Association for Behavior Analysis International

We present the effects of behavior analytic interventions that resulted in increased supervisor and technician expertise and an analysis of organizational intervention components. The data show that the implementation of a rule governed organizational system to train clinicians supports increases in academic literacy, communication and social skills for pre-school and elementary age clients diagnosed with autism and related communication disabilities in 1:1 settings. In this model, the data generated through measurement of each individual’s responses drive the system. Clinicians are trained through modules that provide in situ opportunities specifically related to the accurate implementation of clients’ programs, choice of strategies and tactics, materials and selection of new objectives. Supervisors collaborate across clinics to improve the accuracy of the feedback delivered during Teacher Performance Rate and Accuracy (TPRA) observations for verbal development protocols. Researchers report more complex data analyses, improved verbal behavior about the science, and increases in rate of learning for the clients taught using a Rule Governed Algorithm which included a Verbal Behavior about the Science Protocol package. We analyze organizational components, discuss relevant measures to consider within the organization, and present meaningful client and staff outcomes when considering a systems approach using data-driven procedures and interlocking contingencies.

BCBAs and Program Supervisors

ABA service providers recognize the need for effective operating procedures and supervision practices that produce quality outcomes. Complex interactions between supervisors and supervisees should result in effective treatment through accurate instruction and delivery of behavioral interventions. The CABAS® model is a data-driven, research-based system that takes into account the interdependent relationship between teachers, students and their parents, and school supervisory personnel, whose primary function is to train and mentor teachers to continually apply the principles and tactics of the science of behavior to ensure student success (Singer-Dudek, Speckman, & Nuzzolo, 2010). We sought to develop a standardized system of individualized instruction for administrators, students and clinicians utilizing components of the CABAS® model in a private ABA clinic and develop a measurement system to develop the quality of the product. We implemented Learn Units, TPRAs, a Decision protocol, the VBDR assessment, developmental protocols and performance-based modules. This data collection describes the components implemented, a procedural analysis of systems implemented, data analysis for staff and clients and future considerations regarding data driven operating procedures.

By the end of 1999, the first year in which the Board Certified Behavior Analyst® certification was available, there were 4,707 Board Certified Behavior Analysts® (BCBA®), and by the 10th year, in 2009 there were 5, 731 BCBAs. Fast forward to August of 2018, and there were 29,104 BCBAs; a 400% increase in the past nine years. This means that not only are there increasing numbers of individuals actively pursuing certification, but a flood of novice certificants in the workforce. Whereas our field places a particular emphasis on providing high quality supervision during an individual’s accrual of practical experience hours, it is equally critical to ensure that individuals, post-certification, continue to provide excellent clinical services. It is especially true when one considers that 76% of individuals who responded to a 2016 job task survey from the Behavior Analyst Certification Board® reported their primary-practice areas were providing clinical services to individuals with Autism and Developmental Disorders. Merriam-Webster defines supervision as: “the action, process, or occupation of supervising; especially: a critical watching and directing (as of activities or a course of action).” This is a functional definition, not topographical. In other words, supervision is not defined by the level or title of the parties involved (e.g., pre or post-certification), but by the purposeful activities that take place. This talk focuses on a tiered conceptualization of, and approach to, providing effective supervision that ensures the initial and continued development of robust clinical repertoires.

This talk is targeted to individuals who are responsible for providing supervision of fieldwork experience, on-going supervision of clinical services, and designing or managing supervision practices, as well as for individual who will become supervisors in the near future.

Dissemination of evidence-based practices to individuals with autism and intellectual disabilities requires effective, acceptable and efficient training of many care givers. One solution to this problem is to develop and evaluate pyramidal caregiver training whereby one level I staff acquires staff training skills and then trains multiple level II staff thereby changing the behavior of students and clients with autism and intellectual disabilities. This symposium will present three empirical papers. In the first we will report the effects of training teachers to teach classroom assistants in multiple applied behavior analytic skills in a special school. In the second we will present the effects of pyramidal training on staff acquisition of five applied behavior analytic skills over a 10-month period. The third paper will report the results of a randomized controlled trial in which staff working with adults with autism and intellectual disabilities were trained in applied behavior analytic skills. This symposium will show that pyramidal training is an effective, efficient and acceptable form of disseminating applied behavior analytic skills in applied settings.

As the number of programs offering coursework in behavior analysis continues to grow, a troubling consequence of this may be seen in the diminishing quality of supervision, as inexperienced BCBAs provide supervision to BCBA candidates. Successful behavior analysts possess the right combination clinical and intangible “soft skills” - commitment to ethics, ability to collaborate, think critically, make appropriate “in the moment” decisions, be effective in different cultural and socio-economic situations, and ability to effectively communicate with all key stakeholders, across settings. As the common supervision paradigm in the field of behavior analysis focuses on “teaching to the test,” the field may have created thousands of “by the book” BCBAs good at following rules but lacking in ability to make decisions that are contextually appropriate. In short, ability to think critically. This, combined with inability to influence parties in the service delivery process, is surely diminishing the effectiveness of the science of behavior analysis. This panel will explore basic, intermediate and advanced critical thinking skills that behavior analysts must possess to be effective service providers and supervisors. We will discuss the importance mastering to fluency critical skills, such as verbal mediation, to help increase problem solving and abstract reasoning skills.

BCBA, BCaBA, BCBA-D, RBT

What is the impact of shifting focus in coaching and performance management from behavior to valuable accomplishments, as encouraged by Thomas F. Gilbert in his seminal book, Human Competence? This panel, chaired by the creator of an accomplishment based coaching and performance improvement methodology called Six Boxes Performance Thinking, reports on initial effects of an accomplishment based approach in a large ABA company, already known for its effective use of ABA with clients, employees, and OBM consultation with outside organizations. Executives from Brett DiNovi and Associates will describe how a focus on accomplishments has “changed the conversation” about performance and enabled them to more directly link the behavior of their people to business results through the valuable accomplishments that they contribute to the organization, while helping to prioritize their own efforts leading and managing organizational performance. Panelists will describe and respond to questions about the impact of a paradigm shift from behavior-based management to accomplishment based performance improvement. In an organization passionate about growing while maintaining quality service and optimal employee engagement, an accomplishment based approach focuses everyone on the valuable contributions needed for business success while connecting people more directly to the natural consequences of their day-to-day activities

The target audience includes BCBA's, professionals in leadership roles that supervise employees, and professionals responsible for the training of employees.

A mentor is considered a “teacher of teachers,” training both less experienced and advanced teachers. To mentor teachers operating within a scientific framework means to emphasize mastery of the components related to a strategic science of teaching. The role of the mentor is to conduct frequent teacher observations and provide data-driven feedback that facilitates the implementation of effective tactics. A mentor or supervisor must foster a symbiotic relationship in order to support teachers who function as strategic scientists, or those teachers who can characterize academic situations in scientific terms when identifying factors that impede student learning. In the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model, mentors scaffold and facilitate teacher learning through ranked modules of in-service teacher training requiring (a) in-situ demonstrations of the effective application of behavior analysis to schooling and teaching; (b) the use of systematic and scientifically-based teacher observation systems such as the Teacher Performance Rate and Accuracy scale (TRPA); and (c) training in the analysis of the decisions warranted by visual displays of data. The purpose of this panel is to provide an overview of how to train and supervise teachers who can effectively utilize applied behavior analysis within general and special education classroom settings via strategic mentorship.

The target audience for our panel includes those interested in learning more about how to train and supervise teachers operating within a scientific framework.

Several recommended practices for behavior-analytic supervision have recently been identified (e.g., Sellers, Valentino, & LeBlanc, 2016; Turner, Fischer, & Luiselli, 2016). These include establishing a committed and positive relationship, evaluating the effects of supervision, incorporating ethics and professional development, continuing a professional relationship after certification, and establishing a plan for structured competence- and performance-based evaluation. This tutorial will review specific strategies to address each of these practices. Given the recent emphasis on training and monitoring of supervisee skills throughout training (Behavior Analyst Certification Board, 2017), we will focus on how to use the BACB task list to implement competence- and performance-based evaluation throughout supervision. Additionally, we will make suggestions for the ongoing evaluation of the effects of supervision.

New and experienced BACB supervisors who have completed the 8-hour supervision training.

Dana Reinecke is a doctoral level Board-Certified Behavior Analyst (BCBA-D) and a New York State Licensed Behavior Analyst (LBA).  Dana is a Core Faculty member in the Applied Behavior Analysis department at Capella University. Dana provides training and consultation to school districts, private schools, agencies, and families for individuals with disabilities. She has presented original research and workshops on the treatment of autism and applications of ABA at regional, national, and international conferences. She has published her research in peer-reviewed journals, written chapters in published books, and co-edited books on ABA and autism. Current areas of research include use of technology to support students with and without disabilities, self-management training of college students with disabilities, and online teaching strategies for effective college and graduate education. Dana is actively involved in the New York State Association for Behavior Analysis (NYSABA), serving as President in 2017 and 2018.

Cheryl Davis is a licensed and certified behavior analyst as well as a special education teacher who received her doctoral degree from Endicott College in Applied Behavior Analysis. Cheryl is an Assistant Professor at The Sage Colleges, as well as owner of 7 Dimensions Consulting, LLC. She received a Master’s of Science Degree in Intensive Special Education from Simmons College in Boston, MA after attending The University of Connecticut where she received a bachelor’s degree in Human Development. Cheryl then pursued her BCBA, while working in a world renown ABA school. With over 25 years of experience working with children and families with autism, developmental disabilities, and related disorders, Cheryl specializes in effective supervision for upcoming BCBA/BCaBA candidates. She has a passion for supervision, in both providing it to people who are in locations with limited access to behavior analysis and working with other supervisors to develop best supervision practices. Cheryl also specializes in skill acquisition programming for clients in need, online teaching, and active student responding. She has had experience as a supervisor, teacher, job coach, home therapist, residential supervisor, public school consultant, staff trainer and professor. Cheryl has extensive experience in developing training topics for both parents and teaching staff.

Supervisors often use performance-feedback to train staff members to implement behavioral interventions. However, few studies have focused on evaluating methods to teach supervisors to provide effective feedback. The purpose of the current study was evaluate the use of video modeling with voiceover instructions to teach supervisors to provide performance feedback. In Study 1, we used a multiple-baseline design to evaluate the use of video modeling with voiceover instruction to train nine supervisors to provide performance feedback to a confederate therapist implementing a guided-compliance procedure. Specifically, we assessed supervisors’ accuracy with implementing eight feedback component skills during scripted role-plays before and after video modeling. We also assessed the extent to which supervisors’ skills generalized when providing feedback to an actual therapist implementing the guided-compliance procedure with a child with autism. All supervisors mastered the feedback component skills following video modeling. During Study 2, five of the supervisors trained in Study 1 used performance feedback to teach five therapists working with children with autism spectrum disorder to implement a guided-compliance procedure. All therapist learned to implement the guided-compliance procedure with a child with autism. Overall, the results of the current study suggest that video modeling may be an efficacious and efficient method to train supervisors.

The topic of field experience supervision has received growing attention in recent years, as evidenced by the continuously evolving BACB field experience standards and the recent special edition on supervision in Behavior Analysis in Practice. In addition to the exponential growth of new BCBAs functioning as supervisors and supervisees pursuing this supervision, there is also growing variability in the topography of training experiences and the capacity in which BCBAs function as supervisors. However, the field experience standards and the majority of literature to date on best practices in providing this supervision discuss the provision of supervision in a simplistic, supervisee-supervisor dyad. There has been little discussion of navigating complex and multifaceted supervisory relationships, from both the perspective of the supervisor and the supervisee, in service of producing optimal supervisee learning outcomes. In this symposium, supervisors and former supervisees will share their experiences in navigating these multifaceted supervisory relationships and the effect it had on their ability to provide and receive socially valid, effective supervision. We’ll conclude with suggestions for empowering both supervisors and supervisees in creating socially valid field experiences, aligned with Biglan’s (2015) recommendations to “make everyone’s environment more nurturing—less coercive and more caring, supportive of human development, and focused on doing what works” (p. 213).

current or future field experience supervisors; current or future field experience supervisees

Large institutions, such as universities, can be compared to large, slow-moving barges. With established processes and procedures already in place, it can be near impossible to change the direction quickly. And yet, with the continuous, unanticipated changes from the Behavior Analyst Certification Board (BACB), we have been expected to change our graduate training programs quite abruptly (in the context of how long it takes for such changes to be processed and approved by the governing institution). One such adjustment is required to meet the new field experience standards. With the upcoming removal of university oversight from the field experience standards, we have been compelled to think outside of the box to determine how we can continue to facilitate quality field experiences to our students. Looking towards other professions as models, this discussion will include comparisons to other professions and the role of universities in overseeing their training requirements, how the removal of university oversight from the field experience standards may impact graduate training programs, and details about how one institution has navigated these changes in order to continue facilitating socially valid field experiences for its students.

Consultative supervision models have developed out of necessity; in many instances, supervisees pursuing field experience supervision may not have access to a local BCBA, or the BCBA directly responsible for the supervisee’s clients may not have the capacity to provide field experience supervision. As a result, BCBAs sometimes act as “3rd party” supervisors, such as when a supervisee hires a BCBA to provide field experience supervision or when university faculty provide field experience supervision outside of traditional lab settings. While this model has increased the accessibility of field experience supervision for supervisees, providing adequate supervision and training in a consultative model has its challenges. It is often difficult to provide effective training and feedback due to the nature of this model, in which 3rd party supervisors may have little to no control over clinical decisions regarding the supervisee’s clients. In addition, when providing feedback to a supervisee in this model, it can be challenging to do so in a way that is perceived to be collaborative, as opposed to critical, by other supervisors involved. The consultative supervision model creates several competing contingencies for the supervisee, their direct supervisor, and the consultant supervisor, which can severely affect the efficacy of the consultative supervision and impact the social validity of the experience for everyone involved. By creating stronger contingencies for a more collaborative training model, both direct and 3rd party supervisors can more effectively support the development of their supervisees and improve delivery in our field as a whole.

While it is pertinent that students equip themselves for accruing supervision hours by fully engaging in their coursework, it is also imperative that students advocate for themselves when the coursework is not sufficient. In order to ensure that the supervision experience is well-rounded, it is important that aspiring Board Certified Behavior Analysts (BCBAs) take an active role in this experience through seeking opportunities for further developing technical skills and generalizing environmental assessment and analysis to the behavior of their supervisor to ensure that the supervisor is filling the gaps that academic training could not. While it can be argued that the supervisor’s job is not to be their professor, the supervisor’s job is to be a mentor that guides the student through how to apply the coursework concepts to the task list and the clients receiving services regardless of when supervision starts, whether that is the first or last day of classes. In this session, the supervision experience’s benefits, as well as its drawbacks, will be addressed from the perspective of a former student and supervisee.

Based on the BACB®'s US Employment Demand for Behavior Analysts: 2010-2017 report published on 06/14/2018, "annual demand for individuals holding BCBA/BCBA-D certification has increased approximately 800% from 2010 to 2017." As of October 3rd, 2018, there are 30,540 individuals who hold a BCBA; in 2013, there were only 12,625 BCBA's. As a field, we have 59% of our credentialed workforce operating with 5 or fewer years of experience. ALULA has 25 years of experience uplifting business performance. We have a proven track record of helping Fortune 500 companies improve strategy execution. ALULA will present on the methodologies and tools we use to inspire and accelerate the extraordinary growth of individuals and exceptional performance of business. You will learn about how we coach leaders at all experience levels (early career to CEOs) and apply the wealth of Organizational Behavior Management techniques – all of which you can use in your daily workflow. We are offering a cohesive pragmatic technology to equip BCBAs with practical supervision methodology.

BCBA's who are supervisors at all experience levels (early career to CEOs).

In this talk, you will learn the difference between BST and supervision. BST is a content-based training model, but supervisors are responsible for more than designing and implementing training solutions. In this talk, you will learn about the supervision process, what it means to be a supervisor across each phase of the supervision process, and what key behaviors you should be engaging in within and across phases to unlock extraordinary performance.

This talk will build upon what you learned during the first talk. You will learn about how and why management is different than supervision. The tools used to manage and the management behaviors you need to engage in differ in areas, such as: process control, planning, resources allocation, and project management. You will learn how to balance between managing and supervising. Although, good supervision can unlock extraordinary performance, good management techniques are imperative to create an environment where extraordinary performance can occur.

For our final talk, you will learn about leadership from a behavioral perspective. We will discuss how effective leadership is different from management and supervision, and will give you tools and techniques to take your leadership skills to the next level. You will learn about different types of leaders and the results they typically see, key behaviors that leaders should engage in, and the types of data managers and supervisors should produce to enable effective leadership. Lastly, you will understand how leadership, management, and supervision are interconnected and, when effective, produce extraordinary performance and exceptional value.

This symposium summarizes novel research on interventions to improve treatment integrity as well as extensions of parametric analyses of treatment integrity. Bergmann will share results from a parametric analysis of treatment integrity to determine at which level of error most participants acquired a skill. The second presentation by Hodges evaluated an assessment to identify barriers and solutions to effective parent implementation of behavioral programming. Luck will describe findings from a study that measured teacher’s integrity of function-based treatments for escape-maintained problem behavior in the presence and absence of environmental distractions. The fourth presentation by Erath will summarize findings of a study evaluating the efficacy of antecedent- and technology-based training procedures on the integrity with which staff used behavioral skills training to teach colleagues how to implement a behavioral procedure. The symposium will conclude with discussant remarks by Dr. Linda LeBlanc.

Supervisors

Treatment integrity is the extent to which components of an intervention are implemented as intended (Gresham, 1989). Recent behavior-analytic literature has begun to evaluate the effects of treatment integrity on efficacy and efficiency of skill-acquisition interventions. We extended current literature on the effects of errors of omission and commission of reinforcement by replicating and extending Hirst and DiGennaro Reed (2015). We compared instruction implemented with varying degrees of integrity in a parametric analysis using a randomized-control group design with undergraduate students. A computer program made errors on 0% to 50% of trials. The purpose was to identify a level of error at which most participants could still acquire the task. Most participants assigned to integrity levels at or above 85% acquired the skill; therefore, errors of reinforcement on 15% or fewer trials did not hinder acquisition for most participants. The potential implications for training teachers, parents, and therapists to implement behavior analytic interventions with integrity will be discussed.

The quality of the supervision experience for future behavior analysts is assumed to be a factor predictive of the quality of their practice (Turner, Fischer, & Luiselli, 2016). Although the Behavior Analyst Certification Board (BACB) has taken steps to increase the likelihood of effective supervision by mandating completion of an 8-hour supervision training (BACB, 2012), increasing the time period before new behavior analysts may supervise others (BACB, 2017), and adding supervision to the BACB task list (BACB, 2017), there are still variations and disparities as to the frequency, quality, and manner in which supervision is provided. One major reason for such variations is likely the settings in which supervision takes place, with different environments offering different benefits and supervision opportunities, as well as different challenges and considerations (Carr & Nosik, 2017). In this panel, the speakers will describe their experiences providing BACB supervision in three common settings: a private day school, a clinic, and in the home. Speakers will discuss how they have adjusted their supervision practices to best suit their environment and will provide practical recommendations and considerations for new supervisors or those who will begin supervising in the future.

This panel is geared toward early career BCBAs who (a) provide supervision currently (to behavior analytic supervisees), (b) will provide supervision in the future, and (c) supervise individuals who supervise others, particularly others who are early BCBAs.

Training staff in evidence-based practices is a key skill for behavior analysts. Despite the large number of studies in this area, there are still many under-researched and un-researched topics and a need for replication. This symposium, the first of two related symposia on this topic, presents three empirical papers on staff training. The first by Gormley et al., provides an overview by reporting a research synthesis of 156 staff training studies in Intellectual Disabilities including applied behavior analysis, positive behavior supports and other interventions. The second paper, by Gregori et al., evaluates the effectiveness of behavioral skills training to teach direct support staff to implement functional communication training correctly and its effects consumer mands and challenging behavior. The final paper, by Davis et al., reports a component analysis of behavioral skills training to teach volunteers in a university-based physical education program to teach motor skills to individuals with developmental disabilities. These empirical studies contribute to the growing literature on the effectiveness of behavioral skills to teach ta variety of skills in diverse contexts with individuals with autism and / or intellectual disabilities.

BCBAs in training; BCBAs requiring continuing education; applied researchers

Front line staff are a valuable asset within an intellectual disability service. Their work dictates the overall standard of care delivered by the organization. This research synthesis examines staff training in practices to support people with intellectual and developmental disabilities. Systematic searches of relevant databases identified 156 papers for inclusion in the review. Practices in which staff were trained were categorized as: a) Positive Behavior Support (PBS) interventions; b) Applied Behavior Analysis (ABA) interventions, or c) other interventions. The ABA category was sub-divided into: a) assessment-based; b) antecedent-based; c) consequence-based and, d) “mixed” practices. Results showed that although staff were trained in a range of evidence-based practices, many empirically supported interventions were not utilized (e.g., functional communication training and non-contingent reinforcement). Importantly, this research synthesis also highlighted a continued reliance on individualized training packages, rather than the implementation of empirically supported training models. Finally, future research should prioritize training protocols for front line staff supporting adults with intellectual and developmental disabilities, as well as assessing the impact of staff training on service user outcomes. Findings from the current review provide a potential explanation for the apparent disconnect between theoretical advancements and practice in the applied setting.

Direct service providers (DSPs) are staff who support individuals with developmental disabilities (i.e., consumers) in residential, community, and employment settings. DSPs are responsible for providing a number of services including managing challenging behavior. However, DSPs often lack training in effective behavior management procedures. Behavioral skills training (BST) is an empirically supported method of staff training and has been used to teach DSPs a number of skills. However, to date, no studies have evaluated the efficacy of BST on staff implementation of complex behavioral interventions. Therefore, the purpose of the current study was to examine the effects of BST on staff implementation of functional communication training (FCT). Three DPSs and consumers participated in the current study. The effects of BST on DSP and consumer behavior were evaluated using a nonconcurrent multiple baseline design. Results indicated that BST was effective in increasing DSP fidelity of FCT. However, an additional coaching phase was necessary for some DSPs to reach mastery criteria. Improvements in DSP fidelity corresponded with decreases in consumer challenging behavior and increases in appropriate communication. Findings suggest that BST is an efficient, effective, and socially valid method to train DSPs to implement FCT.

Few physical education programs address motor development challenges for individuals with developmental disabilities (DD). The Special Needs Activity Program is one exception that capitalizes on university student volunteers to assist individuals with DD in developing motor skills. Evaluating efficient and effective ways of training these volunteers may positively impact outcomes and save valuable time and resources. We conducted a component analysis of behavioural skills training for teaching volunteers how to also use the BST framework to support individuals with DD. In an alternating treatment design embedded within a multiple baseline design across five volunteers, we measured the number of BST steps that volunteers completed correctly while teaching four motor skills from the SNAP curriculum. In the initial training phase, each motor skill received a different mode of training (i.e., instructions, modeling, rehearsal, or feedback). In subsequent training phases, modes of training were combined for skills that did not reach mastery criterion. Maintenance was also assessed at a 2-week and 1-month follow-up. Results indicated that instructions, modeling, rehearsal, and feedback alone were sufficient for volunteers to meet a predetermined performance criterion; however, the full BST framework was necessary for skill maintenance. Strengths, limitations, and recommendations for future research will be discussed.

As our field expands our analysts are exposed to various cultures, including work in international markets as well as diverse populations within our own communities. Because of the diversity of individuals we serve, there is a clear need to begin a discussion about the consideration of ethics when navigating the nuances between cultural norms. In addition, we may be missing the opportunity to support a large portion of the population due to our lack of cultural sensitivities. While this overarching discussion is broad and sometimes difficult to operationally define, there are areas of our practice that we can begin developing to create socially significant changes in the culture of our field. In this panel we would like to address how including multi-cultural competencies in our supervision process are crucial and can develop culturally sensitive practitioners. We would also like to address the ethical dilemmas we come across when working with differing cultures. As we are working in the homes of our clients for months sometimes years, and cultural sensitivity is imperative for programing, training of caregivers, and successfully achieving the client’s ultimate outcomes.

This Panel is developed for current Board Certified Behavior Analysts, and Board Certified Assistant Behavior Analysts.

In this presentation, we report longitudinal outcomes of two systems-based organizational behavior management strategies to improve staff performance at a private, not-for-profit school for children with autism. Instructional staff at the organization undergo semiannual evaluations assessing clinical and data-analysis skills that directly impact the quality of student outcomes. As a continuing process, the organization’s management team (i.e., classroom supervisors, assistant directors, and executive director) refine measures to increase their sensitivity to specified staff behaviors and permanent products. The longitudinal data presented reflect the effectiveness of this process in improving the quality of staff training over two years as measured via staff’s clinical performance and data notebook assessments. The first part of this presentation will describe the clinical performance evaluation, report related outcome data, and describe organizational strategies for increasing the sensitivity of these evaluation measures. The second part of this presentation will then describe the data notebook evaluation measures and their development, present relevant data, and discuss the relationship between these and third-party reviewers’ findings. In both presentations, the relationship between the time cost and value of these assessments will be discussed in detail.

Directors or assistant directors of private organizations serving individuals with autism spectrum disorder; BCBA Supervisors; individuals coaching staff or parents to deliver autism intervention using applied behavior analysis; organizational behavior management professionals and researchers, especially those in the fields of human services or education.

There are seventy million people in the world with autism. Eighty five percent of those individuals live in developing countries where awareness, acceptance, and access to resources is minimal. Applied behavior analysis is the scientific approach shown to be most effective in improving the lives of those with these diagnoses. There is a pervasive need to increase the number of people with a clear understanding of ABA and proficiency in using this science to work with individuals with ASD around the world. The need for a sustainable way to increase and improve ABA-based education for individuals will be discussed. The model used by the Global Autism Project will be introduced with data about current partner participation and progress of teachers and students. The concerns and challenges of generalizing the code of ethics and conduct of the BACB to training and supervising individuals in other cultures and countries will be considered.

BCBAs and BCBA-Ds who are training and supervising teachers, RBTs and future BCBAs both within the US and aborad

Autism Spectrum Disorder (ASD) diagnoses appear across all ages, genders, and races. Unfortunately, there are minimal services for individuals with ASD as a result of insufficient resources, awareness, and understanding in many countries in the world. Often individuals with ASD will be considered a safety concern or ineducable which restricts their access to social environments and without an opportunity to learn social significant behaviors that would improve their lives. In other situations, centers and schools are being created in some places with little to no expertise in working with the autistic population or the principles of applied behavior analysis. As Board Certified Behavior Analysts and other experts reach out to help, many challenges and concerns have been discovered. There is an essential need for ongoing assessment towards this goal to ensure independence and sustainability with ABA teaching practices. Further, statistics about the need in various parts of the world, some of the challenges that have been faced by communities that lack expertise on teaching individuals with autism, as well as ideas on how to spread awareness, support, and training to the people in these communities will be explored.

Give a person a fish, they eat for the day; teach them to fish and they are fed for a lifetime. In 1987, the UN Brundtland Commission defined sustainable development as "meeting the needs of the present without compromising the ability of future generations to meet their own needs.” The same is true for international service provision. Doing for others does not help them in the long run. Whether it is attempting to support a struggling country, working with a child with autism, or training an educator to use ABA principles, the goal should always be independence. The Global Autism Project’s mission is to promote acceptance and integration worldwide by training communities in culturally relevant, sustainable practices. This is accomplished by empowering and engaging local people for lasting change in the acceptance of those with autism until there are local credentialed behaviour analysts with the skills necessary to be able to provide clinically sound services. As effective administrators they can then effectively disseminate ABA to their local community and larger geographic region. The challenges of adhering to the BACB Professional and Ethics Compliance Code across countries and cultures will be reviewed.

There are many training models for international dissemination. The Global Autism Project employs a model rooted in sustainability where the not-for-profit organization will invest in a partnership with an international service provider committed to using the principles of applied behavior analysis. As a partner, the Global Autism Project will provide 3 two-week training trips a year as well as a weekly telehealth call, with a BCBA, to provide ongoing individualized recommendations based on the needs of the partner site. Our sites progress is captured on an internally developed assessment measuring centre-wide level of achievement and data is also collected on weekly telehealth supervision engagement (e.g., completion of assignments, attendance, and “spotchecks”). A report is given after every two-week trip which outlines goals to be accomplished, mastery criteria, and sustainable method for maintenance. In addition, The Global Autism Project works to establish more BCBAs world-wide through creation of alternate pathways in established universities and having our partners establish practicum sites in partnership with the universities promoting sustainable ABA services in the country. Data from some current partner sites will be discussed.