Abstract
Dixon, Reed, Smith, Belisle, and Jackson (Behavior Analysis in Practice 8, 7–15, 2015) evaluated research productivity in BACB training programs. While research productivity may indeed be an important metric for future researchers, we posit that the field consists mainly of practitioners, and as such training should be focused on practice. We provide an alternative perspective on enhancing the quality of education for behavior analysts who will, by and large, go on to be practitioners.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
2016 Best Medical Schools (n.d.). Retrieved May 31, 2015, from http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-medical-schools.
Dixon, M. R., Reed, D. D., Smith, T., Belisle, J., & Jackson, R. E. (2015). Research rankings of behavior analytic graduate training programs and their faculty. Behavior Analysis in Practice, 8, 7–15.
Hirsh, D. A., Ogur, B., Thibault, G. E., & Cox, M. (2007). “Continuity” as an organizing principle for clinical education reform. The New England Journal of Medicine, 356, 858–866.
Lyss-Lerman, P., Teherani, A., Aagaard, E., Loeser, H., Cooke, M., & Harper, G. M. (2009). What training is needed in the fourth year of medical school? Views of residency program directors. Academic Medicine, 84, 823–829.
Shinn, M. R. (1987). Research by practicing school psychologists: the need for fuel for the lamp. Professional School Psychology, 2, 235–243.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Pritchard, J.K., Wine, B. Icing on the Cake: The Role of Research in Practitioner Training. Behav Analysis Practice 8, 140–141 (2015). https://doi.org/10.1007/s40617-015-0074-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40617-015-0074-z