Exploring Quality in the Applied Behavior Analysis Service Delivery Industry

Improving Human-Service Organizations through Process Mapping: A Tutorial for Practitioners

Developing and improving organizational processes is an important element for staff satisfaction, effective communication, and ultimately the success of an organization (Rummler & Brache, 2013). Human-service organizations are no exception and, in fact, could greatly benefit from process improvement. This article provides guided steps for using process maps as a means for improving processes in human-service organizations.

Discussion and Conceptual Analysis of Four Group Contingencies for Behavioral Process Improvement in an ABA Service Delivery Quality Framework

Applied behavior analysis (ABA) organizations that provide services to children with autism can apply contingencies to improve employee performance or behavioral processes. Such contingencies may be especially important for maximizing ABA service delivery quality (ASDQ). For some behavioral processes, group contingencies applied to the behavior of individuals within the process may be more appropriate than individualized contingencies. In the history of the profession, behavior analysts have used group contingencies at the operant level of selection, such as independent, interdependent, and dependent group contingencies. However, recent experimental work in culturo-behavioral science suggests the metacontingency, an analogue of the operant contingency at the cultural level of selection, can also control the behavior of individuals in a group. This article discusses how such group-oriented contingencies could be used by managers in organizations in behavioral process improvement efforts to target key performance indicators of quality in an ASDQ framework. The paper ends with a discussion of limitations and future research.

A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts

Supervision is paramount within applied behavior analysis. This is particularly true in the case of Board Certified Behavior Analysts® (BCBAs®) and trainees (i.e., those accruing hours and experience to become BCBAs). Given the importance of supervision in shaping future BCBAs (and subsequently the field of applied behavior analysis), researchers have emphasized supervision practices as they relate to BCBAs and trainees. However, what type of work is occurring in this area, such as empirical intervention studies or provision of supervisory recommendations through discussion-style articles, needs to be clarified. Therefore, we conducted the first and most comprehensive systematic review of supervision research related to BCBAs and trainees. Results indicated that most of the articles and work pertaining to BCBA supervision are discussion-style articles, with several survey studies and few empirical intervention studies. We discuss implications and areas for future supervision research.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00805-0.

Trends in Geographic Access to Board Certified Behavior Analysts Among Children with Autism Spectrum Disorder, 2018-2021

Research has documented inequities in geographic access to Board Certified Behavior Analysts (BCBAs) among children with autism spectrum disorder (ASD). However, research on their accessibility is outdated. Between July 1, 2018 and July 1, 2021 the number of BCBAs in the U.S. increased by 65%, from 27,320 to 45,103. In this study we examined trends in geographic access to BCBAs among children with ASD between 2018 and 2021. The sample included all U.S. counties in 50 states and D.C. (N = 3138). Using GIS software we examined change in county-level access to BCBAs between 2018 and 2021 and mapped ASD/BCBA ratios across all counties in both years. Study results indicate that despite modest improvements (e.g., 266 counties added BCBAs), inequitable access persists.