) 0% (0)Psychology 4% (6) 7% (23) 15% (15) 7% (44)Social work 1% (2) <1% (1) 0% (0) <1% (3)Counseling 2% (3) 0% (0) 0% (0) <1% (3)Other 6% (8) 4% (13) 3% (3) 4% (24)Number responding 146 352 103 601

76 GERALD L. SHOOK et al.

TABLE 9

Position title or career track by subgroup

Position title BCABA BCBA ABA Total sample

Administrator 7% (11) 16% (57) 14% (14) 14% (82)Student 4% (6) 2% (7) 0% (0) 2% (13)Consultant or trainer 18% (26) 15% (52) 5% (5) 14% (83)Professor or academic instructor 1% (1) 14% (48) 64% (66) 19% (115)Psychologist or therapist 8% (11) 10% (35) 10% (10) 9% (56)Researcher 1% (1) 1% (3) 0% (0) 1% (4)Social worker 1% (1) 0% (0) 1% (1) <1% (2)Speech-language pathologist 0% (0) 0% (0) 0% (0) 0% (0)Schoolteacher 12% (17) 3% (9) 0% (0) 4% (26)Behavior analyst 38% (56) 37% (130) 5% (5) 32% (190)Other 11% (16) 3% (12) 2% (2) 5% (30)Number responding 146 353 103 602

interests in textbooks and among stu-dents. However, the applied literaturealso describes an impressive range ofapplications beyond developmentaldisabilities, although this focus has al-ways been dominant. Business, indus-try, and government represent a nota-ble focus of some of these applicationsand involve large employment mar-kets. Why, then, has this career pathwithin behavior analysis not flourishedas one might have anticipated? Whatare the factors that augment the attrac-tiveness of different career directionsamong applied behavior analysts?Does it have to do with the fact thatbehavior-analysis training is largely of-fered in the context of departments of

psychology, which attract students in-terested in the helping professions?Might it be the case that certificationhas not yet become widely recognizedor important in these employment ar-eas?

Finally, the survey also asked re-spondents about supervisory issues.The responses to these questions showthat 66% of BACB respondents indi-cated that they supervised others whoprovide behavior-analysis services. Ofthe respondents in this supervisoryrole, 26% indicated that they super-vised BCABAs. The data also showthat 65% of the BCABA respondentsprovided behavior-analysis servicesunder supervision, and 82% of these

TABLE 10

Primary client population by subgroup

Primary area BCABA BCBA ABA Total sampleDevelopmental disabilities 25% (37) 38% (132) 20% (20) 32% (189)Autism 25% (36) 29% (101) 11% (11) 25% (148)Mental illness 6% (9) 6% (20) 8% (8) 6% (37)Alcohol or drug abuse 0% (0) 0% (0) 0% (0) 0% (0)Business, industry, or government <1% (1) 2% (8) 7% (7) 3% (16)Education (regular education-K12) 9% (13) 2% (6) 0% (0) 3% (19)Education (special education) 23% (34) 14% (51) 12% (12) 16% (97)Education (college) <1% (1) 6% (20) 33% (33) 9% (54)Dependency or foster care 5% (7) 2% (7) 0% (0) 2% (14)Families or couples 3% (4) <1% (1) 0% (0) 1% (5)Health <1% (1) <1% (2) 2% (2) 1% (5)Other 2% (3) 1% (4) 9% (9) 3% (16)Number responding 146 352 102 600

ESSENTIAL CONTENT FOR PRACTITIONERS 77

TABLE 11

Age group representing the majority of respondents' clients by subgroup

Group BCABA BCBA ABA Total sample

Infants 0% (0) 1% (2) 2% (2) 1% (4)Children 67% (98) 55% (191) 34% (34) 55% (323)Adolescents 16% (23) 10% (36) 7% (7) 11% (66)Adults 17% (25) 34% (116) 54% (54) 33% (195)Geriatric 0% (0) <1% (1) 1% (1) <1% (2)Number responding 146 346 98 590

individuals indicated that they did sounder the supervision of a BCBA. Itshould be noted that in defining thework circumstances of these two cer-tificates, the BACB has included thefollowing statement for BCABAs: "Itis strongly recommended that theBCABA practice under the supervisionof a BCBA, and that those governmen-tal entities regulating BCABAs requirethis supervision."

That only 65% of BCABAs sur-veyed reported that they provide ser-vices under some type of supervisionis therefore a concern, although it isreassuring that 82% of these individu-als are supervised by a BCBA. As theBACB continues to develop its abilityto communicate with employers andother user communities, it will be im-portant to clarify the relative capabili-ties and roles of these two certificatesand to emphasize the need for BCA-BAs to work under some level of su-pervision of BCBAs.

IMPORTANCE OFCONTENT AREAS

Instructions for Rating Importance ofTasks

Because the job-analysis survey in-strument addressed both BCBAs andBCABAs, there were two rating scalesfor each work activity. The first ratingscale was for answers relating to BCA-BAs and the second rating scale wasfor answers relating to BCBAs.The survey instructions for rating

the importance of job tasks includedthe following excerpts, which should

be examined in order to interpret ratingdata.The purpose of this question is to determine

how important this work activity is for the prac-tice of Behavior Analysis at the two levels ofcertification. A work activity may be importantfor a variety of reasons. Some work activitiesmay not be as important or may not fall withinthe scope of work or level of education and ex-perience of the BCABA (Associate). Determin-ing this is one of the important questions thatthis survey has been designed to answer.Some things to consider include: 1) how fre-

quently the activity is performed, 2) the poten-tial for harm if the activity were not performedcorrectly, 3) whether you believe that this activ-ity should be tested on the certification exami-nations, 4) work circumstances for BCBAs andBCABAs (Associates), and 5) the level of edu-cation and experience that is required for certi-fication at each level.Work Circumstances for BCABAs (Associ-

ates): An Associate Behavior Analyst typicallyworks under the technical direction of a Behav-ior Analyst. The Associate conducts descriptivebehavioral assessments and is able to interpretthe results in accordance with behavior analyticconceptual systems and designs and oversees in-terventions in familiar cases (e.g., those encoun-tered during their training) that are consistentwith the dimensions of Applied Behavior Anal-ysis. The Associate needs technical directionfrom a Behavior Analyst for unfamiliar situa-tions. The Associate is able to teach others tocarry out interventions once the Associate hasdemonstrated competency with the proceduresinvolved. The Associate is able to assist a Be-havior Analyst with the design and delivery ofinstruction in Behavior Analysis.Work Circumstances for BCBAs: The Behav-

ior Analyst oversees the work of Associate Be-havior Analysts. A Behavior Analyst conductsdescriptive and systematic (e.g., analogue) be-havioral assessments and is able to interpret theresults in accordance with behavior analytic con-ceptual systems and designs and oversees inter-ventions that are consistent with the dimensionsof Applied Behavior Analysis. The BehaviorAnalyst is able to effectively handle many un-

78 GERALD L. SHOOK et al.

TABLE 12

Total sample nonweighted mean importance ratings by content area

Differ- RankContent area BCABA BCBA ence difference

1. Ethical considerations 4.55 4.75 0.20 102. Definition and characteristics 3.65 4.34 0.69 23. Principles, processes, and concepts 4.21 4.66 0.45 94. Behavioral assessment 4.06 4.74 0.68 35. Experimental evaluation of interventions 3.56 4.53 0.97 16. Measurement of behavior 4.28 4.74 0.46 87. Displaying and interpreting behavioral data 3.68 4.35 0.67 48. Selecting intervention outcomes and strategies 4.30 4.85 0.55 69. Behavior-change procedures 4.13 4.61 0.48 7

10. Systems support 4.09 4.74 0.65 5

familiar situations, but seeks the consultation ofmore experienced practitioners when appropri-ate. The Behavior Analyst teaches others to car-ry out interventions and designs and delivers in-struction in Behavior Analysis.

In rating the importance of each activity, thepossible choices are:

(1) NOT IMPORTANT-Ability to performthis activity may be useful but it is not requiredfor competent practice of Behavior Analysis.

(2) SLIGHTLY IMPORTANT(3) MODERATELY IMPORTANT-Ability

to perform this work activity is required forcompetent practice of Behavior Analysis. How-ever, other skills, knowledge or resources cancompensate until this skill is learned on the job.

(4) VERY IMPORTANT(5) CRITICALLY IMPORTANT-Ability to

perform this work activity is absolutely neces-sary for the competent practice of BehaviorAnalysis. Lack of the ability to perform this ac-tivity would be a serious and potentially dis-qualifying limitation in the performance of Be-havior Analysis.

Survey Findings

The primary focus of the job-analy-sis survey was to determine the levelof importance assigned by respondentsto each work activity (task) within eachof the 10 content areas. The data pro-vide an empirically based definition ofapplied behavior analysis, which ac-quires practical importance because thetask standards tend to drive college-and university-based training programcurricula through the BACB's systemfor approving course sequences. It issometimes important to interpret find-ings in terms of differences among the

three sampled cohorts (BCABAs,BCBAs, and ABA members).The data in Table 12 suggest that re-

spondents view each of the 10 contentareas as relatively important, particu-larly for BCBAs. The range of meanrating values is both high and narrowfor BCBAs (4.35 to 4.85). There isgreater variation among the mean rat-ings for BCABAs, with three contentareas (definition and characteristics,experimental analysis of interventions,and displaying and interpreting behav-ioral data) rated somewhat lower thanother areas. Content Area 5 (experi-mental evaluation of interventions)was assigned the largest difference be-tween BCABAs and BCBAs (almost awhole rating point), indicating that re-spondents felt that skills in this areawere less important for BCABAs tomaster and use on the job. Given thatBCABAs are presently required to takeonly 90 classroom hours of coursework at the undergraduate level, it isreasonable to expect that respondentswould identify some areas that theyview as less important job skills for in-dividuals holding a bachelor's degreecompared to individuals taking 180hours of course work at the graduatelevel. Nevertheless, all content areaswere rated well above the midpoint onthe 5-point scale for BCABAs. Thesevalues suggest that the respondentsview the work activities within these

ESSENTIAL CONTENT FOR PRACTITIONERS 79

TABLE 13

Importance ratings across content areas by subgroup

Importance

Content Importance for BCABAs for BCBAsarea BCABA BCBA ABA BCBA ABA

1 4.6 4.5 4.5 4.8 4.72 4.1 3.7 3.2 4.4 4.13 4.4 4.2 4.0 4.7 4.64 4.5 4.0 3.8 4.8 4.65 4.0 3.4 3.4 4.5 4.56 4.5 4.2 3.9 4.8 4.57 4.0 3.6 3.3 4.4 4.28 4.7 4.2 3.9 4.9 4.89 4.4 4.1 3.8 4.6 4.410 4.6 4.0 3.7 4.8 4.6M 4.4 4.0 3.8 4.7 4.5

areas as at least a minimum set of com-petencies for applied behavior analystsat any level who will be offering ser-vices.The data in Table 13 show the as-

signment of importance ratings forBCABAs and BCBAs separately foreach of the three sampled groups. Theratings for BCABAs show that thosewho hold this certificate believe it isimportant for BCABAs to know ma-terial in all content areas at least aswell or better than expected of them bythose holding the BCBA certificate andthe members of the ABA cohort. Thatour bachelor-level colleagues placesuch importance on behavior-analyticcontent and skills is an encouragingfinding and would seem to support theBACB's revised course work stan-dards, which will go into effect in

2005, requiring an increase from 90 to135 hours of undergraduate coursework. The BCBA and ABA cohortsrated the importance of the areas forBCBAs similarly.The survey data also allow a com-

parison of importance ratings as as-signed by individuals who identifiedthemselves as having distinct areas ofprimary emphasis in their work as be-havior analysts. Table 14 shows thesedata for six primary emphasis groupsacross each of the content areas. It isnotable that there are remarkably smalldifferences among the different groups.This finding suggests that there iswidespread agreement on the coreknowledge and skills that define thepractice of behavior analysis. Individ-uals who work in varied settings andwith populations having disparate

TABLE 14

Mean importance ratings across content areas by primary emphasis groups

Primary Content area

emphasis 1 2 3 4 5 6 7 8 9 10 M

Behavior analysis 4.7 4.0 4.4 4.4 4.0 4.5 4.0 4.6 4.4 4.4 4.4Behavior therapy 4.7 4.0 4.4 4.3 4.0 4.3 3.7 4.5 4.2 4.3 4.3Education 4.7 4.0 4.5 4.5 4.2 4.6 4.1 4.6 4.4 4.4 4.4OBM 4.6 3.7 4.3 4.2 4.0 4.4 4.0 4.5 4.2 4.2 4.2PBS 4.6 4.0 4.4 4.3 3.9 4.4 3.9 4.5 4.3 4.4 4.3Psychology 4.6 4.0 4.4 4.3 4.1 4.4 3.9 4.4 4.2 4.3 4.3M 4.6 4.0 4.4 4.3 4.0 4.4 4.0 4.5 4.3 4.4 4.3

80 GERALD L. SHOOK et al.

TABLE 15

Tasks with low ratings for BCBAs and BCABAs

MeanTask Task statements rating

BCBAs2-2 Explain determinism as it relates to behavior analysis 3.927-3 Use standard celeration charts 3.30

BCABAs2-2 Explain determinism as it relates to behavior analysis 3.252-4 Distinguish among EAB, ABA, behavioral technologies 3.372-7 Interpret articles from the behavior-analytic literature 3.583-18 Define and provide examples of interverbals 3.505-1 Systematically manipulate independent variables to analyze their

effects on treatment5-la Use withdrawal designs 3.585-lb Use reversal designs 3.605-1c Use alternating treatments designs 3.525-ld Use changing criterion designs 3.525-le Use multiple baseline designs 3.615-3 Conduct a component analysis 3.475-4 Conduct a parametric analysis 3.237-3 Use standard celeration charts 2.707-4 Use a cumulative record to display data 3.299-21 Use stimulus equivalence procedures 3.529-22 Plan for behavioral contrast effects 3.589-23 Use behavioral momentum 3.899-24 Use matching law and recognize factors influencing choice 3.519-25 Use language acquisition programs that employ Skinner's 3.54

analysis of verbal behavior

Note. Task 5-1 was not directly rated by respondents because it has been broken down intoSubtasks 5-la, 5-lb, 5-lc, 5-ld, and 5-le.

characteristics seem to share a highlevel of agreement on the content ofthe 10 areas. The consensus, evident inspite of self-identified special interests,is reassuring. That the technology ofapplied behavior analysis and its foun-dation in the larger discipline are rel-atively well defined within this com-munity means that applied behavior-analytic practice can be described withconfidence to those who purchase thetechnology. This agreement also meansthat those who, out of ignorance or inpursuing other agendas, mischaracter-ize applied behavior-analytic practicecan be confronted with this evidence.The agreement indicated in Table 14

does not mean that each task met withuniform reactions across respondents,particularly when distinctions weremade between expectations for the twolevels of certification. Table 15 showsthat two tasks received mean ratings

below 4.0 for BCBAs and a largernumber received mean ratings below4.0 for BCABAs. Note, however, thatall but one task (Task 7-3 for BCA-BAs) had mean ratings above 3.0,which is labeled in the instructions as"moderately important" and is de-scribed as the "Ability to perform thiswork activity is required for competentpractice of behavior analysis. However,other skills, knowledge or resourcescan compensate until this skills islearned on the job." The table showsthat the tasks receiving mean ratingsbelow 4.0 for BCABAs generally in-volved topics that might be less likelyto be covered in depth in typical un-dergraduate courses in behavior anal-ysis. These topics include interpretingthe literature, using experimental de-signs to analyze treatment effects, andappreciating the utility of stimulusequivalence, behavioral contrast, be-

ESSENTIAL CONTENT FOR PRACTITIONERS 81

havioral momentum, and the matchinglaw. Although some might wish that allindividuals defined as behavior ana-lysts by either credential would under-stand these topics, it may help to recallthat the bachelor-level certificant is ex-pected to play a supporting role in re-lation to BCBAs. The following de-scription is taken from the BCBA Website:

The BCABA conducts descriptive behavioral as-sessments and is able to interpret the results anddesign ethical and effective behavior analytic in-terventions for clients. The BCABA designs andoversees interventions in familiar cases (e.g.,similar to those encountered during their train-ing) that are consistent with the dimensions ofapplied behavior analysis. The BCABA obtainstechnical direction from a BCBA for unfamiliarsituations. The BCABA is able to teach othersto carry out interventions once the BCABA hasdemonstrated competency with the proceduresinvolved under the direct supervision of aBCBA. The BCABA may assist a BCBA withthe design and delivery of introductory level in-struction in behavior analysis. It is strongly rec-ommended that the BCABA practice under thesupervision of a BCBA, and that those govern-mental entities regulating BCABAs require thissupervision.

Given the definition of a 3 ratingprovided in survey instructions, as wellas generally accepted practices in thetest-construction industry, the BACBelected to retain all task standards thathad ratings above 2.75. All tasks metthis standard for BCBAs, and only onetask fell below this criterion for BCA-BAs (Task 7-3, involving the ability touse the Standard Celeration Chart; thiswas also the lowest rated task forBCBAs).

ANALYSIS ANDIMPLEMENTATION

A meeting was held on May 24,2002, between the BACB and the Flor-ida Department of Children and Fam-ilies (hereafter referred to as the Re-view Committee) for the purposes ofreviewing the BACB draft Job-Analy-sis Report and making recommenda-tions to the BACB concerning possibleactions following the job-analysis sur-vey. The review committee discussedthe survey findings and changes to the

eligibility standards and Task List forthe BCBA and the BCABA and maderecommendations for establishing testspecifications for the BCBA and BCA-BA examinations. (For a listing of theReview Committee members, see Ap-pendix C.)

In agreement with the BACB, thecommittee found that the results of thejob-analysis survey supported retainingall of the task items on the job-analysissurvey draft Task List for the BCBAand all of the task items on the job-analysis survey draft Task List for theBCABA except one (see Appendix D).The Review Committee considered

the recommendations of the 2001 LosAngeles expert panel, analyzed the re-sults of the 2002 pilot test, acceptedthe recommendations of the BACBStandards Committee to increase theeligibility for examination course workhour requirements by 45 contact hoursfor both the BCBA and BCABA cer-tificates, and directed the StandardsCommittee to recommend to theBACB Board of Directors the alloca-tion of content across task areas. (Forthe allocation of contact hours acrosscontent areas approved by the BACBBoard of Directors, see Appendixes Eand E) The revised BACB course workrequirements and the Third EditionTask List will go into effect with theBACB Fall 2005 examination admin-istrations. This delay is intended andrequired to allow training programs toadapt their curricula to the revised re-quirements and graduate students un-der the new curricula.

Following the approval of the ThirdEdition Task List, the BACB assumedfull responsibility for further examina-tion development. During 2003, theBACB developed Knowledge, Skills,and Ability (KSA) statements that fur-ther delineate and specify task contentwithin the Third Edition Task ListContent Areas by means of an expertpanel established by the BACB for thatpurpose. Panel participants were as-signed between one and five specifictasks for which they were responsiblefor developing KSA statements. Coor-

82 GERALD L. SHOOK et al.

dinating editors reviewed and edited allof the new KSAs within a content areaor areas for accuracy and continuity.(For a listing of KSA DevelopmentPanel participants, see Appendix G.)The BACB is continuing the process

of examination development by estab-lishing Item Writing Panels to con-struct test items for the new Third Edi-tion Task List item bank, althoughmany of the items in the existing itembank will also remain usable. In addi-tion, the BACB is using informationfrom this survey to determine param-eters such as the number of items perarea of content in the examination, thenature and number of the individualtest items, and other test specificationitems for both the BCBA and BCABAexaminations.

GENERAL ISSUES

The job-analysis process, includingboth the early involvement of expertsthat resulted in the survey documentand the survey findings themselves, re-veals a picture of the field, particularlythe area of applied behavior analysis,with some interesting features. Perhapsone of the more encouraging observa-tions is that applied behavior analysis,at least as defined through the certifi-cation program, is not static. Amongthe revisions to the task list made bymembers of the Los Angeles expertpanel were inclusions of new topics notpreviously covered, including behav-ioral momentum, stimulus equivalence,and the matching law. Furthermore,this panel made substantial changes inthe organization of the existing tasklist, condensing and reducing the con-tent areas from 16 to 10 and rearrang-ing much of the content. The totalnumber of tasks increased slightly.The possibility that the certification

process might inhibit change in thefield of applied behavior analysis bypromulgating unchanging certificationcontent standards, although under-standable, does not appear to be sup-ported by the evidence. The involve-ment of diverse leaders in the field on

the Los Angeles expert panel and thepilot test panel resulted in inclusion ofsome new content and considerable re-thinking of existing content. Further-more, the survey data show that theviews of these leaders were well ac-cepted by respondents.A second observation concerns the

consequences of promulgating the taskstandards resulting from this job-anal-ysis process. These standards definethe content on which applicants forcertification will be tested. As such,they constitute the material applicantswill study, and the development ofsupporting materials (e.g., exam prep-aration materials and courses, practiceexams) will naturally focus on thiscontent. More important for the field,they represent the material that under-graduate and graduate programs mustteach if they wish their graduates topass the certification exam. Includingthis content in courses means that evenstudents who are not interested in cer-tification or practitioner careers will re-ceive training in these areas. Those ac-ademic programs that apply for ap-proval of their course sequences are re-quired to identify how their coursescover each content area, and some fac-ulty plan and document their curriculawith this level of specificity. Further-more, the BACB will soon begin pro-viding limited feedback to programswith approved course sequences re-garding the collective examination per-formance of their graduates, which willallow program faculty to improve theeffectiveness of their offerings in rela-tion to the content areas.

In addition to academic courses andprograms, there is a substantial amountof training in various aspects of thetask list that is offered in nonacademicvenues for purposes other than prepar-ing individuals to take the examina-tions. Workshops, short courses, andother forms of training are available inthe context of on-the-job training andcontinuing education. The BACB re-quires specified amounts of continuingeducation on a 3-year reporting cycleto maintain one's certificate; this is a

ESSENTIAL CONTENT FOR PRACTITIONERS 83

particularly important aspect of thenonacademic training market. Thereare six categories of continuing edu-cation experiences that may be accu-mulated (including retaking the exam),only one of which (Type 2) requiressome type of approval by the BACB.Continuing education requirements donot specify content in relation to taskstandards.

In sum, an important consequence ofthe certification process is to drive un-dergraduate and graduate training cur-ricula for those programs that wish toattract students interested in earningone of the BACB credentials. Ofcourse, programs that do not wish tooffer this focus can certainly ignorethese standards, but the continuinggrowth of BCAB-approved course se-quences makes it clear that the job-analysis process, in tandem with thecertification program, constitutes a ma-jor influence on academic and nonac-ademic training in behavior analysis.We believe this state of affairs to be

quite encouraging. The certificationprocess constitutes the only mechanismpresently exercised within the field bywhich a broad sample of behavior an-alysts can influence academic curriculawidely used in the field. Whereas it iscertainly the case that this sample over-or underrepresents different interests inour diverse discipline, the job-analysisprocess is a consistent and broadlybased means of bringing the views ofthose sampled to bear on the develop-ment of standards for credentialing ap-plied behavior analysts and on the cur-ricula in which they are trained.

This is not the only such method bywhich the field can influence its train-ing curricula and overall direction.ABA has twice initiated an effort toengage the field in a program of self-study that had the promise to encour-age systematic evaluation and change,although this effort has yet to achievea broadly useful outcome. It is certain-ly not the case that the job-analysisprocess provides the basis for consid-ering a comprehensive agenda for de-veloping the entire field. Instead, it fo-

lam1 as3w

Figure 1. Cumulative number of BACB-ap-proved course sequences.

cuses primarily on practitioner trainingand offers little guidance for improve-ments in research literatures, outreachto other areas of psychology, and soforth. The field still needs a systematicand comprehensive self-study processconducted on some schedule.A third observation concerns anoth-

er indirect effect of establishing a cre-dential-based definition of applied be-havior analysts and thereby some pa-rameters for academic training curric-ula. The natural contingencies inhigher education encourage transfor-mations of existing academic programsand the formation of new programsthat will meet the demands of studentsand the marketplace for these profes-sional credentials (e.g., Bailey & Ber-ber, 2001: Glenn, 2001; Morse & Mad-den, 2001; Zane & Jacobson, 2001).Figure 1 shows the number of coursesequences that have been approved bythe BACB since the initiation of thisapproval process. In only 3 years, 69university programs have receivedBACB approval of their course se-quences. Of these 69 programs, 47 areon-site graduate programs approved atthe BCBA level, 15 are on-site pro-grams approved at the BCABA level,and 7 are distance-learning programs.Seven of the programs are offered inuniversities outside the United States.An examination of the list of collegesand universities that offer approvedcourse sequences (see www.BACB.com) shows that some of the graduateprograms were well-established behav-

84 GERALD L. SHOOK et al.

Figure 2. Cumulative number of BACB certi-ficants.

ior-analysis training programs beforethe national certification effort began.However, many of the programs haveused certification as a basis for trans-forming more limited behavior-analy-sis courses into an organized, morecomprehensive, and formal program.Some programs have been not so muchtransformed as largely created by fac-ulty, chairs, and deans who are inter-ested in serving the demand represent-ed by students and employers.

This growth in university trainingprograms has sometimes involved cre-ating new positions for faculty trainedin behavior analysis and inviting doc-toral-level behavior analysts who workin the community to serve in an ad-junct capacity (e.g., Zane & Jacobson,2001). The programs with approvedcourse sequences that offer practicumtraining intended to meet the BACB'sexperience requirement have also de-veloped their relationships with localprovider agencies. If the number of ap-proved course sequences continues togrow, applications might also be ex-pected to continue accelerating as well.

Figure 2 shows the cumulative num-ber of certificants, which totaled over2,500 at the end of 2003. An informalextrapolation of these data, assumingcontinuing growth in approved coursesequences, suggests that this numbercould double in just a few more years.The relative proportion of BCABAs

and BCBAs merits comment. Figure 2shows that the proportion of certifi-cants who are BCABAs is increasing,

with BCABAs now representing over40% of certificants. This trend may bemisleading, however, due to two anom-alous circumstances originating withthe BACB's agreement with Florida.First, the agreement allowed qualifiedFlorida-certified individuals to transferinto the BACB, and many of these in-dividuals transferred at the BCABAlevel. Second, the agreement allowedcontinuation of a small number of Flor-ida-approved nonuniversity courses,which attract predominantly under-graduate students. Allowance for thesecourses is now being phased out. As aresult, it is reasonable to expect that thenumber of new BCABAs will drop infuture years and the relative propor-tions of the two certificates willchange.

Nevertheless, applications for theBCABA certificate are a welcome phe-nomenon. It might be argued that be-havior analysis has never done espe-cially well at attracting undergraduatestudents. Were the field more success-ful in doing so, numbers of applica-tions to graduate programs in behavioranalysis would likely be much higherthan they are today. The BCABA cre-dential may attract undergraduate stu-dents because it provides a clear, bac-calaureate-level career path for thepsychology major-something notablylacking in undergraduate psychology.Whatever the reason for this attraction,the outcome helps to accommodate thegreater demand in the marketplace forindividuals with bachelor's rather thanmaster's degrees.

In acknowledging the more limitedcourse work and experience require-ments for BCABAs, the BACB definesthe role of the BCABA, in part, as as-sisting and working under the super-vision of BCBAs. However, as alreadynoted, the survey results show thatBCABAs seem to be interested in mas-tering a comprehensive set of task stan-dards, and it is likely that a portion ofBCABAs will eventually earn a mas-ter's degree and the BCBA certificate.For some BCABAs then, the certificatemay simply be a steppingstone that al-

ESSENTIAL CONTENT FOR PRACTITIONERS 85

lows them to evaluate their commit-ment to this career, gain experience,and prepare for graduate study. Wheth-er BCABAs build careers at the bach-elor's level or use the certificate to pre-pare for further study, these individualsshould be seen as a valuable resourcefor the field.We view each new certificant,

whether BCABA or BCBA, as repre-senting a sphere of influence on behalfof behavior analysis. Whatever theirjob or circumstance, BACB certificantswill represent the field of behavioranalysis well. They will increase thenumber of people who have contactwith a behavior analyst in some wayand will find myriad ways of creatingincreased demand and support for ourfield. In many states, even a modestnumber of certificants working in de-velopmental disabilities settings canhave a substantial effect on the deliv-ery of services.

Although it is natural to think oftheir impact on consumers and thosewho live and work with them, anequally important kind of impact mightbe described as more political in na-ture. The involvement of certificants inmeetings, on boards and task forces, inorganizations, and in administrative ca-pacities can have powerful effects onhow behavior analysis is perceived, ac-commodated, and supported at thestate level (Johnston & Shook, 1988).The job analysis reported here helps

define an increased level of maturity ofthe certification program. The earlystage of development involving for-mulation of basic policies and proce-dures is now past. Perhaps symbolic ofthe end of this founding phase is thatthe 1999 agreement with the FloridaDepartment of Families and Childrenthat allowed the BACB to transform astate certification program into an in-ternational program has recently beensatisfactorily concluded. In December2003, the BACB executed two lettersof agreement with the Florida Depart-ment of Children and Families. Thefirst letter of agreement fully and suc-cessfully terminated the 1999 agree-

ment between the BACB and Floridabecause the "terms of the agreementhave been substantially completed" bythe BACB well ahead of schedule. Thecurrent letter of agreement effectivelygives the BACB sole ownership andtransfers the possession of all itembanks and all other examination mate-rials from Florida to the BACB. Thesecond letter of agreement provides fi-nal transfer of all remaining Depart-ment of Children and Families certifi-cants to the BACB and effectively ter-minates the Florida Behavior AnalysisCertification Program. These formerFlorida certificants will retain theirdesignations (e.g., Florida CertifiedBehavior Analyst); however, they willbe responsible for adhering to BACBprofessional standards and other poli-cies.The BACB is now a fully indepen-

dent and well-developed credentialingbody (Shook, in press). It is financiallyhealthy and able to invest in future de-velopment. The focus of the next phaseof the certification effort might be de-scribed as primarily involving the im-pact of certification at state, national,and international levels. Certificantsare increasingly facilitating regulatoryand legal recognition of this credentialto augment its usefulness for both con-sumers and the field. The effects ofthese activities will be to create furtherdemand for certificants, those whotrain them, and those who create thebasic and applied research base for thetechnology. This involves all of us.

REFERENCES

American Educational Research Association,American Psychological Association, and Na-tional Council on Measurement in Education.(1999). Standards for educational and psy-chological testing. Washington, DC: Ameri-can Psychological Association.

Bailey, J., & Berber, E. (2001, May). Reengi-neering a master's program in ABA: Usingcertification guidelines to package and deliverthe goods. In J. Johnston (Chair), Emergingeffects of certification: Academic reactions totraining opportunities. Symposium conductedat the annual meeting of the Association forBehavior Analysis, New Orleans.

Browning, A. H., Bugbee, A. C., Jr., & Mullins,

86 GERALD L. SHOOK et al.

M. (Eds.). (1996). Certification: A NOCAhandbook. Washington, DC: National Orga-nization for Competency Assurance.

Glenn, S. (2001, May). Taking the university tothe 21 st century learner. In J. Johnston(Chair), Emerging effects of certification: Ac-ademic reactions to training opportunities.Symposium conducted at the annual meetingof the Association for Behavior Analysis,New Orleans.

Johnston, J. M., & Shook, G. (1988). Devel-oping behavior analysis at the state level. TheBehavior Analyst, 10, 199-233.

Morse, L., & Madden, G. (2001, May). Nation-al certification of behavior analysts: An agentfor significant change in our undergraduateand graduate programs in psychology. In J.Johnston (Chair), Emerging effects of certifi-cation: Academic reactions to training oppor-tunities. Symposium conducted at the annualmeeting of the Association for Behavior Anal-ysis, New Orleans.

Schmitt, K., & Shimberg, B. (1996). Demysti-fying occupational and professional regula-tion: Answers to questions you may have beenafraid to ask. Lexington, KY: Council on Li-censure, Enforcement and Regulation.

Shook, G. L. (in press). An examination of theintegrity and future of the Behavior AnalystCertification Board credentials. BehaviorModification.

United States. Equal Employment OpportunityCommission. (1978). United States EqualEmployment Opportunity Commission guide-lines on employment testing procedures.Washington, DC: Author.

Zane, T, & Jacobson, J. (2001, May). The pro-cess of establishing certification training at asmall urban college. In J. Johnston (Chair),Emerging effects of certification: Academicreactions to training opportunities. Sympo-sium conducted at the annual meeting of theAssociation for Behavior Analysis, New Or-leans.

APPENDIX A

Los Angeles Expert PanelSigrid Glenn, PhD, BCBA, Universityof North Texas

Gina Green, PhD, BCBA, New Eng-land Center for Children, Massachu-setts

Linda Hayes, PhD, University of Ne-vada, Reno

Michael Hemingway, MA, BCBA,Florida Department of Children andFamilies

Brian Jacobson, PhD, BCBA, FloridaDepartment of Children and Families

James Johnston, PhD, BCBA, AuburnUniversity, Alabama

John Lutzker, PhD, BCBA, Centers forDisease Control, Georgia

Roy Mayer, PhD, BCBA, CaliforniaState University, Los Angeles

Siri Ming, MA, BCBA, Behavior An-alysts, Inc., California

Carol Pilgrim, PhD, University ofNorth Carolina-Wilmington

Gerald Shook, PhD, BCBA, BehaviorAnalyst Certification Board

Michael Stoutimore, PhD, BCBA,Florida Department of Children andFamilies

Mark Sundberg, PhD, BCBA, Sund-berg and Associates, California

Vicci Tucci, MA, BCBA, Tucci Edu-cational Services, California

Tim Vollmer, PhD, BCBA, Universityof Florida

Janet Yi, BA, BCABA, Consultant,California

APPENDIX B

Pilot Test ParticipantsStephen Anderson, PhD, BCBA, Sum-mit Educational, New York

Erik Arntzen, PhD, Akershus Univer-sity College, Norway

Nathan Azrin, PhD, BCBA, NovaSoutheastern University, Florida

Jon Bailey, PhD, BCBA, Florida StateUniversity

Vincent Carbone, PhD, BCBA, JerichoSchool, Florida

Stelios Chimonides, MS, BCBA, Con-sultant, Florida

Aubrey Daniels, PhD, Aubrey Daniels,Inc., Georgia

Fay Decker, MA, BCABA, Consultant,Florida

Alyce Dickinson, PhD, Western Mich-igan University

Chata Dickson, BA, BCABA, BCBA,Consultant, Massachusetts

Simon Dymond, PhD, BCBA, AngliaPolytechnic University, United King-dom

Michael Fabrizio, MA, BCBA, Uni-versity of Washington

Judith Favell, PhD, BCBA, Advo-Serve, Delaware

Susan Fox, BA, BCABA, ACES Con-sulting, Florida

ESSENTIAL CONTENT FOR PRACTITIONERS 87

Richard Foxx, PhD, BCBA, Pennsyl-vania State University, Harrisburg

Beth Glasberg, PhD, BCBA, RutgersUniversity, New Jersey

Crystal Harms, BS, BCABA, MountLaurel Township Schools, New Jer-sey

Bruce Hesse, PhD, BCBA, CaliforniaState University, Stanislaus

Bill Heward, PhD, BCBA, Ohio StateUniversity

Rob Horner, PhD, University ofOregon

Brian Iwata, PhD, BCBA, Universityof Florida

John Jacobson, PhD, BCBA, NewYork State Office of Mental Retar-dation and Developmental Disabili-ties

Mark Koorland, PhD, BCBA, FloridaState University

Jose Martinez-Diaz, PhD, BCBA,ABA Technologies Inc., Florida

Patrick McGreevy, PhD, BCBA, Con-sultant, Florida

Jack Michael, PhD, Western MichiganUniversity

Sherry Milchick, MA, BCBA, Penn-sylvania Department of Education

Oliver Mudford, PhD, BCBA, Univer-sity of Auckland, New Zealand

James Partington, PhD, BCBA,STARS School, California

Teresa Rodgers, PhD, BCBA, FloridaDepartment of Children and Families

David Roll, PhD, BCBA, Long IslandUniversity, C. W. Post College, NewYork

Raymond Romanczyk, PhD, BCBA,State University of New York, Bing-hamton

Judith Stowe, PhD, BCBA, Consultant,Texas

Janet Twyman, PhD, BCBA, Head-sprout, Washington

Mary Jane Weiss, PhD, BCBA, Rut-gers University, New Jersey

Michelle White, MA, BCABA, Uni-versity of South Florida Center forAutism

Cristina Whitehouse, BA, BCABA,University of Florida Behavior Anal-ysis Service Project

APPENDIX C

Job Analysis Review CommitteeJon Bailey, PhD, BCBAGina Green, PhD, BCBAMichael Hemingway, MA, BCBAJohn Jacobson, PhD, BCBAJames Johnston, PhD, BCBACatherine Maurice, PhDJames Partington, PhD, BCBAGerald Shook, PhD, BCBA

GERALD L. SHOOK et al.

Third Edition Task ListAPPENDIX D

1-1Solicit or otherwise influence clients only through the use of truthful and accuraterepresentations of intervention efficacy and one's professional competence in appliedbehavior analysis.

1-2 Practice within one's limits of professional competence in applied behavior analysis, andobtain consultation, supervision, training, or make referrals as necessary.

1-3 Maintain competence by engaging in ongoing professional development activities.1-4 Obtain informed consent within applicable legal and ethical standards.

1-5 Assist the client with identifying life style or systems change goals and targets for behaviorchange that are consistent with:a. the applied dimension of applied behavior analysis (Baer, Wolf, & Risley 1968).b. pplicable laws.c. the ethical and professional standards of the profession of applied behavior analysis.

1-6 Initiate, continue, modify, or discontinue behavior analysis services only when the risk-benefit ratio of doing so is lower than the risk-benefit ratio for taking alternative actions.1-7 Identify and reconcile contingencies that compromise the practitioner - client covenant,

including relationships among the practitioner, the client and other partiesUse the most effective assessment and behavior change procedures within applicable

1-8 ethical standards taking into consideration the guideline of minimal intrusiveness of theprocedure to the client.

1-9 Protect confidentiality.1-10 Truthfully and accurately represent one's contributions and those of others to the practice,

discipline and profession of applied behavior analysis.1-11 Ensure that the dignity, health and safety of one's client are fully protected at all times.

Give preference to assessment and intervention methods that have been scientifically1-12 validated, and use scientific methods to evaluate those that have not yet been scientifically

validated.

# ~~~~~~~TASK

2-1 Explain and behave in accordance with the philosophical assumptions of behavior analysis,such as the lawfulness of behavior, empiricism, experimental analysis, and parsimony.

2-2 Explain determinism as it relates to behavior analysis.2-3 Ditigus bewe metaisi an nirnetl xlntinfbeair2-4 Distinguish among the experimental analysis of behavior, applied behavior analysis, andbehavioral technologies.2-5 Describe and explain behavior, including private events, in behavior analytic (non-

mentalistic) terms.2-6 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley 1968) for evaluating

interventions to determine if they are behavior analytic.2-7 Interpret articles from the behavior analytic literature.

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TASK3-1 Define and provide examples of behavior/response/response class.3-2 Define and provide examples of stimulus and stimulus class.3-3 Define and provide examples of positive and negative reinforcement3-4 Define and provide examples of conditioned and unconditioned reinforcement.3-5 Define and provide examples of positive and negative punishment.3-6 Define and provide examples of conditioned and unconditioned punishment.3-7 Define and provide examples of stimulus control.3-8 Define and provide examples of establishing operations.3-9 Define and provide examples of behavioral contingencies.3-10 Define and provide examples of functional relations.3-11 Define and provide examples of extinction.3-12 Define and provide examples of generalization and discrimination.3-13 Describe and provide examples of the respondent conditioning paradigm.3-14 Describe and provide examples of the operant conditioning paradigm.3-15 Define and provide examples of echoics and imitation.3-16 Define and provide examples of mands.3-17 Define and provide examples of tacts.3-18 Define and provide examples of intraverbals.3-19 Define and provide examples of contingency-shaped and rule governed behavior and

distinguish between examples of each.

4-1 State the primary characteristics of and rationale for conducting a descriptive assessment.4-2 Gather descriptive data.a. Select various methods.b. Use various methods.4-3 Organize and interpret descriptive data.a. Select various methods.b. Use various methods.4-4 State the primary characteristics of and rationale for conducting a functional analysis as a

form of assessment.4-5 Conduct functional analyses.a. Select various methods.b. Use varous methods.4-6 Organize and interpret functional analysis data.a. Select various methods.b. Use various methods.

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# ~~~~~~~TASK5-1 Systematically manipulate independent variables to analyze their effects on treatment.a. Use withdrawal designs.b. Use reversal designs.c Use alternating treatments (i.e., multi-element, simultaneous treatment, multiple or

concurrent schedule) designs.d. Use changing criterion design.e. Use multiple baseline designs.5-2 Identify and address practical and ethical considerations in using various experimental

designs.5-3 Conduct a component analysis (i.e., determining effective component(s) of an intervention

package).5-4 Conduct a parametric analysis (i.e., determining effective parametric values of

consequences, such as duration or magnitude).

# ~~~~~~~TASK

6-1 Ientify the measurable dimensions of behavior (e.g., rate, duration, latency, or inter-response times).

6-2 Define behavior in observable and measurable terms.State the advantages and disadvantages of using continuous measurement procedures

6-3 and sampling techniques (e.g., partial- and whole-interval recording, momentary timesampling).

6-4 Select the appropriate measurement procedure given the dimensions of the behavior andthe logistics of observing and recording.

6-5 Select a schedule of observation and recording periods.6-6 Use frequency (i.e., count).6-7 Use rate (i.e., count per unit time).6-8 Use duration.6-9 Use latency.6-10 Use inter-response time (IRT).6-11 Use percent of occurrence.6-12 Use trials to criterion.6-13 Use interval recording methods.

6-14 Use various methods of evaluating the outcomes of measurement procedures, such asinter-observer agreement, accuracy, and reliability.

# ~~~~~~~TASK7-1 Select a data display that effectively communicates quantitative relations.7-2 Use equal-interval graphs.7-3 Use Standard Celeration Charts (for BCBA only - excluded for BCABA).7-4 Use a cumulative record to display data.7-5 Use data displays that highlight patterns of behavior (e.g., scatter plot).7-6 Interpret and base decision-making on data displayed in various formats.

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ESSENTIAL CONTENT FOR PRACTITIONERS

# ~~~~~~~TASK8-1 Conduct a task analysis.

Make recommendations to the client regarding target outcomes based upon such

8-2 factors as: client preferences, task analysis, current repertoires, supportingenvironments, constraints, social validity, assessment results and best availablescientific evidence.

8-3 State target intervention outcomes in observable and measurable terms.Make recommendations to the client regarding intervention strategies based on such

8-4 factors as: client preferences, task analysis, current repertoires, supportingenvironments, constraints, social validity, assessment results and best availablescientific evidence.

8-5 Make recommendations to the client regarding behaviors that must be established,strengthened, and/or weakened to attain the stated intervention outcomes.When a behavior is to be weakened, select an acceptable alternative behavior to be

8-6 established or strengthened.

8-7 Determine and make environmental changes that reduce the need for behavior8__7 analysis services.

8-8 Identify the contingencies governing the behavior of those responsible for carrying outbehavior change procedures and design interventions accordingly.

# ~~~~~~~TASK

9b1 Use antecedent-based interventions, such as: contextual or ecological variables,establishing operations, and discriminative stimuli.

9-2 Use positive and negative reinforcement:a. Identify and use reinforcers.b. Use appropriate parameters and schedules of reinforcement.c. Use response-deprivation procedures (e.g., Premack principle).d. State and plan for the possible unwanted effects of the use of reinforcement.9-3 Use positive and negative punishment:a. Identify and use punishers.b. Useantropoiate rarameters and schedules ofb unishment.c. State and plan for the possible unwanted effects of the use of punishment.9-4 Use extinction.

9-5 Use response-independent (time-based) schedules of reinforcement.9-6 Use differential reinforcement.9-7 Use discrimination training procedures.9-8 Use prompt and prompt fading.9-9 Use instructions and rules.9-10 Use modeling and imitation.9-11 Use shaping.9-12 Use chaining.

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9-13 Use incidental teaching techniques.9-14 Use Direct Instruction.9-15 Use precision teaching.9-16 Use personalized system of instruction (PSI).9-17 Use discrete trials.9-18 Use contingency contracting (e.g., behavioral contracts).9-19 Use token economy procedures, including levels systems.9-20 Use independent, interdependent and dependent group contingencies.9-21 Use stimulus equivalence procedures.9-22 Plan for behavioral contrast effects.9-23 Use behavioral momentum.9-24 Use the matching law and recognize factors influencing choice.9-25 Use language acquisition programs that employ Skinner's analysis of verbal behavior (i.e.,

echoics, mands, tacts, intraverbals).9-26 Use language acquisition/communication training procedures.9-27 Use self-management strategies.9-28 Use behavior change p cedures to promote stimulus and response generalization.9-29 Use behavior change prcedures to promote maintenance.

# ~~~~~~~TASK10-1 Us coptnc-ae trinn fo pesn wh ar repnil fo caryn outx

behavioral assessment and behavior change procedures.10-2 Use effective performance monitoring and reinforcement systems.10-3 Design and use systems for monitoring procedural integrity.10-4 Establish support for behavior analysis services from persons directly and indirectly

involved with these services.10-5 Secure the support of others to maintain the clients' behavioral repertoires in their natural

settings.10-6 Provide behavior analysis services in collaboration with others who support and/or provide

services to one's clients.

© COPYRIGHT 2002 THE BEHAVIOR ANALYST CERTIFICATION BOARD, INC . ALLRIGHTS RESERVED. THIS DOCUMENT WAS DEVELOPED IN COLLABORATION WITHTHE FLORIDA DEPARTMENT OF CHILDREN AND FAMILIES, AND IS AVAILABLE FOR USEBY INDIVIDUALS WHO PLAN TO SEEK CERTIFICATION AND THEIR INSTRUCTORS FORTHE PURPOSE OF PREPARING THOSE INDIVIDUALS TO TAKE THE BOARD CERTIFIEDBEHAVIOR ANALYSTTm EXAMINATION AND/OR THE BOARD CERTIFIED ASSOCIATEBEHAVIOR ANALYSTm EXAMINATION.

COPYING, DISTRIBUTION AND/OR PUBLICATION FOR ANY OTHER PURPOSE, IN ANYMEDIUM OR FORMAT, REQUIRES ADVANCE PERMISSION FROM THE BEHAVIORANALYST CERTIFICATION BOARD, INC.e.

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ESSENTIAL CONTENT FOR PRACTITIONERS 93

APPENDIX E

Contact hour allocation per content area

BCABA content area BCABA hours

1. Ethical considerations 102. Definition and characteristics and3. Principles, processes, and concepts 404. Behavioral assessment and8. Selecting intervention outcomes and strategies 255. Experimental evaluation of interventions,6. Measurement of behavior and7. Displaying and interpreting behavioral data 209. Behavior-change procedures and

10. Systems support 40Total 135

APPENDIX F

Contact hour allocation per content area

BCBA content area BCBA hours

1. Ethical considerations 152. Definition and characteristics and3. Principles, processes, and concepts 454. Behavioral assessment and8. Selecting intervention outcomes and strategies 355. Experimental evaluation of interventions 206. Measurement of behavior and7. Displaying and interpreting behavioral data 209. Behavior-change procedures and

10. Systems support 4511. Discretionary: may be used within any one or more of the 10

content areas above or for any applications of behavior ana-lysisa 45

Total 225a For example, this could be used for behavior-analytic applications in topic areas such as autism,

organizational behavior management, behavioral pharmacology, and so on, as long as the course-work contact hours that are listed are behavior-analysis applications (not including behavior thera-py).

APPENDIX G

KSA Writers and CoordinatingEditorsSaul Axelrod, PhD, BCBARobert Babcock, PhD, BCBAEb Blakely, PhD, BCBAJames Carr, PhD, BCBACharles Catania, PhDJohn Cone, PhD, BCBATony Cuvo, PhDIser deLeon, PhD, BCBAJanet Ellis, PhD, BCBA (CoordinatingEditor)

Judy Favell, PhD, BCBAWayne Fisher, PhD

Sandra Harris, PhDDwight Harshbarger, PhDBruce Hesse, PhD, BCBAWilliam Heward, PhD, BCBA (Coor-dinating Editor)

Phil Hineline, PhD, BCBADan Hursh, PhD, BCBAJohn Jacobson, PhD, BCBA (Coordi-nating Editor)

James Johnston, PhD, BCBA (Coor-dinating Editor)

Craig Kennedy, PhD, BCBAMark Koorland, PhD, BCBADorothea Lerman, PhD, BCBAJose Martinez-Diaz, PhD, BCBA (Co-ordinating Editor)

94 GERALD L. SHOOK et al.

Ed Morris, PhD, BCBA (CoordinatingEditor)

Dennis Mozingo, PhD, BCBA (Coor-dinating Editor)

Oliver Mudford, PhD, BCBAAl Murphy, PhD, BCBABobby Newman, PhD, BCBAJames Partington, PhD, BCBAJoe Plaud, PhD, BCBADennis Reid, PhD, BCBAMary Riordan, PhD, BCBASarah Robinson, PhD, BCBATeresa Rogers, PhD, BCBARaymond Romanczyk, PhD, BCBAJesus Rosales, PhDMaria Ruiz, PhD, BCBA

Gerald Shook, PhD, BCBA (Coordi-nating Editor)

Susan Silvestri, MA, BCBARichard Smith, PhD, BCBASteve Starin, PhD, BCBAMichael Stoutimore, PhD, BCBABeth Sulzer-Azaroff, PhD, BCBAMark Sundberg, PhD, BCBAMatt Tincani, PhD, BCBAHaydee Toro, PhD, BCBAVicci Tucci, MA, BCBAJanet Twyman, PhD, BCBATimothy Vollmer, PhD, BCBA (Coor-dinating Editor)

Cathy Watkins, PhD, BCBAThomas Zane, PhD, BCBA