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Home / Behp1296-202005-01 Registered Behavior Technician Training 2nd Edition Review

Behp1296-202005-01 Registered Behavior Technician Training 2nd Edition Review

  • Periodical List
  • Behav Anal Pract
  • v.ten(two); 2017 Jun
  • PMC5459762

Behav Anal Pract. 2017 Jun; ten(2): 154–163.

Concerns Near the Registered Beliefs Technician™ in Relation to Constructive Autism Intervention

Justin B . Foliage, corresponding author 1 Ronald Leafage,1 John McEachin,1 Mitchell Taubman,i Tristram Smith,two Sandra L. Harris,iii B. J. Freeman,4 Toby Mountjoy,5 Tracee Parker,six Todd Streff,7 Fred R. Volkmar,8 and Andi Waks9

Justin B . Leaf

1Center for the Advancement of Behavior Analysis, 200 Marina Bulldoze, Seal Beach, CA 90740 USA

Ronald Leaf

aneCentre for the Advancement of Behavior Analysis, 200 Marina Drive, Seal Beach, CA 90740 U.s.

John McEachin

1Centre for the Advancement of Behavior Analysis, 200 Marina Drive, Seal Beach, CA 90740 USA

Mitchell Taubman

1Center for the Advancement of Beliefs Analysis, 200 Marina Bulldoze, Seal Beach, CA 90740 U.s.a.

Tristram Smith

2University of Rochester Medical Eye, Rochester, NY U.s.a.

Sandra L. Harris

3Rutgers—The State Academy of New Jersey, New Brunswick, NJ U.s.

B. J. Freeman

ivUCLA Schoolhouse of Medicine, Los Angeles, CA United states of america

Toby Mountjoy

5Autism Partnership-Hong Kong, Hong Kong, China

Tracee Parker

sixAutism Partnership, Melbourne, Commonwealth of australia

Todd Streff

7Streff Behavior Consulting, Foristell, MO Usa

Fred R. Volkmar

8Child Study Heart-Yale Academy School of Medicine, New Haven, CT USA

Andi Waks

9Autism Partnership Foundation, Seal Beach, CA The states

Abstruse

In 2014, the Behavior Analyst Certification Board (BACB®) initiated a plan for credentialing beliefs technicians. The new credential, Registered Behavior Technician™ (RBT®), is for providers of behavioral intervention to a broad range of individuals with mental health needs and developmental delays, including individuals diagnosed with autism spectrum disorder (ASD). The RBT® would stand for the entry-level position within the range of the BACB® credentials. Despite the increasing credence of this newest level of credential from the behavioral customs, the authors of this paper have substantial concerns with the RBT® credential equally it relates to the delivery of intervention to individuals diagnosed with ASD. The purpose of this newspaper is to item these concerns and advise remedies that would ensure that individuals diagnosed with ASD receive constructive behavioral intervention.

Keywords: Autism, Behavior analyst, Behavior analyst certification board, Certification, Registered behavior technician

Ensuring the effectiveness and social validity of applied behavior analysis (ABA) services is not a new business organisation; in fact, effectiveness and social validity are some of the almost of import dimensions of our field (Baer, Wolf, & Risley, 1968). In the late 1980s and early on 1990s the right to effective treatment was a widely discussed topic within the field of ABA (due east.yard., Bannerman, Sheldon, Sherman, & Harchik, 1990; Van Houten, Axelrod, Bailey, Favell, Foxx, Iwata, & Lovaas, 1988). The importance of qualified individuals providing behavior analytic services led to the creation of the State of Florida'south Behavior Assay Certification Plan (Johnston & Shook, 1993) and, in 1998, the Behavior Analyst Certification Board® (BACB®) was created every bit a nationwide certification for behavior analysts (Johnston & Shook, 1993; Weiss & Shook, 2010). The global mission of the BACB® is to "protect consumers of beliefs analysis services worldwide by systematically establishing, promoting, and disseminating professional standards" (BACB, 2015b). Within this goal, the BACB® certification attempts to provide quality command, set standards of competency, set standards in training, and assistance protect consumers from individuals who are not qualified to provide behavior analytic services (Shook, Ala'i-Rosales, & Glenn, 2002; Weiss & Shook, 2010).

Developing the BACB® was not an easy task; it involved the cosmos of a task list that encompasses important behavior that beliefs analysts should display (Shook, Hartsfield, & Hemingway, 1995), a description of what training should consist of and the number of required hours of preparation (Weiss & Shook, 2010), a comprehensive exam (Weiss & Shook, 2010), and a means for ensuring that university-based programs are providing the proper courses and curricular content (e.1000., Bernstein & Dotson, 2010). In addition to the challenges faced in the creation and expansion of the BACB®, at that place were likewise concerns voiced near the behavior annotator certification process (Risley, 1975; Moore & Shook, 2001) and global concerns with credentialing in general (Kliener & Krueger, 2013). In 2001, Moore and Shook stated some possible negative side furnishings of certification, which could include an increase in expense of service, restriction of innovation, restricted interaction between certified and non-certified professionals, and potential legal battles. Recent data on credentialing in a variety of professional disciplines besides confirms that certification may issue in an increase in cost of services (Kliener & Krueger, 2013) and that behavior analysts may exist receiving a significantly higher rate of reimbursement for services than other licensed professionals providing treatment (Romanczyk, Callahan, Turner, & Cavalari, 2014).

Additional concerns accept been raised since the start of the BACB®, and some of these concerns are still voiced today. These concerns have included whether people or procedures should exist certified (Risley, 1975), whether at that place should be sub-specialty certifications (Shook & Favell, 2008), whether certified individuals are competent (encounter Budd, Stokes, & Bartels, 2007; Lovaas, 2002), whether the certification will result in better treatment (Leaf, McEachin, & Taubman, 2008), and whether the motivation for professionals will become monetary (see Budd et al., 2007; Lovaas, 2002). Don Baer may have voiced the strongest alarm when he compared the fence over certification of behavior analysts to tertiary world countries where poorly trained kickoff assist workers were used because of the paucity of physicians; he then went on to add together that "From the point of view of sophisticated ABA, [substandard behavioral intervention] probably looks like butchery" (see Budd et al., 2007; Baer, 2002). It should be recognized that the BACB® has continued to evolve, making the standards to attain certification more difficult (Weiss & Shook, 2010). Despite the aforementioned concerns, the BACB® certification has continued to expand; there are now over 17,000 Board Certified Assistant Beliefs Analysts® (BCaBAs®) or Board Certified Behavior Analysts® (BCBAs®) (BACB, 2015b, Carr, Howard, & Martin, 2015), with the majority being in the field of autism spectrum disorder (ASD) (Green, 2010).

The growth of the BACB® parallels historically the expansion of services to children with ASD. The pioneering work of Lovaas and his colleagues at UCLA (Lovaas, Koegel, Simmons, & Long, 1973; Lovaas, 1987; McEachin, Smith, & Lovaas, 1993) provided the offset empirical bear witness that a comprehensive ABA handling program could lead to life altering beliefs patterns for individuals diagnosed with ASD. Replication studies repeatedly demonstrated that comprehensive handling can change the lives of individuals diagnosed with ASD (Harris, Handleman, Gordon, Kristoff, & Fuentes, 1991), sparking interest in making constructive intervention more widely available.

Information regarding the effectiveness of ABA remained largely uncirculated amidst the full general public until Catherine Maurice's compelling account of the success of ABA handling with her two children (Allow Me Hear Your Vocalisation) was published in Maurice (1994). Maurice's volume brought parents' attending to the availability of a technology for behavior change that had been demonstrated to be far more promising than whatever other treatment intervention; over time, more and more parents clamored for this type of assistance with their children. As a issue, more individuals diagnosed with ASD started receiving comprehensive ABA programs beyond multiple settings (home, school, community, dispensary, and university), which were primarily implemented and supervised by behavior analysts.

In that location were many positives to more individuals being served, such as meaningful gains being fabricated in customs settings (e.m., Leaf, Taubman, McEachin, Leafage, & Tsuji, 2011), the state and federal government potentially saving millions of dollars (Chasson, Harris, & Neely, 2007; Jacobson, Mulick, & Greenish, 1998), and an increment in the number of professionals in the field of ABA (Carr et al., 2015). Unfortunately, along with the positive benefits of the expansion of ABA treatment to individuals diagnosed with ASD, in that location were also some negative consequences (many of which the BACB® attempted to address). For one, it became hard to go along up with the demand for professionals, leading to a shortage of trained professionals able to implement quality ABA programs worldwide (Hughes & Shook, 2007; McGee & Morrier, 2005). This may have resulted in "pseudoexperts" implementing and supervising ABA-based programs (Dawson, 2001; Hughes & Shook 2007) as well as the commercialization of ABA (Keenan, Dillenburger, Moderato, & Rottgers, 2010; Lovaas, 2002), which gave rise to notoriety and misconception nigh the field of ABA as it applies to individuals diagnosed with ASD (Gernsbacher, 2003, 2006; Morris, 2009). Ultimately, individuals diagnosed with ASD may have been the well-nigh vulnerable to these negative consequences, and the appearance of the BACB® may accept provided reassurance (even if only partially warranted) to many who wanted to better the lives of individuals diagnosed with ASD.

It is not clear if the creation of the BACB® addressed the aforementioned concerns. Additional information are needed to determine the extent to which the BACB® certification as a whole has succeeded in producing qualified providers and improving services available to consumers (e.g., Dixon, Reed, Smith, Belisle, & Jackson, 2015). All the same, information technology has become clear that certification has potential pitfalls and requires careful, ongoing evaluation. With this historical background, in that location are several concerns nigh the newest credential of the BACB®, the Registered Beliefs Technician™ (RBT®). In 2013, to accost the continuing shortage of frontline staff and to provide a means to gain third party payment (i.eastward., payment from insurance companies), the BACB® created the RBT®, which is divers as a paraprofessional who provides direct implementation of behavioral procedures for skill acquisition and aberrant behavior reduction that accept been adult by a supervisor, and receives weekly supervision past a BCBA®, BCaBA®, or Florida Certified Beliefs Analyst™ (FL-CBA™) (BACB, 2015a). The RBT® does not design intervention plans only rather performs tasks designated by the supervisor (retrieved from www.bacb.com). For individuals to go a RBT®, they have to meet the following six criteria: (a) be at least 18 years former, (b) accept a loftier school diploma or national equivalent, (c) pass a criminal groundwork check, (d) consummate a 40-h grooming program based upon the RBT® checklist, (e) exist deemed past their trainer as having met the RBT® competency checklist, and (f) pay all fees. In addition to these criteria, every bit of December 2015, new applicants will be required to laissez passer a written exam.

The declaration of the qualifications and standards of the RBT® fabricated clear that information technology was intended to encounter the need for establishing professional standards, ensure the quality of intervention for individuals diagnosed with ASD, and provide protection to consumers. While the paucity of qualified interventionists creates an urgent demand, it is as of import to prefer sufficiently stringent standards for the amount of training and supervision received by interventionists who will be working directly with individuals diagnosed with ASD. The goal in writing this paper is to provide behavior analysts with a list of concerns well-nigh the standards for the RBT® and, nearly importantly, possible resolutions to these concerns. We promise, this volition stimulate reflection, inspire others to contribute to solutions, and assistance preserve the quality of service and integrity of the field of ABA as well as positively bear on the lives of individuals diagnosed with ASD around the globe.

Concerns

Training

Concerns

For individuals diagnosed with ASD to make the almost meaningful progress, they must take ABA based intervention that is intensive (Lovaas, 1987), has a comprehensive focus on skill evolution and reduction of behavioral excesses (e.one thousand., Leafage et al., 2011), is provided past staff that are properly trained (Ala'i-Rosales, Thorisdottir, & Etzel, 2003), and includes procedures that are implemented with a high caste of allegiance and quality (Bibby, Eikeseth, Martin, Mudford, & Reeves, 2001; Dark-green, 1996). Extensive preparation is required for a professional person to implement procedures with a high degree of fidelity and quality. The training hours requirement for the RBT® does not appear to be extensive nor does it announced to be consistent with the current body of research.

Preparation for a RBT® requires the following: (a) 40 h of training, (b) at least 3 of the 40 h devoted to ethical training, (c) training can be conducted in person or online, (d) grooming can exist didactic or experiential, (due east) training is to be completed inside xc days, and (f) training can exist conducted by a BCBA® or BCaBA®. While in that location are some preliminary findings that 40 h of grooming can lead to basic demonstration of procedures (e.g., Fisher, Luczynski, Hood, Lesser, Machado, & Piazza, 2014), several studies exploring staff call into question whether 40 h of training is sufficient in about cases.

For example, the research on staff training for comprehensive behavioral models specifies a much college level of staff training. In the 1987 Lovaas study, therapists were undergraduate students at UCLA who had passed a course in beliefs modification and had 3 months of supervision prior to working independently with a child (McEachin et al., 1993). Leaf and colleagues (2011) described a programme evaluation of a customs-based ABA center; the corporeality of training hours for direct line therapists was far greater than the 40 currently required by the BACB® to obtain a RBT® credential (Leafage et al., 2011; Leaf, 2015). Finally, Au et al. (2015) reported a required 280 h of preparation before entry-level therapists were permitted to piece of work independently with children. Although these studies/evaluations may exist high-end examples of the hours of grooming and supervision provided prior to a therapist working independently with a child, the results from all iv reports showed substantial progress for the clients/participants. Based upon staff training in comprehensive models of ABA intervention associated with desired results, the RBT® guideline of xl h of grooming appears to be generally less than typical.

The guidelines besides appear to be inconsistent with the majority of staff grooming inquiry in the implementation of targeted components of comprehensive intervention. For example, Whang, Fletcher, and Fawcett (1982) evaluated a behavioral skills training bundle to teach high school graduates who had 4 years of experience how to engage in basic counseling (due east.g., explain confidentiality, request other information, offer futurity help) and problem solving behaviors (due east.g., ask open-ended questions and help select best alternatives for clients). The results showed that 42 h of grooming was required for the participants to acquire these two skills alone. Subsequent researchers investigated ways to utilize behavioral skills grooming to make preparation more efficient. Wallace, Doney, Mintz-Resuder, and Tarbox (2004) showed that a total of 3 h was required for teachers and a school psychologist to learn how to implement the basics of a functional analysis. Seiverling, Pantelides, Ruiz, and Sturmey (2010) reported that 2 h of preparation was necessary for older staff (34 and 42 years sometime), with previous experience, to learn a uncomplicated chaining procedure using a natural language paradigm. Downs, Downs, and Rau (2008) demonstrated that 8 h of training was required for undergraduates who had previous experience working with individuals diagnosed with ASD to implement the basic components of discrete trial teaching. Huskens, Reijers, and Didden (2012) showed that staff members in their twenties with an average of 2 years of previous experience required sixteen h to demonstrate improvements in specific behaviors such as increasing motivation, prompting, and contingent reinforcement. Few of these studies accept examined the extent to which trainees can utilise these skills to promote skill acquisition in their everyday interactions with learners. Given the number of skills an interventionist would need to implement effectively (37 in the case of the RBT®), based upon the research, forty h of initial training is likely inadequate for staff with limited to no previous experience.

Additionally, in comprehensive event studies that showed that individuals tin make life changing improvements with the implementation of ABA, the therapists were either academy students or recent graduates of universities (Leaf et al., 2011; Lovaas, 1987; McEachin et al., 1993; Sallows & Graupner, 2005). A slap-up bulk of staff preparation studies have involved participants either who had previous experience (east.m., Smith, Parker, Taubman, & Lovaas, 1992; Whang et al., 1982) or who had more education than a high school diploma (e.thou., Wallace et al., 2004; Weinkauf, Zeug, Anderson, & Ala'i-Rosales, 2011). Therefore, previous literature on staff preparation brings into question whether an 18-year-one-time with but a high schoolhouse diploma or equivalent has enough of an educational background and level of maturity to understand the basics of child development, principles of applied behavior analysis, the homo service field, ethics, and characteristics of individuals diagnosed with ASD from a single week of training. The complexities of ASD and the type of intervention required in an early on intensive behavioral intervention (EIBI) program require a far higher level of maturity, life experience, and specialized knowledge than is required for basic childcare. Moreover, equally discussed in the "Task List" section beneath, interventionists are not only automatons and need to be able to make decisions in the moment in the absenteeism of a supervisor, which requires a much more advanced level of training.

In addition to the previously mentioned concerns, 40 h of preparation is low when compared to other wellness service professions. For example, to become certified as a licensed practical nurse (LPN), one must have well over forty h of supervision earlier becoming certified (most programs require at least 100 volunteer hours before fifty-fifty enrolling in a program followed by a year of training). An entry-level psychiatric technician (e.g., basic nursing, treatment programme implementation) requires 480 h of college training; a clinical kid life specialist, bones level, requires 480 h of supervision. All of these professions, presumably, have fewer responsibilities than a RBT® just require more upfront training. For instance, an LPN's major responsibleness is changing bandages and caring for patients, nether the supervision of a Registered Nurse (RN) or physician. In the medical world, an LPN would be analogous to a RBT® in terms of responsibility and position on the care bureaucracy; even so, the grooming required to go an LPN is substantially more than rigorous. In addition, one could fence that the procedures implemented by LPNs (e.chiliad., medication assistants, taking vital signs, basic wound care, injections) are generally less numerous and less complex than the procedures a RBT® is expected to implement.

Finally, when initially introduced, the BCaBA® was an entry-level position for professionals who did not have the qualifications to provide supervision. Now in that location has been a clear switch, with BCaBAs® now being able to provide supervision to RBTs®. It is unclear what the justification was for this change; there is no show, empirical, or otherwise that there have been changes in the field or the certification process past which a BCaBA® is now capable of providing acceptable supervision.

Solutions

Additional research is needed to evaluate the number of preparation hours required for new technicians to provide quality intervention. Future researchers could get-go by evaluating whether 40 h of training is sufficient for staff to implement intervention to the caste of proficiency necessary for customer success (i.e., not but be familiar with the procedures or implementing them mechanically). Furthermore, information technology should be empirically determined what amount of training is necessary to provide constructive intervention at a reasonable level of quality. Finally, researchers should evaluate whether lesser educational feel (eastward.one thousand., high school diploma versus at least 2 years of undergraduate form work) significantly impacts the amount of training necessary to implement ABA-based procedures. I of the guiding principles of ABA is that our decisions are analytically based (Baer et al., 1968); this should be true in the creation of the interventions we implement and our governing policies. Thus, the data on these questions should guide our decisions when creating policy. The data collected from studies evaluating the necessary number of hours of training to provide quality intervention should be a primary determinant of the required number of hours to obtain certification. If the information indicate that a person with a high school diploma cannot provide the same quality of treatment every bit a technician with a higher degree of educational activity, then the age requirement/educational requirement should be increased. Finally, the BACB® should provide a stronger justification of why BCaBAs® are now qualified to provide supervision. If in that location is no empirical or other evidence to support this change, and then the requirement should be strengthened so that either a BCBA® is required to provide supervision for the RBT® or BCaBAs® are required to meet the aforementioned supervision standards BCBAs® meet (e.grand., supervision preparation modules and CEUs).

Job List

Concern

A second concern is with the content of what a RBT® is required to larn as part of his or her training, and the assessment of whether a technician has met the identified content expanse goals. The BACB® has created a task list consisting of six wide domains (i.e., measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, and professional person deport and scope of practise); within each domain, there are sub-behaviors that a RBT® should exist able to perform (BACB, 2015a). As with the creation of the BCBA® and BCaBA® chore lists, the process was carefully designed (Shook et al., 1995). Even with the meticulous grooming of the task listing, the BACB® has acknowledged that this task listing may not exist complete and that it is the responsibleness of the supervisor to teach whatever additional skills to the RBT®. Nevertheless, leaving the decision of whether a technician has been trained in a sufficient number of content areas to the judgment of an individual BCBA® is contrary to the goal of an objective and standardized model of certification.

Although the RBT® task list provides the showtime to a comprehensive list of behaviors significant to implementing constructive ABA therapies, at that place are several important behaviors that may be necessary in the implementation of ABA intervention that are non on the current task list. For example, the task listing does not require demonstration of data interpretation (e.g., determining if a client has reached mastery criterion), shaping procedures, behavioral skills preparation or similar procedures, or leading/supporting grouping education. Besides, the job list does not include a bones understanding of curriculum or specific knowledge almost the population with whom they are working (eastward.g., autism, developmental disabilities, or typically developing children). This may be important, as an interventionist needs to sympathize the purpose and progression of programming (Eikeseth, 2010) and how the characteristics of ASD (or whichever population the RBT® is serving) may affect learning (Smith & Wynn, 2002). It could exist the case that a RBT® would have to problem solve in regard to programming inside a session to institute the weather under which a educatee demonstrates a skill; without bones noesis of programming, this may be difficult to achieve. Effective treatment requires continual evaluation of a number of factors such equally the client'due south electric current motivation, the function of his/her behavior, his/her emotional state, and his/her level of responsiveness (Green, 2010; Eikeseth, 2010; Foliage, 2015; Lovaas, 2002). Based upon this analysis, an interventionist must be able to alter the curriculum as well every bit the teaching or beliefs strategy in the moment, when a supervisor may not be nowadays.

Another key surface area of behavior that is not on the list is critical thinking and skepticism (Light-green, 2010), which would let a therapist to make in-the-moment decisions nigh changing a procedure or strategy to ensure college levels of success. The task list does not include or require the RBT® to demonstrate proficiency in identifying culling treatments (eastward.g., DIR/Floortime, Social Thinking, or Weighted Vests) that are currently implemented in many clinical settings where the RBT'south® employer may wait the RBT® to implement some of these non-evidence-based procedures with individuals diagnosed with ASD. Given that the RBTs® will virtually probable be spending the majority of hours with a client, it would exist important for them to have a basic understanding of various procedures then that they practise non implement non-testify-based procedures and can inform supervisors when they are beingness implemented.

Additionally, behaviors outlined in the task list are non thoroughly operationally defined nor are competency criteria explicitly provided. For example, one of the behaviors that a RBT® should demonstrate is the implementation of prompting and prompt fading procedures. It has been suggested within the literature that prompting may be the most sophisticated, complicated, and pivotal of all components involved in detached trial education (e.g., Smith, 2001); however, the nuanced complexity and critical nature of prompting is not reflected in the cursory prompting particular contained within the RBT® job list or in specifically defined competency criteria. Is information technology sufficient to be able to demonstrate time delay prompting on a discrimination task? Should a technician besides be proficient in the employ of most-to-to the lowest degree and least-to-most prompting, no-no prompt, and error correcting strategies? How is one to ensure uniformity in the minimum competency for the many dissimilar types of prompting procedures that should be expected of a RBT®? Operationally defining behaviors of both students and instructors is an of import characteristic of ABA as it leads to more accurate scoring of behavior (Cooper, Heron, & Heward, 2007). All the same, the electric current task list provides no operational definition that would allow two or more independent evaluators to reliably score whether a therapist is displaying a beliefs competently. Although information technology may be the responsibleness of the supervisor to ensure that the RBT® tin can demonstrate a variety of procedures, without thorough operational definitions and competency criteria, it would be impossible to ensure that an interventionist is implementing the targeted skills to a reasonable degree of fidelity beyond multiple supervisors.

Solution

There are many potentially simple and practical ways to make the task list more complete. First, each item on the chore list should include an operational definition and basic areas of competency that a therapist should brandish. Providing this definition and bones competency criteria could help ensure that RBTs® are coming together the minimal standard. Second, the BACB® could greatly expand the task list to include additional skills (e.thousand., data assay, teaching in a group instructional format, shaping, critical thinking, working with families, issues related to intervention in ASD). This would help ensure that RBTs® are more competent interventionists. Third, there should be empirical studies conducted to place whether mastery of skills on the task list results in better intervention outcomes. Finally, given the numerous procedures utilized within ABA intervention, perhaps it may be more beneficial to certify individuals on their effectiveness in implementing specific procedures (Risley, 1975), rather than providing a global certification.

Assessment

Concerns

Previous researchers have shown that trainings in an analog setting can effect in limited generalization in the natural environs (e.grand., Smith et al., 1992). The field of ABA has always been concerned with "what subjects tin exist brought to do rather than what they can exist brought to say" (Baer et al., 1968, p. 93). However, the RBT® credentialing procedure appears to exist more concerned with what a RBT® can say (e.g., a verbal behavior repertoire; Greer, 1992) than what behaviors the RBT can actually exhibit (due east.grand., a contingency shaped repertoire; Greer, 1992). This is because the RBT® qualification heavily relies on interviews or answering multiple choice questions as opposed to actual evaluation of competency in performing desired behaviors to established, defined criteria (BACB, 2015a). The current cess for a RBT® consists of interview competency (due east.g., asking them what materials they need) and fake operation, which tin can occur via role playing or responding to video-recorded samples of learner beliefs.

Although the entire assessment cannot consist of purely role play, the fact that a substantial role of the assessment can be based on office play is problematic. Since it is possible for the RBT® to display the majority of the skills within function-play scenarios, it would be difficult to determine if these skills would generalize to actual therapy sessions. The utilize of role play too requires a great bargain of subjective judgment by the assessor, which can lead to inadvertent or, in the worst case scenario, purposeful manipulation past the evaluator to change the circumstances of the role play; this would artificially increment the likelihood of the RBT® candidate demonstrating the procedures correctly during the role-play scenario.

Second, the possibility of some of the assessment occurring through videotape recordings also generates concerns. For example, the RBT® candidate could select only their all-time samples to provide to the assessor and may artificially inflate judged operation. Third, without specific operational definitions or explicit mastery criteria (as discussed in a higher place) for the behaviors on the job list, it would exist nearly incommunicable to ensure that RBTs® accept been successfully trained and accept achieved whatever level of functional competency whether in role play, videos, or actual intervention sessions. Fourth, there is no external verification of competency and no balls that the level of functioning that is approved past ane trainer corresponds to the standards of other trainer/certifiers or that the therapist'southward performance meets the expectation of the BACB® when the criteria were laid out.

5th, a RBT® only has to master one of the skills within a specific group (due east.thousand., mastering discrete trial teaching simply not mastering naturalistic educational activity procedures). One could argue that it is of import for a RBT® to be able to implement both discrete trial teaching and naturalistic education procedures to provide quality intervention. In this case, it should be a minimum requirement that a technician be competent in all essential procedures to gain registration. Finally, if the person conducting the cess is likewise the employer of the potential RBT® (this is allowed under the rules), there could be an incentive for the assessor to pass the RBT®, since having more RBTs® can lead to more than clients and potentially atomic number 82 to greater financial advantage. These potential conflicts of interest and potential dual relationships (both of which are against the BACB® code of ethics), nether the current guidelines, are especially concerning.

Solutions

Ane possible solution would be for the assessment to move away from the utilize of procedures that do not directly measure the behavior of involvement. Requiring a therapist to country what materials they need for a session is far dissimilar from independently gathering those materials prior to beginning session. Having a therapist demonstrate the ability to provide a technical definition of shaping is far different from being able to implement shaping procedures. Beliefs analysts have to be concerned with observable beliefs rather than what the field of study says he or she tin can practice (Baer et al., 1968). In that location could be a say-do correspondence failure (Luciano, Herruzo, & Barnes-Holmes, 2001) with the therapist. Second, assessments should be conducted solely on performance with actual clients; assessments should not be conducted via role-play scenarios or videotaped segments. Third, any individual who has a vested involvement (financial or personal) should not evaluate the potential RBT® nor determine whether the RBT® attains registration. Rather, there should be independent evaluation of the RBT® to ensure that no dual relationships are occurring.

Finally, the BACB® might consider having potential RBTs® submit videotapes of themselves implementing therapy to be reviewed past experts, in addition to the other evaluations/assessments being conducted (e.g., live assessment). In this scenario the potential therapist would accept to submit a videotape to the BACB® and expert judges would rate whether they are displaying the therapist behaviors to a high and acceptable degree of fidelity. This would be similar to Autism Diagnostic Observation Schedule (ADOS) certification or the evaluation conducted by Pivotal Response Preparation (Koegel Autism Consultants, 2015). This may cost more coin for the potential RBT® but will help ensure a higher quality of therapist.

Unintended Consequences

Concerns

Today, the BACB® certifications have become the gold standard and, increasingly, a de facto requirement for providing behavioral intervention to individuals diagnosed with ASD (Greenish, 2010). Insurance companies are requiring that services be implemented and supervised past certified behavior analysts (Autism Speaks, 2015) and interventionists; schoolhouse districts are hiring in-firm BCBAs®; and states (east.g., MO, IL, MA) are requiring behavior analysts and interventionists to exist state licensed in lodge to receive funding and are accepting the BACB® credential as evidence of eligibility for licensure. As the BACB® certification has become ingrained in the world of ABA intervention for persons with ASD, in that location have been many unintended negative consequences, many of which could as well apply to the cosmos of the RBT®.

Starting time, there has been no evaluation determining what effect the RBT® credential may have on the cost of intervention. When professional person fields become the route of certification and/or licensure, there is ever a potential for increasing cost for the client or funding agency (e.yard., Kliener & Krueger, 2013). Therefore, a potentially unintended upshot of the RBT® may be that the cost of intervention rises, even though information technology has not still been demonstrated that ameliorate outcomes are obtained when using certified personnel. Alternatively, as the RBT® credential potentially represents a paraprofessional position requiring simply a high school caste, it would exist hard to justify reimbursement rates for RBT® services that are comparable to positions that require at least a bachelor'due south degree. In a toll-conscious surroundings, there will be intense pressure level to utilise the to the lowest degree expensive personnel; an unfortunate consequence will be that companies that choose to adhere to a higher standard of training will likely not exist able to survive.

A second potential unintended consequence is that non-certified just qualified individuals could be isolated from those who are certified (Moore & Shook, 2001). If funding sources begin limiting coverage to RBTs®, BCaBAs®, and BCBAs®, it may exist difficult for some individuals to become services from professionals who are highly trained merely practise not have these certifications/credentials. This can be peculiarly hard in more rural areas where there is a shortage of professionals to provide the needed services or internationally where there are limited behavior analytic services (Hughes & Shook, 2007). Prior to the appearance of certification, critical consumers frequently vetted an autism professional before they made the decision to utilise the behavior analyst's services. Professionals had to work hard to distinguish themselves in a number of means that went beyond merely saying, "I'm certified." In a world where certification has become the de facto standard, there is considerable risk that consumers will pay more attention to the mere fact of being credentialed rather than critically evaluating bear witness of outcomes, extent and nature of training and experience with a specific population, and the quality of work product. This is particularly dangerous given that the credentialing procedure focuses more than on a generalist approach, and the credentialing body has non acknowledged the need for differentiating areas of specialization, such as ASD and early intervention. The absenteeism of a specialty credential may be taken by consumers as an indication that a generalist credential is all that is necessary to be qualified to provide EIBI services.

Third, when the BACB® created the BCBA® and BCaBA® certification, information technology was to represent minimal competency for a behavior annotator (e.k., Shook et al., 2002; BACB, 2015b). With the inclusion of the RBT®, there is less emphasis on grade work and hours of training. If the BCBA® and BCaBA® were developed to stand for a minimal competence, what does the RBT® represent?

Fourth, the BACB® was created to ensure that clients had the right to effective treatment (Van Houten et al., 1988; Weiss & Shook, 2010). In turn, individuals would receive high-quality intervention and would be able to brand meaningful progress (Leafage et al., 2011). Equally stated previously, there has been no empirical investigation of the specific components of the RBT® credential. There has been no empirical show that procedures are being implemented with a higher degree of fidelity or that consumers are ameliorate protected because of the certification process. There has been no empirical evidence showing that outcomes for individuals diagnosed with ASD will improve with the creation of the RBT® credential. Thus, at the nowadays fourth dimension, it remains unclear if the RBT® volition effect in improving the lives of individuals diagnosed with ASD. Furthermore, the possibility that unintended consequences may even cause harm to those whom the creation of RBT® was intended to help must not be overlooked.

Solutions

Beginning, a long-term assay is required to identify whether the toll of intervention increases or decreases due to the certification process. If the cost rises in a way that limits services to individuals with ASD or excludes some individuals from receiving services, then a task force may be necessary to determine how to lower costs. 2d, there needs to be public acknowledgments made by agencies associated with ABA and ASD that the RBT® credential (or whatever certification) does non guarantee a high level of competency. Public statements should emphasize that certified does non necessarily equal qualified; instead, parents, school districts, and insurance agencies need to await at the feel of an individual, similar to the Autism Special Interest Grouping Guidelines (Autism Special Interest Grouping, Clan for Beliefs Analysis, 2015). Quaternary, long-term outcome studies using randomized controlled trials should exist conducted, evaluating if utilization of RBTs® leads to more successful outcomes for individuals diagnosed with ASD.

Decision

The BACB® should be commended for the thought and diligent effort put into the development of the RBT® credential. The process took over 2 years and involved 14 representative subject matter experts (SMEs) and over 12,000 professionals who were surveyed. This process adhered closely to standards employed by many other fields for credentialing their respective professions; all the same, it may non take been enough to movement forrard with the RBT® credential. Professionals in the subject field of ABA accept never been satisfied with merely post-obit the established training and assessment practices of other fields. Behavior analytic standards have always been more objective, exacting, and precise (Baer et al., 1968). It is because of our adherence to college standards that our results have consistently been more sweeping, all-encompassing, and profound.

As well the concerns and considerations listed above, the amount of fourth dimension spent developing the credential is neither a good indicator of completeness nor of quality; the development procedure should not exist considered complete until all substantial concerns are addressed adequately and resolved sufficiently. Secondly, while there is no question that the 14 SMEs who guided the cosmos of the RBT® credential were indeed experts, it is unclear how objective and unbiased was the procedure for selecting the members of this console. An objective and unbiased sample would include not only members of the BACB® but too esteemed members of the field who may not be associated with the BACB®. Third, although over 12,000 professionals were surveyed, information technology may be the example that many of these individuals have a vested involvement (e.one thousand., financial interest in an established credential for direct line staff) and may not have fully understood the possible unintended consequences (stated above) of the RBT® credential. Fourth, although additional data on the furnishings that the BCBA® credential has had on improving treatment for individuals diagnosed with ASD is needed, it would announced that the RBT® has potentially greater risks than benefits. Finally, it is hard to place the RBT® as being conceptually systematic with our science on staff preparation and evaluation of performance.

Careful, practical, and research-based processes are required in the examination and exploration of the RBT® credential before it becomes then ingrained in the service world that real and potentially important changes cannot be implemented. First, the RBT® credential should undergo a probationary (beta testing) menstruum to determine what effects the credential has on the field of ASD. Second, the development of a larger task force should be convened to address the concerns listed above, in gild to improve upon the current RBT® credential. This task forcefulness should identify whether changes should and can be made, for example, in terms of the amount of training required for the credential, who is responsible for supervision (i.eastward., BCBA® or BCaBA®), improving the assessment of the RBT® and ensuring that the assessors accept no vested interest in a RBT® passing the assessment. The task strength should consist of people who are BCBA® certified, professionals who are not BCBA® certified but provide beliefs analytic services (eastward.g., licensed clinical psychologists), other professionals in the field of autism (e.g., diagnosticians, medical doctors, speech and linguistic communication pathologists), special education teachers, school administrators, representatives from funding sources, experts in public policy, and parents of individuals diagnosed with ASD. Third, there needs to be independent investigations from different sites conducting collaborative research examining proposed training, assessment, and credentialing practices. 4th, contained evaluators, with no vested interest in the field of ABA or ASD, should examine the trends in the cost of care following the RBT® credential. Fifth, in one case credentialing practices are established, it may exist fruitful to develop a process that involves randomly occurring service assessments (i.e., spot checks) past independent governing board evaluators to ensure that RBTs®, BCBAs®, and BCaBAs® are providing quality intervention. Finally, since the BACB® has identified the RBT® as an entry-level position, they should be diligent and persistent in communicating this point to funding agencies so that RBTs® are not considered more than qualified than what they are actually trained to exercise. Specifically, the BACB® needs to state (a) that they might not exist knowledgeable of all ABA-based procedures, (b) that the RBT® designation does non ensure that a person has received whatever training in ASD, and (c) that a RBT® should never implement ABA-based programs independently without ongoing supervision.

The authors of this paper have been in the field of ASD and ABA ranging from 15 to over 50 years. All have witnessed the tremendous benefits that high-quality behavior analytic intervention can have for individuals with ASD. The authors know unequivocally that individuals on the autism spectrum crave effective behavioral intervention; unfortunately, too often, consumers are not receiving quality intervention, even by those who are certified. Concerns most the qualifications of professionals in the field of ABA and ASD take been voiced for many years (e.g., Lovaas, 2002; Leaf et al., 2011). The appearance of the RBT® credential amplifies and extends these concerns and increases the urgency of renewed word, debate, and reconsideration. The concerns may only exist shared by a minority of ABA professionals, simply nevertheless, "it has to exist said."

Compliance with Ethical Standards

Human and Animal Rights and Informed Consent

This article does not contain any studies with human participants or animals performed by any of the authors.

Funding

No grant funding was received in writing this paper.

Conflict of Interest

The authors declare that they have no conflict of interest.

Correspondent Information

Justin B . Leaf, moc.loa@raptualbj.

Ronald Leaf, moc.loa@raptualR.

John McEachin, moc.loa@raptuamJ.

Mitchell Taubman, moc.loa@raptuatM.

Tristram Smith, ude.retsehcoR.CMRU@htimS_martsirT.

Sandra Fifty. Harris, ude.sregtur.liamtelacs@sirrahs.

B. J. Freeman, moc.loa@nameerfjb.

Toby Mountjoy, moc.loa@raptuamybot.

Tracee Parker, moc.loa@raptuapT.

Todd Streff, moc.liamg@ffertsddot.

Fred R. Volkmar, ude.elay@ramklov.derF.

Andi Waks, moc.loa@raptuawa.

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459762/