Callie Plattner's course addresses a gap that the structure of behavior analytic credentialing inadvertently creates: the BCBA examination certifies minimum competency at a point in time, but the actual competency demands of the BCBA role expand dramatically in the years following certification. The newly certified BCBA who has passed their examination is not the same as the competent independent clinical supervisor two years later — but the formal training infrastructure that supported their development as a supervisee largely disappears at the point of certification.
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 →Due to the inconsistencies within training programs and clinician practical experiences, additional responsibility falls to organizations to ensure BCBAs are well-prepared to provide high quality clinical services at the onset of their careers. BCBAs, like other helping professionals, are often managing a steep learning curve, imposter syndrome, pressures to provide effective services and burnout which can result in job dissatisfaction and ultimately impact the quality care provided to clients (Brown, 2021). Professional development is one way to mitigate the potential negative impacts of job stressors by improving BCBAs' confidence and competence within their role (Blackman et al., 2024). Additionally, as BCBAs gain more experience, they may seek leadership opportunities which require skills outside of those which they have developed as a clinician. This presentation will review the challenges that early and mid career BCBAs experience, the barriers organizations face to effectively meet their clinicians' needs and the importance of ongoing supervision and professional development. Two case studies will be provided to review cohort-based curricula for both early career BCBAs as well as those seeking future leadership positions. Social validity and training effectiveness data were collected from over 50 BCBAs and will be shared to help enhance current practices and inform future trainings.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
| COA | 1 | — |
At Mosaic Pediatric Therapy, Callie serves as Vice-President of Clinical Operations and is responsible for elevating clinical services and operational performance by driving organizational goals and market development. She has held various leadership and clinical positions within school consultation, residential and clinic-based settings while also having a direct role in advocacy efforts to ensure the passage of Autism Insurance and Licensure for Behavior Analysts in North Carolina. Previously, Callie volunteered with Global Autism Project and served as a Global Discovery Fellow assisting with the development of new partner sites worldwide with a focus on dissemination of behavior analysis and increasing access to care. Callie received her master’s degree from Auburn University and her Doctoral degree from Endicott College in Behavior Analysis. She is a Board Certified Behavior Analyst and Licensed Psychological Associate. Callie has served on the North Carolina Association for Behavior Analysis (NCABA) as Member at Large, Community Liaison and two-time Past-President. She has also held a seat on the Board of Directors for the Association of Professional Behavior Analysts (APBA), served as a subject matter expert for the Behavior Analyst Certification Board (BACB) and the Council for Autism Service Providers (CASP). She has authored several book chapters and published in the Journal of Applied Behavior Analysis. Her research and clinical interests lie in the areas of clinical outcomes, parent support, and effective training for behavior analysts.
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
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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.