Association for Behavior Analysis International

One of the most important goals set to implement Mexican Education Reform has been the teachers formation program. During the application of this program a lack of proficiency in the evaluation process was detected, specifically, in the use and elaboration of assessment instruments. This work presents a program developed to generate evaluation competencies in high school teachers in Veracruz State, Mxico. Each of the four stages of the program are evaluated via self and peers assessment with the porpoise that the instructor not only assesses the student's (teachers) performance, but also provides feedback or guidance to the teacher enabling them to improve their performance. It is also intendeted that the instructor's behavior is taken as a model in the formative assessment process in which they are being instructed. Since this is an ongoing program, some preliminary results showed that teachers are using what they have accomplished in the program based on their own assessments, to improve their performances in the evaluation process of their students.I

In the year 2014, the BACB introduced the registered behavior technician training program with the aim of reaching out to a larger community of consumers with quality services. This training program is based on the registered behavior technician task list designed to meet the 40 hours training requirement for the RBT credentialing. The program is offered independent of BACB. The task list revolves around measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, professional conduction, and scope of practice as a global guide for the training of RBT. Since its inception, a reasonable number of practitioners have been trained worldwide and RBT program has attracted a lot of demand globally with the resultant changes in the policy by BACB. One such policy change includes the proposal for taking international examination by the trainee after 40 hours mandatory training and competency assessment as well as mandatory supervision hours to assure continued competency. Experience with the training of about 200 RBT in Africa has shown that in order to sustain the quality of services sort after by BACB, the trainees will require the knowledge of the development, choice, maintenance, and application of culturally friendly intervention tools as applicable in a particular geographical location. The need to train the RBT on culturally sensitive instructional materials is imperative.