Abstract
Training competent behavior analysts is fundamentally crucial for the survival and prosperity of behavior analysis. The current article introduced the Comprehensive Application of Behavior Analysis to Schooling (CABAS) as a training model to train behavior analysts as strategic scientists. The CABAS training model is based on the philosophy of behavior selection and features a personalized system of instruction-based rank system. Each rank includes three areas of expertise: verbal behavior about science, contingency-shaped repertoire, and verbally mediated repertoire. The trainees work on these components with small-unit modules that shape and maintain their effective criterion-based performance. Advancement through these ranks demonstrates the trainees' increased proficiency and advanced expertise. We also discussed future research direction and the implications to graduate training programs in behavior analysis in general.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data Availability
The data included in this article are included in the supplementary materials. Readers can also refer to the original data source from the link below: https://www.cabasschools.org/rank-submission
References
Abrahamson, D. J., & Pearlman, L. A. (1993). The need for scientist-practitioner employment settings. The American Psychologist, 48(1), 59.
Association for Behavior Analysis International. (2023). Accredited programs. https://accreditation.abainternational.org/apply/accredited-programs/teachers-college,-columbia-university.aspx
Bahadourian, A. J., & Greer, R. D. (2005). CABAS parent education: Increasing child compliance via parental emission of unflawed commands and contingent consequations during play. Journal of Early & Intensive Behavior Intervention, 2(3), 213–222. https://doi.org/10.1037/h0100315
Bailey, J., & Burch, M. (2010). 25 essential skills and strategies for the professional behavior analyst: Expert tips for maximizing consulting effectiveness. Routledge/Taylor & Francis Group.
Barrett, B. H., Beck, R., Binder, C., Cook, D. A., Engelmann, S., Greer, R. D., Kyrkland, S. J., Johnson, J. R., Maloney, M., McCorkle, N., Vargas, J. S., & Watkins, C. L. (1991). The right to effective education. The Behavior Analyst, 14(1), 79–82.
Behavior Analyst Certification Board. (2021). Consulting supervisors requirements for new BCBAs supervising fieldwork. https://www.bacb.com/wp-content/uploads/2020/11/Consultation-SupervisorRequirements-and-Documentation_211130.pdf
Behavior Analyst Certification Board. (2022a). Board certified behavior analyst handbook. https://www.bacb.com/supervision-and-training/
Behavior Analyst Certification Board. (2022b). BCBA/BCaBA experience standards. https://www.bacb.com/wp-content/uploads/BACB_Experience-Standards_200501.pdf
Bergmann, S., Niland, H., Gavidia, V. L., Strum, M. D., & Harman, M. J. (2023). Comparing multiple methods to measure procedural fidelity of discrete-trial instruction. Education & Treatment of Children, 46, 201–220. https://doi.org/10.1007/s43494-023-00094-w
Burning Glass Technologies. (2022). US employment demand for behavior analysts: 2010–2021. https://www.bacb.com/wp-content/uploads/2022/02/BurningGlass2022_220208.pdf
Casarini, F., Cattivelli, R., & Cavallini, F. (2011). Comprehensive application of behavior analysis to schooling in Italy: The pilot project. European Journal of Behavior Analysis, 12, 205–216.
Catania, A. C. (2013). Learning (5th ed.). Sloan.
Comprehensive Application of Behavior Analysis to Schooling. (2022a). About CABAS. https://www.cabasschools.org/about
Comprehensive Application of Behavior Analysis to Schooling. (2022b). CABAS advisory board. https://www.cabasschools.org/advisory-board
Comprehensive Application of Behavior Analysis to Schooling. (2022c). CABAS rank descriptions. https://www.cabasschools.org/cabas-rank-descriptions
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. (3rd ed.). Pearson Education.
Cook, J. E., Subramaniam, S., Brunson, L. Y., Larson, N. A., Poe, S. G., & St. Peter, C. C. (2015). Global measures of treatment integrity may mask important errors in discrete-trial training. Behavior Analysis in Practice, 8(1), 37–47. https://doi.org/10.1007/s40617-014-0039-7
Dinsmoor, J. A. (1990). Academic roots: Columbia University, 1943–1951. Journal of the Experimental Analysis of Behavior, 54(2), 129–149. https://doi.org/10.1901/jeab.1990.54-129
Donahoe, J. W., & Palmer, D. C. (2004). Learning and complex behavior. Ledgetop.
Dorsey, M. F., Weinberg, M., Zane, T., & Guidi, M. M. (2009). The case for licensure of applied behavior analysts. Behavior Analysis in Practice, 2(1), 53–58. https://doi.org/10.1007/BF03391738
Engelmann, S. (1980). Direct instruction. Educational Technology.
Fraidlin, A., McElroy, A., Moses, K., Jenssen, K., & Van Stratton, J. E. (2022). Designing a successful supervision journey: Recommendations and resources for new BCBA supervisors. Behavior Analysis in Practice, 16(2), 374–387. https://doi.org/10.1007/s40617-022-00728-2
Greer, R. D. (1991). The teacher as a strategic scientist: A solution to our educational crisis? Behavior & Social Issues, 1, 25–41.
Greer, R. D. (2002). Designing teaching strategies: An applied behavior analysis systems approach. Academic Press.
Greer, R. D. (2009) A science of education. In M. Mukhopadyay, K. Khanna, & S. Abraham (Eds.), Quality school education for all, educational technology and management academy. Government of India.
Greer, R. D., & Keohane, D. (2004). A real science and technology of teaching. In D. J. Moran & R. W. Malott (Eds.), Evidence-based educational methods (pp. 23–46). Elsevier/Academic Press.
Greer, R. D., & Keohane, D. (2007). CABAS: The comprehensive application of behavior analysis to schooling. In J. Handleman (Ed.). Preschool education programs for children with autism (3rd ed., pp. 249–354). Pro-Ed.
Greer, R. D., & McCorkle., N. P., & Williams, G. (1989). A sustained analysis of the behaviors of schooling. Behavioral Residential Treatment, 4, 113–141.
Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding complex communication in children with severe language delays. Allyn & Bacon.
Greer, R. D., & Speckman, J. (2014). International curriculum and inventory of repertoires for children from preschool through kindergarten (6th ed.). Fred S. Keller School & CABAS.
Greer, R. D., Speckman, J., Singer-Dudek, J., Cahill, C., Weber, J., Du, L., & Longano, J. (2019). Early learner curriculum and achievement record (ELCAR): A CABAS developmental inventory. Fred S. Keller School & CABAS.
Hawkins, E., Charnock, J., & Gautreaux, G. (2007). The Jigsaw CABAS School: Protocols for increasing appropriate behaviour and evoking verbal capabilities. European Journal of Behavior Analysis, 8, 203–220.
Hayes, S., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian of human language and cognition. Kluwer/Academic Plenum.
Healy, O., O’Connor, J., Leader, G., & Kenny, N. (2008). Three years of intensive applied behavior analysis: A case study. Journal of Early & Intensive Behavior Intervention, 5(1), 4–22. https://doi.org/10.1037/h0100407
Hineline, P. N. (2018). Narrative: What it is and how it works. Perspectives on Behavior Science, 41, 471–501. https://doi.org/10.1007/s40614-018-0137-x
Ingham, P., & Greer, R. D. (1992). Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations of teachers. Journal of Applied Behavior Analysis, 25, 153–164. https://doi.org/10.1901/jaba.1992.25-153
Keller, F. S. (1968). Good-bye teacher. Journal of Applied Behavior Analysis, 5, 79–89. https://doi.org/10.1901/jaba.1968.1-79
Lamm, N., & Greer, R. D. (1991). A systematic replication of CABAS in Italy. Journal of Behavioral Education, 1, 427–444. https://doi.org/10.1007/BF00946776
Leaf, J. B., Cihon, J. H., Ferguson, J. L., Milne, C., Leaf, R., & McEachin, J. (2023). Evaluating the relationship between performance on a multiple-choice examination and common ABA-based procedures. Focus on Autism and Other Developmental Disabilities, 38(2), 113–123. https://doi.org/10.1177/10883576221110170
Leaf, J. B., Leaf, R., McEachin, J., Bondy, A., Cihon, J. H., Detrich, R., Eshleman, J., Ferguson, J. L., Foxx, R. M., Freeman, B. J., Gerhardt, P., Glenn, S. S., Miller, M., Milne, C. M., Mountjoy, T., Parker, T., Pritchard, J., Ross, R. K., Saunders, M. S., & Streff, T. (2021). The importance of professional discourse for the continual advancement of practice standards: The RBT as a Case in Point. Journal of Autism & Developmental Disorders, 51(5), 1789–1801. https://doi.org/10.1007/s10803-020-04631-z
LeBlanc, L. A., Sellers, T. P., & Ala’i, S. (2020). Building and sustaining meaningful and effective relationships as a supervisor and mentor. Sloan.
Lindsley, O. R. (1990). Precision teaching: By teachers for children. Teaching Exceptional Children, 22(3), 10–15. https://doi.org/10.1177/004005999002200302
McGarrell, M., Healy, O., Leader, G., & O’ Connor, J., & Kenny, N. (2009). Six reports of children with autism spectrum disorder following intensive behavioural intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK). Research in Autism Spectrum Disorders, 3(3), 767–782. https://doi.org/10.1016/j.rasd.2009.02.006
Park, H. L., Du, L., & Choi, J. (2020). Education for children with ASD in South Korea: A case study. Behavior Analysis in Practice, 13(4), 838–848. https://doi.org/10.1007/s40617-020-00453-8
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: a guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. Behavior Analysis in Practice, 6(2), 4–16. https://doi.org/10.1007/BF03391798
Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30(3), 533–544. https://doi.org/10.1901/jaba.1997.30-533
Ross, D. E., Singer-Dudek, J., & Greer, R. D. (2005). The teacher performance rate and accuracy scale (TPRA): Training as evaluation. Education & Training in Developmental Disabilities, 40(4), 411–423.
Scherzo, K. (2010). The role of teacher-student relationships in an early childhood comprehensive application of behavior analysis to schooling (CABAS) setting (Order No. 3447922). ProQuest Dissertations & Theses Global. (858964037). http://eduproxy.tc-library.org/?url=/docview/858964037?accountid=14258
Selinske, J., Greer, R. D., & Lodhi, S. (1991). A functional analysis of the comprehensive application of behavior analysis to schooling. Journal of Applied Behavior Analysis, 24, 108–118. https://doi.org/10.1901/jaba.1991.24-107
Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274–286. https://doi.org/10.1007/s40617-016-0110-7
Shook, G. L. (1993). The professional credential in behavior analysis. The Behavior Analyst, 16(1), 87–101. https://doi.org/10.1007/BF03392614
Shook, G. L. (2005). An examination of the integrity and future of the behavior analyst certification board credentials. Behavior Modification, 29(3), 562–574. https://doi.org/10.1177/0145445504274203
Shook, G. L., Hartsfield, F., & Hemingway, M. (1995). Essential content for training behavior analysis practitioners. The Behavior Analyst, 18(1), 83–91. https://doi.org/10.1007/BF03392694
Singer-Dudek, J., Speckman, J., & Nuzzolo, R. (2010). A comparative analysis of the CABAS model of education at the Fred S. Keller School: A twenty-year review. The Behavior Analyst Today, 11, 253–265. https://doi.org/10.1037/h0100705
Skinner, B. F. (1968). The technology of teaching. Appleton-Century-Crofts.
Twyman, J. S. (1998). The Fred S. Keller School. Journal of Applied Behavior Analysis, 31(4), 695–701. https://doi.org/10.1901/jaba.1998.31-695
Malott, R. W., & Shane, J. T. (2014). Principles of behavior (7th ed.). Pearson Education.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2018). Behavior analysis for lasting change (4th ed.). Sloan.
Miltenberger, R. G. (2003). Behavior modification: principles and procedures. Wadsworth.
Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21(4), 381–384. https://doi.org/10.1901/jaba.1988.21-381
Waddington, E. M., & Reed, P. (2009). The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK) on school outcomes for children with autistic spectrum disorders. Research in Autism Spectrum Disorders, 3, 809–827. https://doi.org/10.1016/j.rasd.2009.03.002
Yuan, L., Lee, G., & Kimmel, B. (2018). Effects of a center-based parent training package on parents’ accuracy of generalized program implementations at home. Child & Family Behavior Therapy, 40, 233–249. https://doi.org/10.1080/07317107.2018.1506661
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethical Approval
This study has been approved by the appropriate institutional ethics committee and has been performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.
Conflicts of Interests
The authors declare no conflict of interest.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Du, L., Lee, G.T. Training Behavior Analysts as Strategic Scientists. Educ. Treat. Child. (2024). https://doi.org/10.1007/s43494-024-00124-1
Accepted:
Published:
DOI: https://doi.org/10.1007/s43494-024-00124-1