Abstract
Dixon and colleagues (2015) asserted that faculty research productivity is a key indicator of the quality of university programs that train future practitioners of behavior analysis. Based on their analysis of publications in select journals, the authors concluded that many faculty in such programs have published little to no research. Some alternative measures of both faculty research productivity and the quality of practitioner training programs are suggested here.
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Author Notes
Authors are listed alphabetically; all contributed equally. The Association of Professional Behavior Analysts (APBA) has not reviewed or approved the content of this article. The APBA does not endorse or sponsor this article and is not otherwise affiliated with this article. The content represents the opinions of the authors, not the opinion or position of the APBA.
William H. Ahearn, PhD, BCBA-D, LABA is Director of Research at the New England Center for Children and has conducted basic, translational, and applied research that has been published in a wide variety of outlets. He is on the faculty of Western New England University’s doctoral and master’s programs and is an adjunct for the University of Massachusetts Medical School/E.K. Shriver Center. Bill is past president of the Association of Professional Behavior Analysts and the Berkshire Association for Behavior Analysis and Therapy. He currently serves as the Chair of the Board of Registration of Allied Mental Health and Human Services Professions in Massachusetts.
Gina Green, PhD, BCBA-D has conducted basic and applied research in behavior analysis, designed and overseen comprehensive and focused ABA interventions, trained behavior analytic researchers and practitioners, and worked on public policies affecting the practice of ABA. She has been president of the Association for Behavior Analysis International and the California Association for Behavior Analysis and has served on the ABAI Accreditation Board and the Board of Directors of the Behavior Analyst Certification Board. Gina is currently the Executive Director of the Association of Professional Behavior Analysts.
Mary M. Riordan, PhD, BCBA-D is the Developmental Disabilities Director for Behavior Management Consultants, Inc. Her work involves providing direct services to individuals, consultation with human service organizations, development of policy related to the practice of applied behavior analysis, and the hiring and supervision of other behavior analysts. Currently, Mary is the president of the Association of Professional Behavior Analysts as well as the Public Policy Chair and past president of the Florida Association for Behavior Analysis.
Nicholas L. Weatherly, PhD, BCBA-D is a consultant with Aubrey Daniels International, specializing in fluency training, e-learning, organizational assessment, and coaching systems. He was the inaugural chair of the Kentucky Applied Behavior Analyst Licensing Board, is the current president of the Georgia Association for Behavior Analysis, and is president-elect of the Association of Professional Behavior Analysts.
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Ahearn, W.H., Green, G., Riordan, M.M. et al. Evaluating the Quality of Behavior Analytic Practitioner Training Programs. Behav Analysis Practice 8, 149–151 (2015). https://doi.org/10.1007/s40617-015-0085-9
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DOI: https://doi.org/10.1007/s40617-015-0085-9