| Developing Professional Qualifications and Training for European Behavior Analysts|
|Sunday, May 28, 2023|
|5:00 PM–5:50 PM |
|Convention Center 401/402|
|Area: TBA/AUT; Domain: Service Delivery|
|Chair: Grant Gautreaux (Nicholls State University)|
|CE Instructor: Grant Gautreaux, Ph.D.|
Ensuring quality of behavior analytic services internationally is crucial for the maintenance and development of the professional field, and thus for the wellbeing of all individuals served. This symposium will highlight various aspects of the current situation in Europe, where there is a lack of professional recognition of behavior analysts, and practice is often unregulated. A collaborative project between universities in six European countries will be presented, followed by specific examples from the Czech Republic and Italy. Challenges and efforts to support behavior analysts within the European context will be described.
|Instruction Level: Intermediate|
|Keyword(s): e-learning, Europe, higher education, qualifications|
|Target Audience: |
Board certified behavior analysts; licensed psychologists; graduate students or any other individuals who are interested in an international, European perspective of the development of qualifications, training and credentials for behavior analysts.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the main contents of the EuroBA (European Behaviour Analyst) project. (2) Describe the development of professional qualifications and training for behavior analysts in the Czech Republic. (3) Describe the benefits of international qualification standards that could be adapted to national credentialing systems.|
| Supporting European Behavior Analysts by Developing Professional Qualifications and Training: An Overview|
|DAG STRÖMBERG (Stockholm University)|
|Abstract: Following the Behavior Analyst Certification Board's decision to change its requirements for certification, a three-year (2020-2023) Erasmus+ project was initiated, involving researchers from universities in six European countries: Czech Republic, Greece, Italy, Netherlands, Sweden and the UK (Northern Ireland). The objectives of the current project are to ensure transparency and recognition of skills and qualifications for behavior analysts in Europe, to improve future support of persons with special needs, as well as mobility and employability of professionals. In practice, this includes developing professional standards and competency profiles for entry-level and masters-level European behavior analysts, referenced to the European Qualifications Framework, and developing a mulitingual entry-level online course; an updated version of Simple Steps Autism. Furthermore, a professional advisory group consisting of behavior analysts from another sixteen European countries has been created. This presentation will provide an overview of the contents and the current status of this collaborative international project.|
Developing Professional Qualifications and Training in Behavior Analysis: The Case of Czech Republic
|SHERI KINGSDORF (Masaryk University )|
Prior to 2016 applied behavior analysis (ABA) was relatively unknown in the Czech Republic. However, the region’s ABA community has grown exponentially over the last six years. This growth may be attributed to the work of families and professionals linked to the region’s autistic community. Unfortunately, this progress has not been without challenges. Along the way, there have been numerous vocal opponents in the fields of medicine, psychology, and other health professions that serve those with autism. Despite pushback from professionals fearful of losing their stake in the world of autism services, the headstrong ABA community has managed to: establish ABA professional organizations, hold ABA conferences, train various professionals in ABA, and pass laws surrounding the profession and its practice. This presentation shares the efforts of the region in developing professional qualifications and training, hoping that the experiences and actionable points here can help similar nations.
Professional Skills and Their Development: Differences in Profiles, Education, and Legal Context
|PAOLO MODERATO (IULM & IESCUM), Nanni Presti (Kore University)|
While the certification and credentialing system has a perfectly reasonable legal profile in US and Canada, it has not in other countries, Italy and other European countries among them. Educational pathways and accreditation to each state professional system can vary and take different form according to each National Qualification Framework . For example, in Italy practicing ABA intervention is within the scope of the profession of licensed psychologist or other healthcare personnel (speech therapist, neurodevelopmental technicians, etc.) when practiced within the Italian National Health Service or in centers subsidized by it. ABA interventions, if practiced in this scheme by other professionals, violate the law. In other terms, a credentialing system founded on rules and context of one country cannot be implemented in others. Based on the assumptions that behavioral principles are general, but professional and educational practices are context based, we will discuss the benefit of an international effort to offer a cross-country common platform based on: a. As broad as possible definition of BA professional competencies b. Acknowledge each country to act within the context of their university and professional systems. c. Assist those countries who, because of contingent needs, are not able to implement b.