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Journal of Organizational Behavior Management

ISSN: 0160-8061 (Print) 1540-8604 (Online) Journal homepage: https://www.tandfonline.com/loi/worg20

On the Compatibility of Organizational Behavior Management and BACB Certification

Molli M. Luke, James E. Carr & David A. Wilder

To cite this article: Molli M. Luke, James E. Carr & David A. Wilder (2018) On the Compatibility of Organizational Behavior Management and BACB Certification, Journal of Organizational Behavior Management, 38:4, 288-305, DOI: 10.1080/01608061.2018.1514347

To link to this article: https://doi.org/10.1080/01608061.2018.1514347

Published with license by Taylor & Francis Group, LLC © 2018 [Molli M. Luke, James E. Carr, and David A. Wilder]

Published online: 10 Sep 2018.

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COMMENT

On the Compatibility of Organizational Behavior Management and BACB Certification Molli M. Lukea, James E. Carra, and David A. Wilderb

aBehavior Analyst Certification Board, Littleton, Colorado, USA; bSchool of Behavior Analysis, Florida Institute of Technology, Melbourne, Florida, USA

ABSTRACT The number of practicing behavior analysts who hold Behavior Analyst Certification Board (BACB) certification has substan- tially increased in the past decade. Some have mistakenly interpreted the BACB’s certification requirements as being spe- cific to the autism and intellectual disabilities practice area. We present key BACB requirements, describe how they are prac- tice-area neutral, and provide specific examples of their rele- vance to organizational behavior management.

ARTICLE HISTORY Received 18 January 2018 Revised 10 May 2018 Accepted 14 May 2018

KEYWORDS BACB; certification; organizational behavior management

The history of professional credentialing in applied behavior analysis can be traced back to a panel session held at the Third Annual Conference on Behavior Analysis in Education in 1972. At the conference, one of the pane- lists, Don Thomas, stated:

As the field continues to grow, we can no longer dismiss lightly mundane issues such as standardized training programs and licensing. The days when it was possible to be on a first name basis with all of the behavior modifiers in the country no longer exist. No longer is it possible to list all of the behavior modifiers by listing the past students of Skinner, Bijou, Baer, Michael, Azrin, and the rest. No longer is it possible to list all of the behavior modifiers by references to the university from which they were graduated (Thomas, 1972, p. 34).

In the decades following this panel, there was an increasing need to identify practitioners with defined backgrounds and competence in behavior analysis. Several state and national certification efforts were explored as a means for protecting the public and the profession of applied behavior analysis from the harm that might be caused by individuals who lacked proper behavior- analytic training (Johnston, Carr, & Mellichamp, 2017). Lessons learned

CONTACT Molli M. Luke [email protected] Behavior Analyst Certification Board, 7950 Shaffer Parkway, Littleton, CO 80127, USA. We thank Amber Maraccini for her helpful input on the project. We refer readers to bacb.com for the most up-to-date and detailed information on BACB requirements. The third author is employed by a university that offers an academic program, which includes coursework and supervised experience designed to meet Behavior Analyst Certification Board requirements for certification at the Board Certified Behavior Analyst level.

Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/worg

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 2018, VOL. 38, NO. 4, 288–305 https://doi.org/10.1080/01608061.2018.1514347

Published with license by Taylor & Francis Group, LLC © 2018 [Molli M. Luke, James E. Carr, and David A. Wilder] This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

from these efforts culminated in the incorporation of the Behavior Analyst Certification Board® (BACB®) in 1998 as a 501(c)(3) nonprofit organization with the primary mission of certifying behavior analysts worldwide.

The BACB has three levels of certification: Board Certified Behavior Analyst® (BCBA®), Board Certified Assistant Behavior Analyst® (BCaBA®), and Registered Behavior TechnicianTM (RBT®). The BCBA is a graduate-level certification for independent practitioners who provide behavior-analytic services. Although it is not a separate certification, BCBAs who have com- pleted doctoral training in behavior analysis may also apply for a doctoral designation (BCBA-DTM). The BCaBA is an undergraduate-level certification for practitioners providing behavior-analytic services under the supervision of a BCBA-D or BCBA. Finally, the RBT is a high school-level certification for paraprofessionals who assist in delivering behavior-analytic services under the supervision of a BCBA-D, BCBA, or BCaBA.

For the purpose of this article, we will focus on BCBA certification1 from this point forward. BCBAs have two types of requirements: requirements for obtaining certification (i.e., eligibility requirements) and requirements for maintaining certification. The most common route for obtaining BCBA certification is Option 1 (of three options); thus, we will focus on this eligibility route. As shown in Figure 1, BCBA applicants are required to meet the following general eligibility requirements: a masters or doctoral degree, graduate-level coursework in behavior analysis, and supervised field- work. After these requirements are satisfied, they must pass the BCBA examination to obtain their credential. Once certified, BCBAs are required

Figure 1. Overview of requirements to obtain and maintain BCBA certification (Option 1). Note: These are general requirements; we refer the reader to bacb.com for more specific information.

1BCBA certification serves as the basis for the remainder of the manuscript because it is a graduate-level, independent-practice credential and, thus, is consistent with the training level of many OBM practitioners.

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 289

to adhere to the BACB’s Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014a) and earn 32 hours of continuing education in behavior analysis during each two-year certification cycle.

BCBA certification was first available in 1999. In the years that followed, the number of BCBA certificants grew steadily. However, in the last decade there has been near-exponential growth; the current number of BCBA certificants world- wide is 29,104.2 Thomas’ (1972) assessment of the importance of credentialing is as relevant as ever. Because the growth of the BACB’s certification programs was temporally correlated with the increased demand for behavior-analytic autism treatment, there is a frequent misconception that the BACB’s certification programs are specific to autism and intellectual disabilities. They are not.

The BCBA credential is a graduate-level certification in behavior analysis and is not population or practice-area specific. In fact, aside from a single document describing practice guidelines for behavior-analytic treatment of autism for funders (BACB, 2014b), the disorder is not mentioned in any other BACB document or resource. The impression by some that the BACB’s credentials are autism specific is likely a result of the correlation between increased awareness of autism, increased demand for behavioral treatment of autism, and growth in the number of BACB certificants in the last two decades. Although it is true that approximately 70% of BCBAs work with individuals with autism, this is not a function of the BACB’s requirements. It is likely that a majority of BCBAs work in autism because of the increased availability of funding for the behavioral treatment of autism (Autism Speaks, 2018). Furthermore, the first applications of behavior analysis were with individuals with autism and intellectual disabilities (e.g., Fuller, 1949; Wolf, Risley, & Mees, 1964), so it is not surprising that the inaugural practice area now has the most robust infrastructure and evinces the most growth.

Before we describe the BACB’s requirements and how they can relate to the organizational behavior management (OBM) subspecialty area, we will briefly describe how the requirements are developed. All BACB requirements are developed according to National Commission for Certifying Agencies (NCCA) standards (Institute for Credentialing Excellence, 2018). NCCA is an independent body that accredits personnel certification programs and uses established and legally defensible practices from the credentialing and psychometric industries as the basis for accreditation. The process NCCA requires for new and revised requirements includes first convening a strati- fied workgroup of Subject Matter Experts (SMEs)––behavior analysts who represent various subspecialty areas, geographic regions, training back- grounds, career stages, etc. The SMEs use a consensus process to provide recommendations about the requirements to the BACB’s Board of Directors. The Board of Directors, itself a body of SMEs elected by certificants, must

2As of August 2018.

290 M. M. LUKE ET AL.

approve any recommendations from the SME workgroup. BACB staff are only responsible for implementing the requirements. Thus, BACB require- ments are developed by members of the profession, not BACB staff.

Relevance of BACB requirements to OBM

Relatively few OBM professionals hold BACB credentials. Although the reasons for this are unknown, there are at least a few likely factors. First, there is a limited demand for the credential from payers of OBM services. In other ABA practice areas, payers, such as insurance companies, require that a professional is certified or licensed as a way to identify those who are qualified to provide the services. Credentialing of professionals in other areas is also beneficial as a means to protect the public and, in particular, vulnerable populations from underqualified practitioners. These external pressures are less likely to exist in OBM because the modal payer is the organizational leader who hires the OBM professional. Organizations usually have the resources and ability to evaluate prospective consultants, rendering a professional credential less valuable. Second, although one function of credentialing is to ease the identification of qualified professionals, OBM professionals generally do not need a credential to differentiate themselves from others in the same market; they often do so by simply advertising expertise in “behavioral science.” However, with the increasing use of “beha- vioral” interventions, scientists, consultants, etc., in organizations, it might become more difficult to distinguish behavior-analytic expertise from other approaches. In those cases, a professional credential might add value. Finally, some OBM professionals may view the additional regulation that comes with credentialing as a burden. Taking an exam and managing continuing educa- tion units may be seen as tasks that consume valuable time and resources.

To the extent that OBM professionals might consider earning a BACB creden- tial, the remainder of this manuscript will be devoted to describing how key BCBA requirements, all of which were developed by SMEs using the process described earlier, are compatible with OBM. We will focus on the task list, coursework requirements, fieldwork requirements, examination, and ethics code.

Task list

The BCBA/BCaBA Task List (5th ed.; BACB, 2017a; hereafter referred to as the “task list”) describes the knowledge and skills that an entry-level3 practi- cing behavior analyst should know. The content from the task list serves as the basis for the BCBA examination and coursework requirements. The fifth

3Eligibility requirements of core professional credentials are universally designed for individuals who are entering the profession.

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 291

edition of the task list was published in January 2017 and will take effect in January 2022. It is comprised of two sections: Foundations and Applications. The Foundations section consists of four subsections and 37 tasks, which cover behavior-analytic principles and basic skills. The Applications section consists of five subsections and 58 tasks that focus on practice-oriented skills.

The Foundations section of the task list includes content on the philoso- phical underpinnings of behavior analysis (e.g., the goals of behavior analysis as a science, dimensions of applied behavior analysis); concepts and princi- ples (e.g., respondent and operant conditioning, schedules of reinforcement, rule-governed and contingency shaped behavior, derived stimulus relations); measurement, data display, and interpretation (e.g., operational definitions, validity and reliability of measurement procedures, interpreting graphed data); and experimental design (e.g., independent and dependent variables, single-case experimental designs). The content of this section is focused on foundational principles in behavior analysis that are relevant across all sub- specialty areas and, for that reason, the link to OBM is clear without further articulation.

The applicability of the task list to OBM is best demonstrated in the Applications section. This section begins with a subsection on ethics (E) that references the entirety of the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014a), which we will discuss later. To illus- trate the relevance of the task list to OBM, Table 1 includes the remainder of the subsections (F-I) with corresponding citations from the OBM literature. As shown in the table, we were able to identify relevant OBM literature citations for 44 of the 48 tasks. Although we were unable to identify relevant citations for 4 tasks, it is unlikely that all practice areas will have research and applications in every area of the task list. We would assume that, based on the population targeted, some task-list items might be more or less valuable in a practice area. Nevertheless, the sheer number of task-list items that can be directly linked to the OBM literature is a testament to the prominence of OBM as a subspecialty area in applied behavior analysis.

Coursework requirements

One of the primary requirements to obtain BCBA certification is the comple- tion of academic training in behavior analysis. At a minimum, individuals are required to receive training in all of the areas of the task list, but it is expected that academic training will exceed these requirements. The BCBA/BCaBA Coursework Requirements (BACB, 2017b; hereafter referred to as “coursework requirements”), were announced in January 2017 and will take effect in January 2022 in conjunction with the task list. Individuals are required to complete 315 hours of graduate-level coursework (i.e., 7, 3-credit semester courses) in the following areas: (a) ethics and professionalism (45 hours); (b)

292 M. M. LUKE ET AL.

Ta bl e 1.

BC BA

/B Ca BA

Ta sk

Li st

(5 th

ed .) Ite m s fr om

“S ec tio

n 2:

Ap pl ic at io ns ” w ith

Re le va nt

O BM

Ci ta tio

ns .

Su bs ec tio

n Ta sk

Li st

Ite m

# Ta sk

N am

e O BM

Li te ra tu re

Ci ta tio

ns

Be ha vi or

As se ss m en t

F- 1

Re vi ew

re co rd s an d av ai la bl e da ta

(e .g ., ed uc at io na l, m ed ic al ,h

is to ric al ) at

th e ou

ts et

of th e ca se .

Su lz er -A za ro ff an d Fe lln er

(1 98 4)

F- 2

D et er m in e th e ne ed

fo r be ha vi or -a na ly tic

se rv ic es .

- F- 3

Id en tif y an d pr io rit iz e so ci al ly si gn

ifi ca nt

be ha vi or -c ha ng

e go

al s.

Cu nn

in gh

am an d G el le r (2 01 2) ;S ul ze r- Az ar of fa nd

Fe lln er

(1 98 4)

F- 4

Co nd

uc t as se ss m en ts

of re le va nt

sk ill st re ng

th s an d de fic its .

D an ie ls an d Ba ile y (2 01 4) ;G

ilb er t (2 00 7)

F- 5

Co nd

uc t pr ef er en ce

as se ss m en ts .

W ild er ,R

os t, an d M cM

ah on

(2 00 7) ;W

in e, Re is ,a nd

H an tu la (2 01 4)

F- 6

D es cr ib e th e co m m on

fu nc tio

ns of

pr ob

le m

be ha vi or .

Au st in ,C

ar r, an d Ag

ne w

(1 99 9)

F- 7

Co nd

uc t a de sc rip

tiv e as se ss m en t of

pr ob

le m

be ha vi or .

Fi en up

,L ui se lli ,J oy ,S m yt h,

an d St ei n (2 01 3) ;G

ilb er t

(2 00 7)

F- 8

Co nd

uc t a fu nc tio

na la na ly si s of

pr ob

le m

be ha vi or .

Th er rie n,

W ild er ,R

od riq

ue z, an d W in e (2 00 5)

F- 9

In te rp re t fu nc tio

na la

ss es sm

en t da ta .

Ca rr ,W

ild er ,M

aj da la ny ,M

at hi se n, an d St ra in

(2 01 3) ;D

ol l,

Li ve se y, M cH af fie ,a nd

Lu dw

ig (2 00 7) ;M

an ue l, Su ns er i,

O ls on

,a nd

Sc ol ar i( 20 07 )

(C on tin ue d )

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 293

Ta bl e 1.

(C on

tin ue d) .

Su bs ec tio

n Ta sk

Li st

Ite m

# Ta sk

N am

e O BM

Li te ra tu re

Ci ta tio

ns

Be ha vi or -C ha ng

e Pr oc ed ur es

G -1

U se

po si tiv e an d ne ga tiv e re in fo rc em

en t pr oc ed ur es

to st re ng

th en

be ha vi or . Al av os iu s an d Su lz er -A za ro ff (1 99 0) ;D

ic ki ns on

an d

G ill et te

(1 99 4) ;H

og an ,B

el l, an d O ls on

(2 00 9) ;L ee

an d

O ah

(2 01 5)

G -2

U se

in te rv en tio

ns ba se d on

m ot iv at in g op

er at io ns

an d di sc rim

in at iv e st im ul i.

Ag ne w

(1 99 7) ;R

af ac z, Bo

yc e, an d W ill ia m s (2 01 1)

G -3

Es ta bl is h an d us e co nd

iti on

ed re in fo rc er s.

Fo x et

al .( 19 87 ); Lo ew

y an d Ba ile y (2 00 7)

G -4

U se

st im ul us

an d re sp on

se pr om

pt s an d fa di ng

(e .g ., er ro rle ss ,m

os t- to -le as t,

le as t- to -m

os t, pr om

pt de la y, st im ul us

fa di ng

). Ka rls so n an d Ch

as e (1 99 6) ;M

ill ig an

an d H an tu la

(2 00 6)

G -5

U se

m od

el in g an d im ita tio

n tr ai ni ng

. Ca ta ni a, Al m ei da ,L iu -C on

st an t, an d D iG en na ro

Re ed

(2 00 9) ;H

in e (2 01 4)

G -6

U se

in st ru ct io ns

an d ru le s.

Pa rs on

s et

al .( 20 12 ); Sm

ith ,H

ou m an fa r, an d D en ny

(2 01 2) ;S qu

ire s an d W ild er

(2 01 0)

G -7

U se

sh ap in g.

D an ie ls an d Ba ile y (2 01 4)

G -8

U se

ch ai ni ng

. D an ie ls an d Ba ile y (2 01 4)

G -9

U se

di sc re te -t ria l, fr ee -o pe ra nt ,a nd

na tu ra lis tic

te ac hi ng

ar ra ng

em en ts .

Bi nd

er an d Sw

ee ne y (2 00 2) ;R

os co e an d Fi sh er

(2 00 8)

G -1 0

Te ac h si m pl e an d co nd

iti on

al di sc rim

in at io ns .

Bu rg io ,W

hi tm

an ,a nd

Re id

(1 98 3)

G -1 1

U se

Sk in ne r’s

an al ys is to

te ac h ve rb al be ha vi or .

M ill er ,H

irs t, Ka pl an ,D

iG en na ro

Re ed ,a nd

Re ed

(2 01 4)

G -1 2

U se

eq ui va le nc e- ba se d in st ru ct io n.

- G -1 3

U se

th e hi gh

-p ro ba bi lit y in st ru ct io na ls eq ue nc e.

- G -1 4

U se

re in fo rc em

en t pr oc ed ur es

to w ea ke n be ha vi or

(e .g ., D RA

,F CT ,D

RO ,D

RL ,

N CR

). H ag ge ,M

cG ee ,M

at th ew

s, an d Ab

er le

(2 01 7)

G -1 5

U se

ex tin

ct io n.

D an ie ls an d Ba ile y (2 01 4)

G -1 6

U se

po si tiv e an d ne ga tiv e pu

ni sh m en t (e .g ., tim

e- ou

t, re sp on

se co st ,

ov er co rr ec tio

n) .

M ar ho

lin an d G ra y (1 97 6) ;R

oh n,

Au st in ,a nd

Lu tr ey

(2 00 3)

G -1 7

U se

to ke n ec on

om ie s.

Ca m de n,

Pr ic e, an d Lu dw

ig (2 01 1) ;F ox

et al .( 19 87 )

G -1 8

U se

gr ou

p co nt in ge nc ie s.

Br ow

n an d Re dm

on (1 99 0) ;S ul ze r- Az ar of f, Lo af m an ,

M er an te ,a nd

H la va ce k (1 99 0)

G -1 9

U se

co nt in ge nc y co nt ra ct in g.

Ch ris tia n (1 98 4) ;C

ro w el la

nd An

de rs on

(1 98 3)

G -2 0

U se

se lf- m an ag em

en t st ra te gi es .

O ls on

an d Au

st in

(2 00 8) ;P

et sc he r an d Ba ile y (2 00 6) ;

Ri ch m an ,R

io rd an ,R

ei ss ,P

yl es ,a nd

Ba ile y (1 98 8)

G -2 1

U se

pr oc ed ur es

to pr om

ot e st im ul us

an d re sp on

se ge ne ra liz at io n.

Au st in

an d W ils on

(2 00 2) ;P

ar so ns

et al .( 20 12 )

G -2 2

U se

pr oc ed ur es

to pr om

ot e m ai nt en an ce .

Co nr ad ,J oh

ns on

,M or ris on

,a nd

D itz ia n (2 01 6) ;R

ei d,

Pa rs on

s, an d Je ns en

(2 01 7) ;S ig ur ds so n an d Au

st in

(2 00 6)

(C on tin ue d )

294 M. M. LUKE ET AL.

Ta bl e 1.

(C on

tin ue d) .

Su bs ec tio

n Ta sk

Li st

Ite m

# Ta sk

N am

e O BM

Li te ra tu re

Ci ta tio

ns

Se le ct in g an d

Im pl em

en tin

g In te rv en tio

ns

H -1

St at e in te rv en tio

n go

al s in

ob se rv ab le

an d m ea su ra bl e te rm

s. Fr ed er ik se n (1 98 2) ;S ul ze r- Az ar of f an d Fe lln er

(1 98 4)

H -2

Id en tif y po

te nt ia li nt er ve nt io ns

ba se d on

as se ss m en t re su lts

an d th e be st

av ai la bl e sc ie nt ifi c ev id en ce .

Pa m pi no

,W ild er ,a nd

Bi nd

er (2 00 5) ;W

ild er ,L ip sc hu

ltz ,

Ki ng

,D ris co ll, an d Si gu

rd ss on

(2 01 8)

H -3

Re co m m en d in te rv en tio

n go

al s an d st ra te gi es

ba se d on

su ch

fa ct or s as

cl ie nt

pr ef er en ce s, su pp

or tin

g en vi ro nm

en ts ,r is ks ,c on

st ra in ts ,a nd

so ci al va lid ity .

Cu nn

in gh

am an d G el le r (2 01 2) ;S ig ur ds so n an d Au

st in

(2 00 6)

H -4

W he n a ta rg et

be ha vi or

is to

be de cr ea se d,

se le ct

an ac ce pt ab le

al te rn at iv e

be ha vi or

to be

es ta bl is he d or

in cr ea se d.

G ra vi na ,A

us tin

,S ch oe dt de r, an d Lo ew

y (2 00 8)

H -5

Pl an

fo r po

ss ib le

un w an te d ef fe ct s w he n us in g re in fo rc em

en t, ex tin

ct io n,

an d pu

ni sh m en t pr oc ed ur es .

Ab er na th y (1 99 6)

H -6

M on

ito r cl ie nt

pr og

re ss

an d tr ea tm

en t in te gr ity .

D an ie ls an d Ba ile y (2 01 4) ;D

ur gi n,

M ah on

ey ,C

ox ,

W ee tje ns ,a nd

Po lin g (2 01 4)

H -7

M ak e da ta -b as ed

de ci si on

s ab ou

t th e ef fe ct iv en es s of

th e in te rv en tio

n an d

th e ne ed

fo r tr ea tm

en t re vi si on

. D an ie ls an d Ba ile y (2 01 4)

H -8

M ak e da ta -b as ed

de ci si on

s ab ou

t th e ne ed

fo r on

go in g se rv ic es .

- H -9

Co lla bo

ra te

w ith

ot he rs w ho

su pp

or t an d/ or

pr ov id e se rv ic es

to cl ie nt s.

Si gu

rd ss on

an d Au

st in

(2 00 6)

Pe rs on

ne l

Su pe rv is io n an d

M an ag em

en t

I-1 St at e th e re as on

s fo r us in g be ha vi or -a na ly tic

su pe rv is io n an d th e po

te nt ia l

ris ks

of in ef fe ct iv e su pe rv is io n (e .g ., po

or cl ie nt

ou tc om

es ,p

oo r su pe rv is ee

pe rf or m an ce ).

Tu rn er ,F is ch er ,a nd

Lu is el li (2 01 6)

I-2 Es ta bl is h cl ea r pe rf or m an ce

ex pe ct at io ns

fo r th e su pe rv is or

an d su pe rv is ee .

Tu rn er

et al .( 20 16 )

I-3 Se le ct

su pe rv is io n go

al s ba se d on

an as se ss m en t of

th e su pe rv is ee ’s sk ill s.

Je ffr ey ,S ch ul z, an d W eb b (2 01 2)

I-4 Tr ai n pe rs on

ne lt o co m pe te nt ly pe rf or m

as se ss m en t an d in te rv en tio

n pr oc ed ur es .

La m be rt ,B

lo om

,K un

na va ta na ,C

ol lin s, an d Cl ay

(2 01 3) ;

Pa rs on

s et

al .( 20 12 )

I-5 U se

pe rf or m an ce

m on

ito rin

g, fe ed ba ck ,a nd

re in fo rc em

en t sy st em

s. Se lle rs ,L eB la nc ,a nd

Va le nt in o (2 01 6) ;T ur ne r et

al .( 20 16 )

I-6 U se

a fu nc tio

na la

ss es sm

en t ap pr oa ch

(e .g ., pe rf or m an ce

di ag no

st ic s) to

id en tif y va ria bl es

af fe ct in g pe rs on

ne lp

er fo rm

an ce .

Se e F- 4,

F- 7

I-7 U se

fu nc tio

n- ba se d st ra te gi es

to im pr ov e pe rs on

ne lp

er fo rm

an ce .

D itz ia n,

W ild er ,K

in g,

an d Ta nz

(2 01 5) ;G

ilb er t (2 00 7)

I-8 Ev al ua te

th e ef fe ct s of

su pe rv is io n (e .g ., on

cl ie nt

ou tc om

es ,o

n su pe rv is ee

re pe rt oi re s) .

Va n D en

Po l, Re id ,a nd

Fu qu

a (1 98 3)

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 295

philosophical underpinnings, concepts, and principles (90 hours); (c) mea- surement, data display and interpretation, and experimental design (45 hours); (d) behavior assessment (45 hours), (e) behavior-change procedures (60 hours); and (f) personnel supervision and management (30 hours).

As previously mentioned, the task list is both indirectly (e.g., concepts and principles) and directly (e.g., behavior assessment) relevant to OBM. Indeed, one could envision an entire course sequence taught from an OBM perspec- tive. The foundational areas (i.e., philosophical underpinnings; concepts and principles; measurements, data display and interpretation; and experimental design) would likely still be taught in an area-neutral manner. However, the ethics and professionalism course could be taught through an OBM lens and the remaining applied behavior analysis courses could be primarily devoted to the OBM literature. In fact, a recent survey of 20 BCBA Verified Course Sequences4 with the highest examination pass rates found that instructors are already assigning articles from the OBM literature in their courses (Pastrana et al., in press). For example, “The long-term effects of a token economy on safety performance in open-pit mining” (Fox, Hopkins, & Anger, 1987) and “Evidence-based staff training for practitioners” (Parsons, Rollyson, & Reid, 2012) were the 9th and 10th most frequently assigned readings in applied behavior analysis, respectively.

Fieldwork requirements

In addition to their academic preparation, individuals pursuing BCBA certifica- tion need supervised experience applying behavior analysis in their chosen prac- tice area(s). The BCBA fieldwork requirements (BACB, 2017c) were announced in October 2017 and will take effect in January 2022. Under these requirements, BCBA trainees are required to complete either 2,000 hours (“Supervised Fieldwork”) or 1,500 hours (“Concentrated Supervised Fieldwork”) of supervised fieldwork depending on how intensively they are supervised. We will now high- light the relevance of OBM in several aspects of the fieldwork requirements.

Fieldwork may be conducted with any persons (or groups of people) for whom behavior-analytic services are appropriate. Thus, employees and lea- ders (as individuals or groups) would meet this fieldwork requirement. Fieldwork must include activities that are related to the task list (see Table 1) and are consistent with the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968). The activity requirements are purposefully broad to account for variations across practice areas. Table 2 provides sample OBM activities that correspond to each of the activity examples provided in the fieldwork requirements. If it is difficult to identify sufficient appropriate

4A Verified Course Sequence is a series of university courses that has been determined to meet all of the coursework requirements for a specific BACB credential (e.g., BCBA).

296 M. M. LUKE ET AL.

Ta bl e 2.

Sa m pl e O BM

Ac tiv iti es

Th at

Co rr es po

nd to

th e Ac tiv ity

Ex am

pl es

in th e BA

CB Fi el dw

or k Re qu

ire m en ts .

Ac tiv ity

Ex am

pl es

in th e BA

CB Fi el dw

or k Re qu

ire m en ts

Sa m pl e O BM

Ac tiv iti es

Co nd

uc tin

g as se ss m en ts

re la te d to

th e ne ed

fo r be ha vi or al in te rv en tio

n (e .g ., st im ul us

pr ef er en ce

as se ss m en t, fu nc tio

na la

ss es sm

en t, st af f pe rf or m an ce

as se ss m en t) or

fo r

ev al ua tin

g be ha vi or al in te rv en tio

ns .

● An

al yz e pe rm

an en t pr od

uc ts

an d ex is tin

g da ta

to id en tif y tr en ds

in pe rf or m an ce

er ro rs

● In te rv ie w

or ob

se rv e st af f us in g th e Pe rf or m an ce

D ia gn

os tic

Ch ec kl is t to

as se ss

en vi ro nm

en ta lv ar ia bl es

th at

m ig ht

be co nt rib

ut in g to

po or

em pl oy ee

pe rf or m an ce

● Co

nd uc t a PI C/ N IC

an al ys is to

as se ss

th e co nt in ge nc ie s su pp

or tin

g an

em pl oy ee ’s

pe rf or m an ce

● Fa ci lit at e a m ee tin

g w ith

ke y st ak eh ol de rs to

id en tif y pr od

uc tio

n go

al s an d ba rr ie rs

to m ee tin

g th e go

al s

● Pi np

oi nt

an d m ea su re

be ha vi or s th at

w ill re su lt in

pr od

uc tiv e m ee tin

gs ●

Ca lc ul at e th e po

te nt ia lf or

im pr ov in g pe rf or m an ce

(P IP )t o de ci de

w hi ch

em pl oy ee s

sh ou

ld be

th e fo cu s of

in te rv en tio

n ef fo rt s

● Co

nd uc t a va nt ag e an al ys is to

id en tif y si m ila rit ie s an d di sc re pa nc ie s am

on g an d

be tw ee n em

pl oy ee s at

di ffe

rin g le ve ls

● Co

nd uc t a pe rf or m an ce

sy st em

s an al ys is (P SA

) to

id en tif y di sc on

ne ct s in

in di vi du

al ,

de pa rt m en ta l, an d or ga ni za tio

na lp

ro ce ss es

D es ig ni ng

,i m pl em

en tin

g, an d sy st em

at ic al ly m on

ito rin

g sk ill -a cq ui si tio

n an d be ha vi or -

re du

ct io n pr og

ra m s.

● D es ig n an d im pl em

en t a pa y- fo r- pe rf or m an ce

sy st em

● W rit e a ta sk

an al ys is of

st ep s fo r on

bo ar di ng

ne w

st af f

● D ev el op

da ta

co lle ct io n sy st em

s to

tr ac k th e nu

m be r of

sa fe ty

ob se rv at io ns

co nd

uc te d

● D ev el op

a sy st em

fo r on

go in g co ac hi ng

by m an ag er s

● Co

lla bo

ra te

w ith

st af ft o de ve lo p an

in ce nt iv e sy st em

to re du

ce em

pl oy ee

ta rd in es s

● D ev el op

en vi ro nm

en ta lp

ro m pt s to

gu id e em

pl oy ee s th ro ug

h a w ar eh ou

se in

an ef fic ie nt

an d sa fe

m an ne r

● Fa ci lit at e a m ee tin

g w ith

or ga ni za tio

na ll ea de rs hi p to

de ve lo p st ra te gi c go

al s,

ob je ct iv es ,a nd

m et ric s

(C on tin ue d )

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 297

Ta bl e 2.

(C on

tin ue d) .

Ac tiv ity

Ex am

pl es

in th e BA

CB Fi el dw

or k Re qu

ire m en ts

Sa m pl e O BM

Ac tiv iti es

W rit in g be ha vi or /t re at m en t pl an s, pr og

re ss

su m m ar ie s, cl in ic al no

te s, tr an si tio

n su m m ar ie s, an d pr of es si on

al co rr es po

nd en ce .

● W rit e a pe rf or m an ce

im pr ov em

en t pl an

to ad dr es s a pe rf or m an ce

de fic it

● Pr es en t st af fp

er fo rm

an ce

da ta

to le ad er sh ip

to sh ow

th e im pa ct

of an

in te rv en tio

n ●

W rit e a pl an

fo r im pr ov in g cu st om

er sa tis fa ct io n ra tin

gs ●

W rit e an

em ai lt o or ga ni za tio

na ll ea de rs hi p de sc rib

in g th e O BM

-p ro je ct

pr og

re ss

● D ev el op

an d co m m un

ic at e a 1- ,3

-, an d 5- ye ar

st ra te gi c pl an

to or ga ni za tio

na l

le ad er s

O ve rs ee in g th e im pl em

en ta tio

n of

be ha vi or -a na ly tic

pr og

ra m s by

ot he rs .

● Be fo re

a m an ag er

la un

ch es

a ne w in iti at iv e, ro le pl ay

ho w it w ill be

co m m un

ic at ed

to he lp

th e m an ag er

pr ov id e ef fe ct iv e co m m un

ic at io n to

st af f

● At te nd

a co ac hi ng

m ee tin

g be tw ee n a m an ag er

an d st af f to

ev al ua te

w he th er

fe ed ba ck

w as

ef fe ct iv el y de liv er ed

● O bs er ve

a tr ai ni ng

se ss io n de liv er ed

by an

in -h ou

se tr ai ne r

Tr ai ni ng

ot he rs ,d

es ig ni ng

be ha vi or al sy st em

s, an d pe rf or m an ce

m an ag em

en t.

● Fa ci lit at e a m ee tin

g to

de ve lo p a sy st em

fo r on

go in g qu

al ity

as su ra nc e ch ec ks

● U si ng

a pr oc es s m ap ,i de nt ify

pr oc es s im pr ov em

en ts w ith

ke y st ak eh ol de rs

● D ev el op

a tr ai n- th e- tr ai ne r sy st em

● D ev el op

an d co nd

uc t be ha vi or al sk ill s tr ai ni ng

to ta rg et

im pr ov ed

cu st om

er se rv ic e

sk ill s

● D ev el op

a cu rr ic ul um

fo r an

on lin e on

bo ar di ng

tr ai ni ng

m od

ul e

Co m m un

ic at in g an d co lla bo

ra tin

g ef fe ct iv el y w ith

ca re gi ve rs an d ot he r pr of es si on

al s.

● Fa ci lit at e a di sc us si on

w ith

le ad er s to

ar tic ul at e go

al s an d m et ric s fo r ea ch

de pa rt m en t

● Pr ob

le m

so lv e pe rf or m an ce

is su es

w ith

st af f

O th er

ac tiv iti es

no rm

al ly pe rf or m ed

by a be ha vi or

an al ys t th at

ar e di re ct ly re la te d to

be ha vi or

an al ys is su ch

as at te nd

in g pl an ni ng

m ee tin

gs re ga rd in g th e be ha vi or -a na ly tic

pr og

ra m

an d re se ar ch in g th e lit er at ur e th at

is re le va nt

to a cu rr en t cl ie nt s

pr og

ra m m in g.

● Re se ar ch

th e lit er at ur e fo r ef fe ct iv e in te rv en tio

ns fo r po

or tim

e m an ag em

en t sk ill s

● Pa rt ic ip at e in

an im pl em

en ta tio

n pl an ni ng

m ee tin

g

298 M. M. LUKE ET AL.

activities in one setting or under one supervisor’s expertise, fieldwork can occur across multiple organizations and supervisors.

The supervision of fieldwork involves teaching and improving the trainee’s behavior-analytic, professional, and ethical repertoires and facilitating high-quality services for the trainee’s clients. As such, supervisors should use behavior-analytic approaches for improving trainee knowledge and skills (e.g., development of performance expectations, modeling of appropriate behavior, performance feed- back). In addition, supervisors are required to observe trainees working with clients at least twice during each monthly supervision period. This requirement might include observing the trainee collaboratingwith staff to develop a training or observing the trainee conduct an assessment of employee performance. Given the importance of the supervision component of fieldwork, supervisors need to have identified competence in applied behavior analysis by being (a) a BCBA/BCBA-D in good standing, (b) a licensed or registered psychologist certified by the American Board of Professional Psychology in Behavioral and Cognitive Psychology who was tested in applied behavior analysis, or (c) an approved instructor in a Verified Course Sequence. This last provision would seem to be particularly relevant for OBM faculty members whose students wish to pursue BCBA certification; OBM faculty members at a number of universities (e.g., University of Nevada, Reno; University of Florida; Queens College) might use this supervision qualificationmethod. In addition, a number of BCBAs hold OBM faculty positions at universities (e.g., Florida Institute of Technology, University of Kansas, Western New England University) and work in OBM consulting firms (e.g., Quality Safety Edge, AubreyDaniels International). Those who are interested in accruing hours toward certification could use resources, such as the OBM Network’s membership and training directories in conjunction with the BACB’s certificant registry, to identify qualified supervisors.

Examination

After an individual has satisfied all BCBA eligibility requirements (i.e., course- work, degree, fieldwork), they must pass a professionally developed examination as a final demonstration of competence. As mentioned earlier, the BCBA exam- ination is based on the task list and, thus, is practice-area neutral. That said, examination questions might give some candidates the impression that training and fieldwork in autism and intellectual disabilities is a necessary prerequisite. Such an impression would be due to the fact that questions on examinations developed for entry into an applied profession must be structured around practice scenarios. Because themajority of practicing behavior analysts work in autism and intellectual disabilities, clinically relevant scenarios appear often on the examina- tion. However, knowledge of the specific context or population reflected in an examination item’s scenario is not needed to correctly answer the question. Consider the following retired examination item.

JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 299

A child diagnosed with autism engages in hand flapping almost continuously at home, day care, and school. An intervention is designed to reduce this problem behavior. Which type of experimental design would be the most efficient way to evaluate the intervention?

(a) reversal,

(b) multielement,

(c) changing criterion, or

(d) multiple baseline.

Individuals who have never experienced these clinical variables should still be able to correctly answer the question if they were proficient in task-list item D-5 (Using Single-Subject Experimental Designs).

Ethics code

One of the primary maintenance requirements for BCBA certification is adherence to the BACB’s Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014a; hereafter referred to as “compliance code”). The compliance code was written to be broadly applicable to a range of practice areas in applied behavior analysis. In fact, the compliance code defines a client as “any recipient or beneficiary of the professional services provided by a behavior analyst” (p. 23). Virtually all of the compli- ance code is relevant to the work of OBM professionals. The following list includes OBM applied scenarios for which ethical guidance from the com- pliance code could be particularly beneficial.

● An OBM professional is asked to develop an intervention that will result in increased profits for the company, but could result in unsafe condi- tions for employees (2.02––responsibility to all parties).

● An organization asks their OBM professional to conduct personality tests for all employees when the practitioner has only been trained in behavior- analytic approaches to staff assessment (1.02––boundaries of competence).

● An OBM professional develops an intervention without client input that results in an intervention and targets for change that do not align with the organization’s culture and goals (4.02––involving clients, 4.05–– describing program objectives).

● After the implementation of a successful intervention, an OBM profes- sional leaves the organization without ensuring that there is a plan for maintenance (2.15––discontinuing services).

● A faculty member provides fieldwork supervision for OBM trainees without providing clear expectations of performance or ensuring that the trainees are receiving ongoing performance feedback (5.0––behavior analysts as supervisors).

300 M. M. LUKE ET AL.

Finally, the BACBhas a disciplinary system throughwhich the compliance code is enforced. This system includes a Disciplinary Review Committee and, if applic- able, a Disciplinary Appeals Committee, both of which are staffed by volunteer behavior analysts who review alleged violations to determine if sanctions against the certificant’s credential are warranted (e.g., revocation, suspension). If sanctions are imposed, the certificant’s name and sanction are publicly posted on the BACB’s website as a notification to the public. Although this disciplinary mechanism is only available to BACB certificants, the compliance code may still be a useful source of guidance for OBM professionals who are not certified.

Conclusion

In conclusion, the BACB’s requirements for obtaining and maintaining certifi- cation have been purposely designed to be practice-area neutral and, as we have illustrated, are compatible withOBM. Thus, assuming all other requirements are met, there is no essential barrier between individuals being educated and trained in OBM and their pursuit of BACB certification. Indeed, a master’s program exclusively devoted to OBM could be developed in a way such that its graduates would be eligible for certification. To the extent that there is value in preparing OBM students for possible future certification––perhaps to better differentiate themselves from others who claim behavioral expertise in the same competitive market or to obtain certain faculty positions––we hope that this article illustrates the flexibility of BACB requirements toward such an outcome.

Disclosure statement

No potential conflict of interest was reported by the authors.

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