We are researchers from Georgia State University’s Learning Sciences Department in the College of Education and Human Development. We are conducting research to look at cultural, linguistic, and racial diversity in Applied Behavior Analysis (ABA). Although the field of ABA has made strides towards describing diversity in some ways (e.g., the status of women in the field), there is a lack of research that examines how well the field includes people from cultural, linguistic, or racially diverse backgrounds. Your responses will help add to understanding of how we can improve future professional development, support, and programs. You are eligible if you have completed or are currently enrolled a training program that leads to eligibility to become certified at any of the four certification tiers (i.e., RBT, BCaBA, BCBA, or BCBA-D) from the Behavior Analyst Certification Board, or are a professional that has completed programming that leads to a license, or certification that is practicing in the field of ABA (e.g., special education teacher; SLP). Participation in the study is voluntary and all responses will anonymous.
Participation in this study should take only 15-20 minutes of your time. If you are willing to participate, please follow the link below. We appreciate your consideration in helping with this important study and look forward to hearing from you. Sincerely, Principal Investigators Please share with any current students, program alumni, colleagues, and employees!
Christopher Tullis, PhD BCBA-D
Assistant Professor of Educational Psychology and Special Education
Applied Behavior Analysis Program Coordinator
Learning Sciences Department College of Education and Human Development Georgia State University
Find out more about the MS Program in ABA! http://esc.education.gsu.edu/academics-and-admissions/educational-psychology/applied-behavior-analysis-ms/
This two day event will feature a keynote speaker, guest speakers, symposia, and a segment supporting families, students, and RBTs. Stay tuned for more information as our planning moves forward. We can’t wait to see you!
You are invited to participate in a study entitled, “Behavior Analysts’ Attitudes Toward and Perceptions of Certification versus Licensure in Applied Behavior Analysis” conducted by Brian Conners, Ed.S., BCBA, Frank Cicero, Ph.D., BCBA, and Shawn Capell, M.S., BCBA from Seton Hall University. We are currently recruiting participants that hold a credential as a Board Certified Behavior Analyst or Board Certified Assistant Behavior Analyst through the Behavior Analyst Certification Board to participate in this survey. As someone who holds this credential, you are being asked to complete this online survey consisting of 27 questions that will ask you some basic demographic information, as well as questions regarding your thoughts on licensure and certification in the field of Applied Behavior Analysis.
Your participation in this online survey through Qualtrics, an online survey tool, is completely voluntary and you will in no way be penalized for not participating or not fully completing the survey. Your survey responses are completely anonymous. The survey will take 8-10 minutes to complete. All data collected will be downloaded and encrypted to a USB memory stick and locked away in the principal investigator’s office at Seton Hall University in order to ensure confidentiality of all data obtained as part of this study.
If you agree to participate in this study and wish to be directed to the online survey, please click here:
Thank you in advance for your time and consideration!
Brian Conners, Ed.S., BCBA
Faculty Associate, ABA Program
Seton Hall University
College of Education and Human Services
Department of Educational Studies
Jubilee Hall Rm. 431
400 South Orange Avenue
South Orange, NJ 07079
Baio J, Wiggins L, Christensen DL, et al. Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveill Summ 2018;67(No. SS-6):1–23. DOI: http://dx.doi.org/10.15585/mmwr.ss6706a1
The latest findings from the ADDM Network provide evidence that the prevalence of ASD is higher than previously reported ADDM estimates and continues to vary among certain racial/ethnic groups and communities. The overall ASD prevalence estimate of 16.8 per 1,000 children aged 8 years in 2014 is higher than previous estimates from the ADDM Network. With prevalence of ASD reaching nearly 3% in some communities and representing an increase of 150% since 2000, ASD is an urgent public health concern that could benefit from enhanced strategies to help identify ASD earlier; to determine possible risk factors; and to address the growing behavioral, educational, residential and occupational needs of this population.
Implementation of the new DSM-5 case definition had little effect on the overall number of children identified with ASD for the ADDM 2014 surveillance year. This might be a result of including documented ASD diagnoses in the DSM-5 surveillance case definition. Over time, the estimate might be influenced (downward) by a diminishing number of persons who meet the DSM-5 diagnostic criteria for ASD based solely on a previous DSM-IV-TR diagnosis, such as autistic disorder, PDD-NOS or Asperger disorder, and influenced (upward) by professionals aligning their clinical descriptions with the DSM-5 criteria. Although the prevalence of ASD and characteristics of children identified by each case definition were similar in 2014, the diagnostic features defined under DSM-IV-TR and DSM-5 appear to be quite different. The ADDM Network will continue to evaluate these similarities and differences in much greater depth, and will examine at least one more cohort of children aged 8 years to expand this comparison. Over time, the ADDM Network will be well positioned to evaluate the effects of changing ASD diagnostic parameters on prevalence.
Autism Speaks’ article on the report: https://www.autismspeaks.org/science/science-news/cdc-increases-estimate-autism%E2%80%99s-prevalence-15-percent-1-59-children
Oregon Tech faculty and colleagues are conducting a survey on behavior analysis practices. The survey seeks to identify the common processes used by practicing behavior analysts to solve clinical problems. The purpose of this survey is to inform the development of practical experience opportunities for students that will best prepare students to successfully work in applied settings after they have graduated and obtained certification.
If you decide to participate in this 10-15 min research study, you will be asked to respond to several demographic and experience-related questions and then no more than 11 questions about the steps you take when addressing novel clinical problems. There are opportunities for you to comment or add additional information to restricted choice questions, however, this is not required.
All responses will be anonymous. Participation in this survey does not involve more than minimal risk. Benefits for participation may include a contribution to the field in the form of academic and experience programs focused on developing more highly qualified practitioners in the future and the potential to re-evaluate some of your own current clinical practices.
Please use the link below to access this survey. We appreciate your time and thank you.
As a result of the last Rules Advisory Committee meeting, the Health Licensing Office has updated the forms from the Behavior Analysis Regulatory Board! New fillable PDFs allow tabbing between fields (for some forms) and the Competency Assessment/Knowledge Skills List has been updated to reflect the wording in the full document (e.g. RBAIs no longer need to understand the difference between EAB and Methodological Behaviorism).
This change was adopted into the permanent rules on 7/28/17
From Oregon Health Licensing Office:
Monday, June 05, 2017
House Bill 2931 has added an option for behavior analysis interventionist applicants. Now, individuals can submit documentation of a high school diploma or General Educational Development (GED) certificate OR a degree from a post-secondary institution. (OAR 824-030-0040 will be amended to reflect the change.) All other rules regarding registration remain in effect.
Currently, anyone wishing to become a Registered Behavior Analysis Interventionist must submit proof of education in the form of a high school diploma or GED certificate. This proposed rule change will amend OAR 824-030-0040 to allow those who do not hold a HS diploma or GED but have received a degree from a post-secondary institution to apply for RBAI status. See text from a recent letter sent out from Anne Thompson, policy analyst at Oregon’s Health Licensing Office.
Date: June 1, 2017
To: All interested parties
From: Anne Thompson, policy analyst
Subject: Behavior Analysis Regulatory Board registration change
Gov. Kate Brown has signed House Bill 2931, which adds a qualification option for registering behavior analysis interventionists. It amends administrative rule 824-030-0040.
Now, applicants for registration can: Submit documentation of a high school diploma or General Educational Development (GED) certificate or a degree from a post-secondary institution. All other administrative rules regarding qualifications remain in effect. The documentation option has been added to application forms available on the Health Licensing Office’s website. The rulemaking process has begun to align the rules with the statutory change. The proposed rule can be seen at: http://www.oregon.gov/OHA/HLO and will appear in the July 1, 2017, Oregon Bulletin. If anyone wishes to comment on the change, comments will be taken from 9 a.m. July 1 to 9 a.m. on July 28, 2017. The proposed administrative rule is scheduled to become permanent on Aug. 1, 2017.
Submit all comments to Anne Thompson at firstname.lastname@example.org or 1430 Tandem Ave. Suite 180, Salem, OR 97301-2192. Comments received after 9 a.m. on July 28 will not be considered. For more information, call (503) 373-1904 or email email@example.com