Building a Research-Informed Early Career Behavior Analyst Training and Career Progression Program is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinic sessions and day-to-day service delivery. In Building a Research-Informed Early Career Behavior Analyst Training and Career Progression Program, for this course, the practical stakes show up in better performance, lower drift, and more sustainable team development, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →There is an ever-growing body of resources for supervision of individuals pursuing post-graduate behavior analytic certification. However, recent data show that there is an empirical paucity concerning ongoing supervision of early-career BCBAs. Brown et al. (2023) found that nearly half of all current BCBAs (Behavior Analyst Certification Board, 2024) are considered early-career BCBAs, defined as being within 5 years of certification. Recent investigations found that most BCBAs indicate they don't have access to ongoing clinical training (DiGennaro Reed & Henley, 2015; Brown et al., 2023). Continued provision of supervision during these early years is critical, as clinicians are expected to transition from a level of higher support in graduate school to autonomous practice (Rønnestad & Skovholt, 2013) and generalize skills from training scenarios to practice (Baker et al., 1990). Our efforts to date are in service of the additional training that the data show us early-career BCBAs want and need. With this knowledge, our goal is to teach others how to fill these gaps by architecting a training and career development hub based upon data-driven topics, competency-based matriculation through clinical growth paths, and recommended best practices for supervision (Sellers et al., 2016). The presenters will explain how to create clinical and professional competencies, how to use those competencies to objectively assess current repertoires and identify target training topics, and finally; how to provide training such that BCBAs are able to master competency goals and experience career development based upon their growing skillsets.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Clinical Training Director at Hopebridge Autism Centers
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.