**5. Behaviour analyst certification**

Functional communication training (FCT) is an effective method of addressing communication problems [38]. FCT uses shaping procedures to build appropriate communication repertoires, thus reducing the need for non-functional communication efforts [39]. Similarly, picture exchange communication systems (PECS) can improve functional communication in people with autism [40] by using pictorial strategies in an augmentative communication system [41]. Pivotal response training (PRT) is a verbal response prompting methodology for teaching communication to students with autism [42]. Taken together these naturalistic behavioural approaches to the acquisition of verbal and/or vocal communication skills pro-

Precision teaching (PT), focusing on accuracy and speed, i.e., fluency, of behaviour [44, 45], is used very effectively across behavioural and academic curricula as generalisation and maintenance of skills improve with fluency [45]. Other widely used ABA-based procedures include Direct Instruction, using instructional pacing to maintain student motivation, and coral responding, using scripted sequences thus allowing for high frequency of individual

With regards to educational interventions for children diagnosed with autism in jurisdictions outside of the USA, the support for ABA-based intervention has not always materialised despite the fact that Research Autism (UK) disseminates research evidence in favour of ABAbased interventions. Noticeably, ABA-based methods of autism support and education have been absent in official reports and, consequently, governments across Europe still support an

One of the key problems with an eclectic approach to autism interventions is that there is no consistent theoretical framework for the different interventions experienced by the children and thus potentially conflicting messages are propagated, staff training is necessarily inconsistent and training content rather variable, and the interventions are not evidence-based. In fact, Eikeseth and colleagues [48] compared an intensive behavioural programme with an eclectic approach in which both groups received one-to-one instruction for 28 h per week over the course of 1 year. The behavioural treatment group showed significant gains in IQ (i.e., an average of 17 points), language, and adaptive behaviours while the eclectic group showed only an average 4-point gain in IQ. Similarly, Howard and her team [49] reported significant advantages for the behavioural intervention group in the areas of cognitive, non-verbal, and communication measures in comparison to eclectic groups. Clearly, the potential inclusion of unsubstantiated or even hazardous interventions in an eclectic approach is problematical (e.g., facilitated communication and auditory integration training are still used despite evi-

The contradictory reports across different jurisdictions are likely to have adverse effects as teachers and school administrators question the evidence status of different methodologies. Consequently, behavioural interventions may be implemented with less than recommended intensity, low levels of staff training, not at all, or as a part of an eclectic approach. At times it

In the absence of coherent and evidence-based guidance, parents educate themselves [51], relying on word of mouth, anecdotes from other parents, celebrity endorsements, and information

seems that opponents thrive on or even profit from misrepresenting the science [50].

responses in large groups to gain and maintain curriculum-based knowledge [46].

'eclectic' approach, rather than demanding scientifically supported interventions [47].

vide powerful interventions for individuals with autism [43].

14 Behavior Analysis

dence of ineffectiveness or even significant harm).

The Behaviour Analyst Certification Board (BACB) [54] verifies behaviour analytic training at Universities and sets the standards and examinations for Board Certified Behaviour Analysts (BCBA) internationally. Thus, it offers a certain level of consumer protection against those who claim to offer applied behaviour analytic interventions without adequate training. In addition, a number of States in the USA have introduced licensure for Board Certified Behaviour Analysts (BCBA) to improve practice standards and ensure insurance coverage.

The BACB is an accredited credentialing body (i.e., the National Commission for Certifying Agencies) and, although the organisation is based in the USA, it has world-wide reach. In fact, the European Association of Behaviour Analysis (EABA) endorses the credentials and offers information about European course sequences through its website. In Ireland, the Division of Behaviour Analysis (DBA) of the Psychological Society of Ireland (PSI) endorse the BACB credentials [55].

The number of BACB verified University programmes across Europe is growing. A full list of courses is available on the BACB webpage. Behaviour analysts are not regulated within European Union laws. The Czech Republic is the only country in Europe to legally regulate the profession of behaviour analysts, based on BACB standards [56].

There are four levels of professional BACB registration or certification, each with course work and supervised practice requirements and examinations. The Registered Behaviour Technician (RBT) is a pre-degree level qualification, while the Board Certified assistant Behaviour Analyst (BCaBA) requires a verified undergraduate degree. The Board Certified Behaviour Analyst (BCBA) is a master's level qualification and the Board Certified Behaviour Analyst-Doctoral (BCBA-D) is the doctoral level designation.

**Conflict of interest**

**Author details**

1 Curry College, Boston, USA

UK: InTech; 2015

Brian Fennell1

**References**

Both authors declare they have no conflict of interest in publication of this chapter.

Applied Behaviour Analysis and Autism: Science, Profession, and Practice

http://dx.doi.org/10.5772/intechopen.75823

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All certificants must meet entry requirements, complete the required verified behaviour analysis course sequences at University, and fulfil supervised experience requirements before applying for eligibility to take the appropriate extensive examination. In addition to the various levels of certification the BACB has developed a Professional and Ethical Compliance Code that applies to all certificants. The code requires behaviour analysts to practice only in the areas of their training, continue to develop areas of expertise through continued professional development activities, and use and contribute to the evidence-base for behaviour analytic methods. The BACB also developed a good practice guide for autism interventions and publishes translations of BACB resources.

The coursework content of BACB verified course sequences (VCS) includes ethics, functional assessment and functional analysis, interventions and applications, experimental analysis, and conceptual issues. The number of hours for coursework and supervised experience differs depending on the level of certification sought. Supervisors are required to be BCBAs and have completed specified supervisor training.
