Developing a BACB-Approved Training

Programme in New Zealand

Oliver Mudford, PhD, BCBA

University of Auckland

ABA International, Sydney - August 13th 2007

Outline

• Context• Aims• Behavior Analyst Certification Board® requires

– Academic programme– Supervised experience

• Outcomes for students• Reinforcers for staff• Difficulties to be considered• Programme future

New Zealand

• Population 4 million

• Same area as Japan or GB or Colorado

• 1338 miles SE of Sydney (2154 Kms)

Auckland

• Population 1.3 million– 63% European descent– 11% Maori– 13% Pacific Islands– 12% Asian

• Auckland University– 38,000 students– 4 campuses

Professional Programmes in Psychology

• Clinical Psychology

• Health Psychology

• Speech-language therapy

• Industrial, work, and organisational

• Applied Behaviour Analysis

Aims

• To re-create comprehensive (and modern) behaviour analysis services in Auckland Region for:– Approx 10,000 citizens with ID– Possibly as many with ASDs+ ODD/CD, ADHD, ABI/TBI rehab, Elderly infirm, D&A

rehab, etc.

• Train professionals to BCBA® (Board Certified Behavior Analyst®) level – why compromise?

• Develop research programme in ABA

How BACB® requirements are met

Course sequence of 225 hours class contact in ABA

Master’s degree

1500-hr “Supervised Independent Fieldwork”

Courses - red essentialYear 1

– ABA: Methods– ABA: Behaviour Modification– Behaviour Support– Advanced Operant Behaviour– Developmental and Intellectual Disabilities

Year 2Master’s-by-research thesis

Year 3– Advanced ABA– Professional Psychology Practice in New Zealand – Research Topic

Supervised independent fieldwork• 32 hrs/week for 47 weeks in Year 3

• Two “internships” concurrently– Child– Adult

• Interns apply for suitable employment & are paid at market rates dependent on prior experience, e.g.,

– ID community or residential– ASD community/school– Special school– Mainstream school– ABI/TBI residential– Dementia residential

Supervised experience (cont)

75 hours supervision by BCBA®s provided

– 38 hrs individual one-to-one

• At least half that in fieldwork placements

– Remainder as “group supervision”

BACB® approvals at BCBA® level

2002 – ongoing: for “Educational requirement” – 1st outside US– 5th cohort started February 2007

2006 – ongoing: for “Experience requirement”

Outcomes for students

Year 1: Postgraduate Diploma in Science or Arts

Year 2: Master of Science or Arts

Year 3: Postgraduate Diploma in Applied Psychology

Eligibility for examination for BCBA®

& Registration as a Psychologist in NZ(a legal requirement for practice)

Reinforcers for Staff

• (re-) building local ABA professional community

• Client behavioural changes

• Beneficial changes in local services

• Student enthusiasm for ABA– See “Illustrations” presentation for examples

• Graduates much in demand

• Being part of ABA community internationally through BACB® recognition of programme

Difficulties to consider in establishing a BCBA®-level programme

• Relatively heavy teaching loads– BACB®-eligible instructor/lecturer shortages

• Supervision requirements– BACB®-eligible supervisor shortages– Travel time for site visits

• Ignorance and suspicion of BACB® by authorities– “Are they two crooks with a computer in a shed in Texas?”– No, they are not! (see www.BACB.com)

• Cooperation with local services– Do they value evidence-based practices?– Can they provide positive experiences for students?

Difficulties (cont.)

• Recruitment of good students– ABA has low profile for undergraduates– “Our” client populations less attractive– Undeniably, ABA is hard work

• Students lured by employment– Are they too employable after only one or two years

in programme?– Will graduates use their BCBA® certificate to leave

NZ and never return?

Further developments?

• Recruit BCBAs for PhD studies

• Undergraduate programme to BCABA level

• Cross-faculty collaboration with Education

Acknowledgements

Gratitude to:

Angela Arnold-Saritepe, PhD, BCBA; Dennis Rose, PhD; B. M. Jones, PhD, BCBA who are (or have been) part of the ABA programme

Behavior Analyst Certification Board® for developing Tasklist (i.e., essential curriculum), especially Gerald R. Shook, PhD, BCBA

END

Contacts:

o.mudford@auckland.ac.nz

www.psych.auckland.ac.nz/postgraduate-programme/ABA.htm