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| Means of Assessing Behavior Analytic Practice Sites |
| Saturday, September 3, 2022 |
| 3:00 PM–3:50 PM |
| Meeting Level 1; Liffey Meeting 3 |
| Area: TBA |
| Instruction Level: Intermediate |
| Chair: Harry Voulgarakis (St. Joseph’s College New York ) |
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| Standards of Behavior Analytic Supervised Experience for Practica Sites |
| Domain: Theory |
| ELLIE KAZEMI (California State University, Northridge) |
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| Abstract: High quality supervised experience is an essential component of behavior analytic training. Theoretically, the supervision guidelines provided by the Behavior Analyst Certification Board (BACB) protect candidates as supervisees who seek certification or licensure to practice behavior analysis. Additionally, there is hope that graduate training in behavior analysis provides some quality control regarding the practica sites at which candidates accrue supervision experience hours. However, unless the practica experience is offered at the institution where the graduate coursework is offered, many higher education training programs do not have the time or resources to review external practica sites to assess quality. Therefore, candidates enrolled in master’s degree programs are often on their own to find suitable sites that offer ethical and professional supervised experience that meets best-practice recommendations. Therefore, the quality of the supervised experiences of candidates preparing to become professional behavior analysts differ dramatically. In this presentation, I will review the process of standard development, the ABAI Accreditation standards, the empirical evidence and best-practice guidelines for supervision, and information we received from our diverse stakeholder groups about supervision. |
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| Assessing Cultural Responsiveness in Behavior Analytic Practice: A New Measure |
| Domain: Applied Research |
| HARRY VOULGARAKIS (St. Joseph’s College New York), Kerry Ann Conde (St. Joseph's College, Behavior Science Technology), Jessica A Scher Lisa (St. Joseph's College) |
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| Abstract: Issues pertaining to diversity have been gaining attention in behavior analytic literature. Many papers have discussed aspects of diversity that need to be addressed in both didactic and clinical settings, as well as recommendations for practice to promote more culturally responsive care. Despite these efforts, there have been few data-based attempts or evaluative methods for which to assess culturally responsive care specific to the practice of behavior analysis. Authors conducted a thorough review of behavior analytic literature, literature relevant to cultural responsiveness in similar fields, and ethical practice considerations. Based on these sources, a standardized scale was developed to assess cultural responsiveness for behavior analysts. The purpose of this presentation is to discuss the importance and relevance of a new measure of assessing cultural responsiveness in higher education behavior analytic programs. Initial data from the validity testing will be presented, as well as pilot results for cultural responsiveness across a number of areas. In particular, initial results yielded variable data across some areas, while they presented with notable limitations in cultural responsiveness in other areas. Implications for training behavior analysts will be reviewed, as well as how to further research and use this measure in academic and clinical settings. |
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