Skip to main content
Log in

On the Complexity of Correlating a Graduate Program’s Experiences with the Success of its Graduates: a Response to Dixon et al. (2015)

  • Discussion and Review Paper
  • Published:
Behavior Analysis in Practice Aims and scope Submit manuscript


Dixon et al. Behavior Analysis in Practice 8:7–15, 2015 evaluated the scholarly productivity of instructors in graduate-level, behavior-analytic training environments as a potential quality metric related to practitioner training. In our reply, we discuss the authors’ premise and methodology, suggest alternative conceptualizations, and recommend a more comprehensive and germane approach to the task.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others


  • Critchfield, T. S. (2015). What counts as high-quality practitioner training in applied behavior analysis? Behavior Analysis in Practice, 8, 3–6. doi:10.1007/s40617-015-0049-0.

    Article  Google Scholar 

  • 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. doi:10.1007/s40617-015-0057-0.

    Article  Google Scholar 

  • Frank, G. (1984). The boulder model: history, rationale, and critique. Professional Psychology: Research and Practice, 15, 417–435. doi:10.1037/0735-7028.15.3.417.

    Article  Google Scholar 

  • Hayes, S. C., Barlow, D. H., & Nelson-Gray, R. O. (1999). The scientist practitioner: research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Kelley, D. P., III, Wilder, D. A., Carr, J. E., Lipschultz, J., Rey, C., & Green, N. (2015). Research productivity among practitioners in behavior analysis: recommendations from the prolific. Behavior Analysis in Practice. doi:10.1007/s40617-015-0064-1.

    Google Scholar 

  • Moore, J., & Shook, G. L. (2001). Certification, accreditation and quality control in behavior analysis. The Behavior Analyst, 24, 45–55.

    PubMed Central  PubMed  Google Scholar 

  • Shook, G. L., & Johnston, J. M. (2011). Training and professional certification in applied behavior analysis. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 498–510). New York: Guilford.

    Google Scholar 

Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to James E. Carr.

Additional information

Author Notes

The content of this article does not reflect an official position of the Behavior Analyst Certification Board.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Carr, J.E., Nosik, M.R. On the Complexity of Correlating a Graduate Program’s Experiences with the Success of its Graduates: a Response to Dixon et al. (2015). Behav Analysis Practice 8, 163–164 (2015).

Download citation

  • Published:

  • Issue Date:

  • DOI: