The Training Experiences of Behavior Analysts: Compassionate Care and Therapeutic Relationships with Caregivers
Most BCBAs leave school without caregiver-relationship training—plug the hole with explicit coursework and supervised practice.
01Research in Context
What this study did
LeBlanc et al. (2020) sent a survey to practicing BCBAs. They asked one simple question: did your training teach you how to build strong caregiver relationships?
The team wanted to know if formal coursework or supervision ever targeted rapport, empathy, or teamwork with parents.
What they found
Most BCBAs said they never got formal training in caregiver relationship-building. Yet they rated this skill as very important for good outcomes.
The gap was clear: high value, low preparation.
How this fits with other research
Platt et al. (2023) asked 277 BCBAs the same question and got the same answer. Their survey adds that most clinicians also feel weak in therapeutic alliance and want motivational interviewing added to CEUs.
Wheeler et al. (2024) ran a near-copy of the survey but asked about trauma-informed care instead of caregiver rapport. Same pattern: BCBAs call the topic crucial, yet report almost zero coverage in class or supervision.
Friedman et al. (2024) moved from identifying the gap to fixing it. They gave 24 ABA professionals a four-month coaching package focused on self-compassion and collaboration. Post-training scores rose significantly, showing the caregiver-relationship hole can be filled with structured BST and coaching.
Why it matters
If you supervise RBTs or teach graduate courses, bake relationship skills into the syllabus. Add role-plays with parents, self-reflection sheets, and live feedback. One extra hour a week can graduate clinicians who partner with families instead of parachuting into homes.
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02At a glance
03Original abstract
Successfully working with families of children with autism requires technical behavior-analytic skills and critical interpersonal relationship-building skills. Taylor, LeBlanc, and Nosik (2018) suggested that many Board Certified Behavior Analysts might have been trained in graduate programs that focus primarily on conceptual and technical skills with little coverage of skills related to building therapeutic relationships. The current paper provides the results of an online survey of the precredential and postcredential training experiences of behavior analysts. The majority of behavior analysts surveyed indicated that they received no explicit didactic training or reading assignments on relationship-building skills in their graduate coursework in behavior analysis. Approximately half indicated that their practical experience supervisor provided guidance and mentoring on these skills. The majority of behavior analysts indicated that it is very important or extremely important that professional training programs develop formal training in this area.
Behavior Analysis in Practice, 2020 · doi:10.1007/s40617-019-00368-z