Association for Behavior Analysis International

Applied behavior analysts are commonly employed to provide services and treatment for children with autism or other developmental disabilities. However, there are a number of other career paths unrelated to treatment for developmental disabilities that are open to those interested in applied behavior analysis. This panel will serve as an introduction to some of these potential career paths. Each speaker will discuss their professional experiences in the field of applied behavior analysis, including the populations with which they work, the types of services they provide for their clients, and how they entered their current line of work. After the speakers have shared their experiences, the remainder of the panel session will be opened up to members of the audience to ask questions regarding careers in applied behavior analysis beyond autism.

Applied practitioners, undergrads and graduate students

The field of behavior analysis is growing at an exponential rate as seen with the recent increase to all certification levels (Deochand & Fuqua, 2016). The likelihood that young Board Certified Behavior Analysts (BCBAs) will serve as someone’s supervisor is high, yet historically, there has not been explicit requirements for teaching a supervisory skill set to behavior analysts in training. Several fieldwide changes have recently been enacted, including the addition of a new course to Behavior Analyst Certification Board’s (BACB) Behavior Analysis verified course sequences (VCS) for Board Certified Behavior Analysts (BCBA) and Board Certified Assistant Behavior Analysts (BCaBA), and additional task list items on the BACB 5th edition task list; both directly address supervision, training, and management of personnel. Yet, gaps on how to effectively train supervisors may remain. This panel will focus on informing individuals pursuing training in the field, or newly minted BCBAs and BCaBAs on supervision best practices. Experts from the field will share their research, professional experiences, and tips on how to be an effective supervisor.

Many behavior analysts currently consult in schools in a variety of ways, including conducting functional behavior assessments, writing positive behavior support plans, training teachers on effective classroom management, and more. Successful collaboration of an interdisciplinary team requires careful navigation to ensure consultation is effective and efficient. Sometimes referrals are unnecessarily made for individualized interventions where class-wide interventions may be more appropriate. Research has shown that class-wide intervention (e.g. universal strategies) can benefit most students and should be implemented before individualized supports. The purpose of this panel is to discuss strategies relating to conducting efficient observations, building rapport with classroom staff, ethical decision-making, ensuring treatment fidelity, and strategies for individual and class-wide interventions. This panel will also discuss a variety of strategies for building effective classroom management techniques that benefit all learners. In order for gains to be made and sustain in school consultation arrangements, behavior analysts must be equipped with these skills.

A mentor is considered a “teacher of teachers,” training both less experienced and advanced teachers. To mentor teachers operating within a scientific framework means to emphasize mastery of the components related to a strategic science of teaching. The role of the mentor is to conduct frequent teacher observations and provide data-driven feedback that facilitates the implementation of effective tactics. A mentor or supervisor must foster a symbiotic relationship in order to support teachers who function as strategic scientists, or those teachers who can characterize academic situations in scientific terms when identifying factors that impede student learning. In the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model, mentors scaffold and facilitate teacher learning through ranked modules of in-service teacher training requiring (a) in-situ demonstrations of the effective application of behavior analysis to schooling and teaching; (b) the use of systematic and scientifically-based teacher observation systems such as the Teacher Performance Rate and Accuracy scale (TRPA); and (c) training in the analysis of the decisions warranted by visual displays of data. The purpose of this panel is to provide an overview of how to train and supervise teachers who can effectively utilize applied behavior analysis within general and special education classroom settings via strategic mentorship.

The target audience for our panel includes those interested in learning more about how to train and supervise teachers operating within a scientific framework.

Gender inequality can be defined as girls or women not having equal access to education, health care, protection, well-being, or opportunities in the labor market. Despite some progress, society and science remain institutionally sexist. Women face gender-related problems worldwide and are still underrepresented in important areas. In light of the importance of the topic, the status of women in behavior analysis has been investigated. Although female representation has increased substantially over time, women continue to face serious challenges. The purpose of this panel is to empower women by discussing the gender gap and what can be done to close it. Three prominent behavior analysts will share their experiences as successful women and leaders in both academia and clinical settings. Panelists will also discuss strategies to handle barriers imposed by the gender gap, achieve goals, and manage professional and personal life.