Tiered Model of Education
Background and Goals
In 2020, the ABAI Executive Council appointed the “ABAI Task Force of Education”. Its charge was to define standards of education for behavior analysis training programs around the world. The Task Force included representatives from Brazil (Martha Hübner), Colombia (Wilson Lopez), India (Smita Awasthi), Italy (Fabio Tosolin), Japan (Kanako Otsui), Mexico (Daniel Gomez), Norway (Ingunn Sandaker), South Africa (Ilana Gerschlowitz), Spain (Gladys Williams), and the United States (Mike Dorsey, VCS Board Coordinator; Michael Perone Accreditation Board Coordinator; Maria Malott, ABAI CEO; Peter Killeen, ABAI Past President). The Task Force considered training programs in their countries as well as programs in other countries around the world. To complement the Task Force’s efforts, a specialized committee focused on identifying experiential learning standards embedded in training programs. These two combined efforts resulted in the “ABAI Tiered Model of Education”. Below is an overview of the Tiered Model of Education, including the characteristics of each tier and an overview of the standards.
The primary objective of the Tiered Model of Education is to establish a quality-based recognition system for all types of behavior analysis training programs worldwide. The goal is to aid programs in moving from an administrative coursework review system (e.g., a VCS) to a comprehensive evaluation of the entire training program (e.g., accreditation).
Overview
The Tiered Model of Education offers recognition of quality academic training programs. The Model is based on the ABAI Accreditation Board standards (Tier 1) and includes four tiers, or levels, of recognition, leading toward ABAI accreditation. Accreditation indicates quality training in the science and application of behavior analysis. Further, the Council of Higher Education (CHEA) recognizes ABAI’s accreditation system for master’s and doctoral programs in the United States.
Programs in Tier 1 are accredited by ABAI and have achieved the highest level of quality recognition in behavior analysis. Tiers 2a through 4b specify approximations to ABAI accreditation, taking into consideration different programmatic structures and offerings. Given the range of program capabilities and structures that exist internationally, the tiers offer recognition of quality training by those programs not able to meet the accreditation standards. At the same time, the tiers offer a road map for programs that aspire to eventually seek accreditation.
The tiers are organized by three factors:
- Whether the program is housed in an institution of higher education,
- Whether it produces academic degrees, and
- Whether it includes supervised experiential learning.
Table 1 shows an overview of the tiers with descriptions below.
Table 1
Overview of Tiered Model of Education
Tier 1: Accreditated Degree Program with Experiential Learning
Tier 1 is ABAI accreditation as it currently exists and is approved by CHEA. The ABAI Accreditation Board accredits bachelor’s, master’s, and doctoral degree programs with supervised experiential learning. Accredited programs will also be recognized as Tier 1. Programs applying for initial accreditation and re-accreditation must demonstrate they meet the necessary eligibility criteria and accreditation standards. Accreditation applications will continue to go through the accreditation process and review by the ABAI Accreditation Board. Additional details about supervised experiential learning are described below in Standard 9.
Tier 2a: Recognized Degree Program with Experiential Learning
Tier 2a recognizes bachelor’s, master’s, doctoral, and equivalent degree programs that include supervised experiential learning as a program requirement. Doctoral programs may only seek recognition under Tiers 1 or 2a. Complete and established degree programs might consider applying for initial recognition via tier 2a as a step towards accreditation. Additional details about supervised experiential learning are described below in Standard 9.
Tier 2b: Recognized Degree Program
Tier 2b recognizes bachelor’s, master’s, and equivalent degree programs that do not require supervised experiential learning. Students and graduates interested in obtaining experience to meet credentialing and licensing requirements might do so independently from the program.
Tier 3a: Recognized Non-Degree Program with Experiential Learning
Tier 3a recognizes undergraduate and graduate non-degree programs that include supervised experiential learning as a program requirement. Examples of this arrangement may include certificate and post-graduate programs. Additional details about supervised experiential learning are described below in Standard 9.
Tier 3b: Recognized Non-Degree Program
Tier 3b recognizes undergraduate and graduate non-degree programs that do not require supervised experiential learning. Examples of this arrangement may include certificate and post-graduate programs. Students and graduates interested in obtaining experience to meet credentialing and licensing requirements might do so independently from the program.
Tier 4a: Recognized Non-Degree Program with Experiential Learning (non-HEI)
Tier 4a recognizes undergraduate and graduate non-degree programs that include supervised experiential learning as a program requirement and are housed outside of higher education institutions. Tier 4a is only available for training programs outside the United States. These programs are strongly encouraged to develop consortia agreements with a higher education institution using the component standards specified in the Administration standard. Additional details about supervised experiential learning are described below in Standard 9.
Tier 4b: Recognized Non-Degree Program (non-HEI)
Tier 4b recognizes undergraduate and graduate non-degree programs that do not require supervised experiential learning and are housed outside of higher education institutions. Like Tier 4a programs, Tier 4b is only available for training programs outside the United States and are strongly encouraged to develop consortia agreements with a higher education institution using the component standards specified in the Administration standard.