SECOND EDITION
Applied Behavior Analysis
Treatment of Autism
Spectrum Disorder:
Practice Guidelines for Healthcare Funders and Managers
Copyright © 2014, 2020 by The Council of Autism Service Providers (“CASP”). Ver. 2.0
Electronic and/or paper copies of part of all of this work may be made for personal, educational, or policymaking purposes, provided such
copies are not made or distributed for profit or commercial advantage. All copies, regardless of medium, must include this note on the first
page. Abstracting with proper credit is permitted, so long as the credit reads “Copyright © 2020 by The Council of Autism Service Providers
(CASP), all rights reserved.” All other uses and/or distributions in any medium require advance permission of The Council of Autism Service
Providers (“CASP”), available from info@casproviders.org.
These standards are provided for informational purposes only and do not represent
professional or legal advice. There are many variables that influence and direct the
professional delivery of Applied Behavior Analysis (ABA) services. The Council of Autism
Service Providers (CASP) and authors of these standards assume no liability or responsibility
for application of these standards in the delivery of ABA services. The standards presented
in this document reflect the consensus of a number of subject matter experts, but do not
represent the only acceptable practice. These standards also do not reflect or create any
affiliation among those who participated in their development. CASP does not warrant or
guarantee that these standards will apply or should be applied in all settings. Instead, these
standards are offered as an informational resource that should be considered in consultation
with parents, behavior analysts, regulators, and healthcare funders and managers.
2
TABLE OF CONTENTS
PART I: Overview
SECTION 1: Executive Summary ...........................................................................3
SECTION 2: Autism Spectrum Disorder and Applied Behavior Analysis ............4
SECTION 3: Considerations....................................................................................5
PART II: Unique Features Of Applied Behavior Analysis
SECTION 1: Training and Credentialing of Behavior Analysts .............................6
SECTION 2: Applied Behavior Analysis in the Treatment of Autism
Spectrum Disorder ...........................................................................10
SECTION 3: Assessment, Formulation of Treatment Goals, and
Measurement of Client Progress ....................................................19
SECTION 4: Service Authorization and Dosage ..................................................22
SECTION 5: Tiered Service-delivery Models and Behavior Technicians ..........26
SECTION 6: Case Supervision .........................................................................31
SECTION 7: Working with Caregivers and Other Professionals.........................36
SECTION 8: Discharge, Transition Planning, and Continuity of Care ................40
PART III: Appendices
APPENDIX A: Eligibility Requirements for BACB Certification...........................41
APPENDIX B: Selected Bibliography ...................................................................44
APPENDIX C: Footnotes .......................................................................................45
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SECTION 1:
EXECUTIVE SUMMARY
The purpose of this document is to inform decision-making regarding the use of Applied Behavior Analysis
(ABA) to treat medically necessary conditions so as to develop, maintain, or restore, to the maximum extent
practicable, the functioning of individuals with Autism Spectrum Disorder (ASD) in ways that are both
efficacious and cost effective.1
The document is based on the best available scientific evidence and expert clinical opinion regarding the use
of ABA as a behavioral health treatment for individuals diagnosed with ASD. The guidelines are intended
to be a brief and user-friendly introduction to the delivery of ABA services for ASD. These guidelines are
written for healthcare funders and managers, such as insurance companies, government health programs,
employers, among others. The guidelines may also be useful for consumers, service providers, and
regulatory bodies.
This document provides clinical guidelines and other information about ABA as a treatment for ASD. As a
behavioral health treatment, ABA includes a number of unique clinical and delivery components. Thus, it is
important that those charged with building a provider network understand these unique features of ABA.
This is the second edition of this resource manual and it will continue to be periodically updated to reflect
changes in clinical practice and research findings. Additional references and information can be found in the
appendices.
PART I:
Overview
4
1
2
SECTION 2:
AUTISM SPECTRUM DISORDER
AND APPLIED BEHAVIOR ANALYSIS
What Is ASD?
ASD is characterized by varying degrees of difficulty in social interaction and verbal and nonverbal
communication, and the presence of repetitive behavior and/or restricted interests.2
Due to the variability
and symptom presentation, no two individuals with an ASD diagnosis are the same with respect to how the
disorder manifests and its impact on families. Because of the nature of the disorder, people with ASD often
will not achieve the ability to function independently without appropriate medically necessary treatment.
What Is ABA?
ABA is a well-developed scientific discipline among the helping professions that focuses on the analysis,
design, implementation, and evaluation of social and other environmental modifications to produce
meaningful changes in human behavior. ABA includes the use of direct observation, measurement, and
functional analysis of the relations between environment and behavior. ABA uses changes in environmental
events, including antecedent stimuli and consequences, to produce practical and significant changes
in behavior. These relevant environmental events are usually identified through a variety of specialized
assessment methods. ABA is based on the fact that an individual’s behavior is determined by past and
current environmental events in conjunction with organic variables such as their genetic endowment and
physiological variables. Thus, when applied to ASD, ABA focuses on treating the problems of the disorder by
altering the individual’s social and learning environments.
The current guidelines are specific to ABA as a behavioral health treatment of ASD. Nevertheless, ABA has also
been demonstrated as effective for treating the symptoms of a variety of conditions, including severe destructive
behavior, substance abuse, dementia, pediatric feeding disorders, traumatic brain injury, among others.
The successful remediation of core deficits of ASD, and the development or restoration of abilities,
documented in hundreds of peer-reviewed studies published over the past 50 years, has made ABA the
standard of care for the treatment of ASD (see Appendix B).
5
SECTION 3:
CONSIDERATIONS
• This document contains guidelines and recommendations that reflect established research
findings and best clinical practices. However, individualized treatment is a defining feature and
integral component of ABA, which is one reason why it has been so successful in treating this
heterogeneous disorder.
• Some individuals diagnosed with ASD have co-occurring conditions including, but not limited to,
intellectual disabilities, seizure disorders, psychiatric disorders, chromosomal abnormalities, feeding
disorders, sleep disorders, elimination disorders, destructive behavior (for example, self-injury,
aggression), and a variety of other conditions that require additional medical treatment. These
guidelines apply to individuals diagnosed with ASD with these co-occurring conditions, as
research has established ABA as effective for these client populations as well.
• The guidelines in this document are pertinent to the use of ABA as a behavioral health treatment to
develop, maintain, or restore, to the maximum extent practicable, the functioning of an individual
with ASD.
• These guidelines should not be used to diminish the availability, quality, or frequency of currently
available ABA treatment services.
• Coverage of ABA treatment for ASD by healthcare funders and managers should not supplant
responsibilities of educational or governmental entities.
• Specification of ABA in an educational or government program should not supplant ABA coverage
by healthcare funders and managers.
• ABA treatment must not be restricted a priori to specific settings but instead should be delivered in
those settings that maximize treatment outcomes for the individual client.
• This document provides guidance regarding ABA treatment only; other behavioral health treatments
are not addressed.
6
SECTION 1:
TRAINING AND CREDENTIALING
OF BEHAVIOR ANALYSTS
ABA is a specialized behavioral health treatment approach and most graduate or postgraduate training
programs in psychology, counseling, social work, or other areas of clinical practice do not provide in-depth
training in this discipline. Thus, an understanding of the credentialing process of Behavior Analysts by the
Behavior Analyst Certification Board®
(BACB®
) can assist health plans and their subscribers in identifying
those providers who meet the basic competencies to practice ABA.
The formal training of professionals certified by the BACB is similar to that of other medical and behavioral
health professionals. That is, they are initially trained within academia and then begin working in a
supervised clinical setting with clients. As they gradually demonstrate the competencies necessary to
manage complex clinical problems across a variety of clients and medical environments, they become
independent practitioners. In summary, Behavior Analysts undergo a rigorous course of training and
education, including an “internship” period in which they work under the direct supervision of an
experienced Behavior Analyst.
It should be noted that other licensed professionals may have ABA included within their particular scope of
training and competence. In addition, a small subset of clinicians may be licensed by another profession and
also hold a credential from the BACB, thereby providing additional evidence of the nature and depth of their
training in ABA.
Although healthcare funding and management of behavioral health treatments supervised by Behavior
Analysts is relatively recent, Behavior Analysts–like other medical and behavioral health providers–rely upon
strategies and procedures documented in peer-reviewed literature, established treatment protocols, and
clinical decision-making frameworks. They continually evaluate the current state of the client and customize
treatment options based on the results of direct observation and data from a range of other assessments.
Behavior Analysts also solicit and integrate information from the client and family members and coordinate
care with other professionals.
PART II:
Unique Features of
Applied Behavior Analysis
7
The Behavior Analyst Certification Board
The BACB is a nonprofit 501(c)(3) corporation established to meet professional credentialing needs identified
by Behavior Analysts, governments, and consumers of behavior analysis services. The mission of the BACB is
to protect consumers of behavior analysis services worldwide by systematically establishing, promoting, and
disseminating professional standards. The BACB has established uniform content, standards, and criteria for
the credentialing process that are designed to meet:
• The legal standards established through state, national, and case law;
• The accepted standards for certification programs; and
• The “best practice” and ethical standards of the behavior analysis profession.
The BCBA and BCaBA certification programs are currently accredited by the National Commission for
Certifying Agencies (NCCA), the accreditation arm of the Institute for Credentialing Excellence. NCCA
reviews and oversees all aspects related to ensuring the development and application of appropriate
credentialing processes.
The BACB credentials and recognizes practitioners at four levels:
Practitioners credentialed at the BCBA-D and BCBA levels are defined as Behavior Analysts. The BACB requires
that BCaBAs, or Assistant Behavior Analysts, work under the supervision of a BCBA-D or BCBA. RBTs must
work under the supervision of a BCBA-D, BCBA, or BCaBA. Note: requirements for the RBT credential are
described in Section 5 (Tiered Service-Delivery Models and Behavior Technicians).
HIGH SCHOOL
Registered Behavior
Technician™
BACHELOR’S
Board Certified
Assistant Behavior
Analyst®
MASTER’S
Board Certified
Behavior
Analyst®
DOCTORAL
Board Certified
Behavior
Analyst – Doctoral™
RBT™
BCaBA®
BCBA®
BCBA-D®
8
Eligibility Requirements for Behavior Analysts & Assistant Behavior Analysts
Applicants who meet the degree, coursework, and supervised experience eligibility requirements described
in the next section are permitted to sit for either the BCBA or BCaBA examination (see figure below). Each
examination is professionally developed to meet accepted examination standards and is based on the results
of a formal job analysis and survey. In addition, all BACB examinations are offered under secure testing conditions
and are professionally administered and scored.
Primary requirements for certification by the BACB.
EXAM
DEGREE
SUPERVISED
EXPERIENCE
COURSEWORK
9
Disciplinary Procedures
All certificants must regularly report any matter that might impact their ethical compliance. The BACB’s
ethical requirements may be found at www.bacb.com.
The BACB uses an online complaint system by which the organization is alerted to potential disciplinary
violations. Each complaint is evaluated by the BACB legal department and then, based on its merit, is
forwarded to a committee for review and processing. The committee members are senior BCBAs or
BCBA-Ds selected for their knowledge and independence, and when advisable, includes a member from the
certificant’s region. Disciplinary actions for certificants include, but are not limited to, advisory consultation,
mandated continuing education, suspension of certification, or revocation of certification. Resulting
disciplinary actions are publicly reported online.
Licensure of Behavior Analysts
BACB certification credentials or standards are currently the basis for licensure in the U.S. states where
Behavior Analysts are licensed. Basing licensure on BACB credentials is cost effective and ensures that
critical competencies regarding practice and research are periodically reviewed and updated by practitioners
and researchers. Whether it is used as the basis for licensure or as a “free-standing” credential, BACB
certification credentials are recognized in those states where insurance reform laws have been enacted and
in other states as well.
Continuing Education and Maintaining Certification
*continuing ed. credits every 2 years
BACB certificants are required to attest to their
compliance with the organization’s ethical and
disciplinary rules (see below) on a biennial basis
and obtain 20 (BCaBA) or 32 (BCBA, BCBA-D)
hours* of continuing education every two years, 4
hours of which must relate to professional ethics.
Organizations that employ Behavior Analysts and
Assistant Behavior Analysts should support and
provide this training as needed.
BCaBA
BCBA
BCBA-D
20hours*
32hours*
10
1
1. An objective assessment and analysis of the client’s condition by observing how the
environment affects the client’s behavior, as evidenced through appropriate data collection.
2. Importance given to understanding the context of the behavior and the behavior’s value to the
individual, the family, and the community.
3. Utilization of the principles and procedures of behavior analysis such that the client’s health,
independence, and quality of life are improved.
4. Consistent, ongoing, objective assessment and data analysis to inform clinical decision-making.
SECTION 2:
APPLIED BEHAVIOR ANALYSIS IN THE TREATMENT
OF AUTISM SPECTRUM DISORDER
Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature
body of scientific knowledge, established standards for evidence-based practice, distinct methods of service
delivery, recognized experience and educational requirements for practice, and identified sources of requisite
education in universities. Professionals in ABA engage in the specific and comprehensive use of principles of
learning, including operant and respondent learning, to address the needs of individuals with ASD in diverse
settings. Services are provided and supervised by Behavior Analysts with expertise and formal training in
ABA for the specific treatment of ASD.
Identifying ABA
Healthcare funders and managers must be able to recognize the following core characteristics of ABA:
11
2 Essential Practice Elements Of ABA
The four core characteristics listed above should be apparent throughout all phases of assessment and
treatment in the form of these essential practice elements:
1. Comprehensive assessment that describes specific levels of behavior at baseline and informs
subsequent establishment of treatment goals
2. An emphasis on understanding the current and future value (or social importance) of behavior(s)
targeted for treatment.
3. A practical focus on establishing small units of behavior that build towards larger, more significant
changes in functioning related to improved health and levels of independence.
4. Collection, quantification, and analysis of direct observational data on behavioral targets during
treatment and follow-up to maximize and maintain progress toward treatment goals.
5. Efforts to design, establish, and manage the social and learning environment(s) to minimize
problem behavior(s) and maximize rate of progress toward all goals.
6. An approach to the treatment of problem behavior that links the function of (or the reason for) the
behavior to the programmed intervention strategies.
7. Use of a carefully constructed, individualized and detailed behavior-analytic treatment
plan that utilizes reinforcement and other behavioral principles and excludes the use of methods
or techniques that lack consensus about their effectiveness based on evidence in peer-reviewed
publications.
8. Use of treatment protocols that are implemented repeatedly, frequently, and consistently
across environments until discharge criteria are met.
9. An emphasis on ongoing and frequent direct assessment, analysis, and adjustments to the
treatment plan (by the Behavior Analyst) based on client progress as determined by observations and
objective data analysis.
10.Direct support and training of family members and other involved professionals to promote
optimal functioning and promote generalization and maintenance of behavioral improvements.
11.A comprehensive infrastructure for supervision of all assessment and treatment by a Behavior
Analyst.
12
3 Treatment Models
ABA treatment programs for ASD incorporate findings from hundreds of applied studies focused on
understanding and treating ASD published in peer-reviewed journals over a 50-year span. Treatment may
vary in terms of intensity and duration, the complexity and range of treatment goals, and the extent of direct
treatment provided. Many variables, including the number, complexity, and intensity of behavioral targets and
the client’s own response to treatment help determine which model is most appropriate. Although existing
on a continuum, these differences can be generally categorized as one of two treatment models: Focused or
Comprehensive ABA Treatment.3
Focused ABA Treatment
Service Description
Focused ABA refers to treatment provided directly to the client for a limited number of behavioral targets. It
is not restricted by age, cognitive level, or co-occurring conditions.
Focused ABA treatment may involve increasing socially appropriate behavior
(for example, increasing social initiations) or reducing problem behavior (for
example, aggression) as the primary target. Even when reduction of problem
behavior is the primary goal, it is critical to also target increases in appropriate
alternative behavior, because the absence of appropriate behavior is often the
precursor to serious behavior disorders. Therefore, individuals who need to
acquire skills (for example, communication, tolerating change in environments
and activities, self-help, social skills) are also appropriate for Focused ABA.
Focused ABA plans are appropriate for individuals who (a) need treatment only
for a limited number of key functional skills or (b) have such acute problem behavior that its treatment should
be the priority.
Examples of key functional skills include, but are not limited to, establishing instruction-following, social
communication skills, compliance with medical and dental procedures, sleep hygiene, self-care skills,
safety skills, and independent leisure skills (for example, appropriate participation in family and community
activities). Examples of severe problem behaviors requiring focused intervention include, but are not limited
Focused ABA treatment
may involve increasing
socially appropriate
behavior … or reducing
problem behavior.
13
to, self-injury, aggression, threats, pica, elopement, feeding disorders, stereotypic motor or vocal behavior,
property destruction, noncompliance and disruptive behavior, or dysfunctional social behavior.
When prioritizing the order in which to address multiple treatment targets, the following should be
considered:
Treatment Models › Focused ABA Treatment, cont.
• Behavior that threatens the health or safety of the client or others or that constitutes
a barrier to quality of life (for example, severe aggression, self-injury, property destruction, or
noncompliance);
• Absence of developmentally appropriate adaptive, social, or functional skills that are
fundamental to maintaining health, social inclusion, and increased independence
(for example, toileting, dressing, feeding, and compliance with medical procedures).
When the focus of treatment involves increasing socially appropriate behavior, treatment may be delivered
in either an individual or small-group format. When conducted in a small group, typically developing peers
or individuals with similar diagnoses may participate in the session. Members of the behavior-analytic team
may guide clients through the rehearsal and practice of behavioral targets with each other. As is the case
for all treatments, programming for generalization of skills outside the session is critical.
When the focus of treatment involves the reduction of severe problem behavior, the Behavior Analyst will
determine which situations are most likely to precipitate problem behavior and, based on this information,
begin to identify its potential purpose (or “function”). This may require conducting a functional analysis
procedure to empirically demonstrate the function of the problem behavior. The results enable the Behavior
Analyst to develop the most effective treatment protocol. When the function of the problem behavior
is identified, the Behavior Analyst will design a treatment plan that alters the environment to reduce the
motivation for problem behavior and/or establish a new and more appropriate behavior that serves the
same function and therefore “replaces” the problem behavior.
14
In some cases, individuals with ASD display co-occurring severe destructive behavior disorders that require
focused treatment in more intensive settings, such as specialized intensive-outpatient, day-treatment,
residential, or inpatient programs. In these cases, these behavior disorders are given separate and distinct
diagnoses (for example, Stereotypic Movement Disorder with severe self-injurious behavior). The ABA services
delivered in these settings typically require higher staff-to-client ratios (for example, two to three staff for each
client) and close on-site direction from the Behavior Analyst. In addition, such treatment programs often have
specialized treatment environments (for example, treatment rooms designed for observation and to keep the
client and the staff as safe as possible).
Comprehensive ABA Treatment
Service Description
Comprehensive ABA refers to treatment of the multiple affected developmental domains, such as cognitive,
communicative, social, emotional, and adaptive functioning. Maladaptive behaviors, such as noncompliance,
tantrums, and stereotypy are also typically the focus of treatment. Although there are different types of
comprehensive treatment, one example is early intensive behavioral intervention where the overarching
goal is to close the gap between the client’s level of functioning and that of typically developing peers.
These programs tend to range from 30-40 hours of treatment per week (plus direct and indirect supervision
and caregiver training). Initially, this treatment model typically involves 1:1 staffing and gradually includes
small-group formats as appropriate. Comprehensive treatment may also be appropriate for older individuals
diagnosed with ASD, particularly if they engage in severe or dangerous behaviors across environments.
Initially, treatment is typically provided in structured therapy sessions, which are integrated with more
naturalistic methods as appropriate. As the client progresses and meets established criteria for participation
in larger or different settings, treatment in those settings and in the larger community should be provided.
Training family members and other caregivers to manage problem behavior and to interact with the
individual with ASD in a therapeutic manner is a critical component of this treatment model.
Treatment Models › Focused ABA Treatment, cont.
15
4
Typical Program Components
Treatment components should generally be drawn from the following areas (ordered alphabetically):
For information on treatment intensity and duration for various Focused and Comprehensive Treatments, see
Section 4 (Service Authorization and Dosage).
Variations Within These Models
Treatment programs within any of these models vary along several programmatic dimensions, including
the degree to which they are primarily provider- or client-directed (sometimes described as “structured
vs. naturalistic”). Other variations include the extent to which peers or parents are involved in the delivery
of treatment. Finally, some differ in terms of the degree to which they are “branded” and available
commercially.
Decisions about how these various dimensions are implemented within individual treatment plans must
reflect many variables, including the research base, the age of the client, specific aspects of the target
behaviors, the client’s rate of progress, demonstration of prerequisite skills, and resources required to
support implementation of the treatment plan across settings.
• adaptive and self-care skills
• attending and social referencing
• cognitive functioning
• community participation
• coping and tolerance skills
• emotional development
• family relationships
• language and communication
• play and leisure skills
• pre-academic skills
• reduction of interfering or inappropriate behaviors
• safety skills
• self-advocacy and independence
• self-management
• social relationships
• vocational skills
Treatment Models › Comprehensive ABA Treatment, cont.
16
5 ABA Procedures Employed In These Models
A large number of ABA procedures are routinely employed within the models previously described. They
differ from one another in their complexity, specificity, and the extent to which they were designed primarily
for use with individuals diagnosed with ASD. All are based on the principles of ABA and are employed with
flexibility determined by the individual’s specific treatment plan and response to treatment. If one ABA
procedure or combination of ABA procedures is not producing the desired outcomes, a different one may
be systematically implemented and evaluated for its effectiveness.
These procedures include different types of reinforcement and schedules of reinforcement, differential
reinforcement, shaping, chaining, behavioral momentum, prompting and fading, behavioral skills training,
extinction, functional communication training, discrete-trial teaching, incidental teaching, self-management,
functional assessment, preference assessments, activity schedules, generalization and maintenance
procedures, among many others (see the BACB Fourth Edition Task List). The field of behavior analysis is
constantly developing and evaluating applied behavior-change procedures.
17
6 Locations Where Treatment Is Delivered
The standard of care provides for treatment to be delivered consistently in multiple settings to promote
generalization and maintenance of therapeutic benefits. No ABA model is specific to a particular location
and all may be delivered in a variety of settings, including residential treatment facilities, inpatient and
outpatient programs, homes, schools, transportation, and places in the community. Treatment across
settings with multiple adults, siblings, and/or typically developing peers, under the supervision of a Behavior
Analyst, supports generalization and maintenance of treatment gains. It should be noted that treatment
might occur in multiple settings (for example, home, community, and transportation) on the same day.
Treatment should not be denied or withheld because a caregiver cannot be at the treatment location
consistently.
To ensure continuity of care, sufficient ABA treatment and consultation should be delivered in subsequent
educational and therapeutic settings (for example, residence to school, hospital to home) to successfully
support and transition individuals.
HOME
SCHOOL &
COMMUNITY
CLINIC/
OUTPATIENT
LOCATION
TREATMENTMODEL
FOCUSED
COMPREHENSIVE
RESIDENTIAL
HOSPITAL/
INPATIENT
POSSIBLE TREATMENT LOCATIONS
TREATMENTMODELS
18
8
7 Client Age
Treatment should be based on the clinical needs of the individual and not
constrained by age. Consistent ABA treatment should be provided as soon
as possible after diagnosis, and in some cases services are warranted prior
to diagnosis. There is evidence that the earlier treatment begins, the greater
the likelihood of positive long-term outcomes. Additionally, ABA is effective
across the life span. Research has not established an age limit beyond which
ABA is ineffective.
Combining ABA With Other Forms Of Treatment
Findings from several studies show that an eclectic model, where ABA is combined with non-evidencebased
treatment, is less effective than ABA alone. Therefore, treatment plans that combine ABA with
additional procedures that lack scientific evidence as established by peer-reviewed publications should
be considered eclectic and do not constitute ABA treatment.
There is evidence
that the earlier
treatment begins,
the greater the
likelihood of positive
long-term outcomes.
19
1
SECTION 3:
ASSESSMENT, FORMULATION OF TREATMENT
GOALS, AND MEASUREMENT OF CLIENT PROGRESS
The Assessment Process
A developmentally appropriate ABA assessment process must identify strengths and weaknesses across
domains and potential barriers to progress. The information from this process is the basis for developing
the individualized ABA treatment plan. An ABA assessment typically utilizes information obtained from
multiple methods and multiple informants, including the following:
File Review
Information about medical status, prior assessment results, response to prior treatment and other relevant
information may be obtained via file review and incorporated into the development of treatment goals and
intervention. Examples of assessments that should be reviewed include intellectual and achievement tests,
developmental assessments, assessments of comorbid mental health conditions, and evaluations of family
functioning and needs. In some cases, if assessment information is incomplete, the Behavior Analyst should
refer the client to other professionals for needed assessments.
Interviews and Rating Scales
Clients, caregivers, and other stakeholders, as appropriate, are included when selecting treatment goals,
developing protocols, and evaluating progress. Behavior Analysts use interviews, rating scales, and social
validity measures to assess perceptions of the client’s skill deficits and behavioral excesses, and the extent to
which these deficits and excesses impede the life of the individual and the family. Examples of rating scales
include adaptive-behavior assessments, functional assessments, among others.
20
2
Direct Assessment and Observation
Direct observation and data collection and analysis are defining characteristics of ABA. The analysis of
such data serves as the primary basis for identifying pretreatment levels of functioning, developing and
adapting treatment protocols on an ongoing basis, and evaluating response to treatment and progress
toward goals. Behavior should be directly observed in a variety of relevant naturally occurring settings and
structured interactions. Examples of structured direct assessments include curricular assessment, structured
observations of social interactions, among others.
Assessment from Other Professionals
Periodic assessments from other professionals may be helpful in guiding treatment or assessing progress.
Examples might include assessment of general intellectual functioning, medical status, academic
performance, among others.
Selecting And Monitoring Progress Toward Treatment Goals
Goals are prioritized based on their implications for the client’s health and well-being, the impact on client,
family and community safety, and contribution to functional independence. ABA treatment goals are identified
based on the previously described assessment process. Each goal should be defined in a specific, measurable
way to allow frequent evaluation of progress toward a specific mastery criterion. The number and complexity
of goals should be consistent with the intensity and setting of service provision. The appropriateness of existing
and new goals should be considered on a periodic basis.
The measurement system for tracking progress toward goals should be individualized to the client, the
treatment context, the critical features of the behavior, and the available resources of the treatment
environment. Specific, observable and quantifiable measures should be collected for each goal and should be
sensitive enough to capture meaningful behavior change relative to ultimate treatment goals.
The results of standardized assessments may be used to monitor progress toward long-term treatment goals.
However, IQ scores and other global assessments are not appropriate as sole determiners of an individual’s
response or nonresponse to ABA treatment. Many individuals may show substantial progress in important
characteristics of the disorder (for example, language functioning, social functioning, repetitive behavior,
The Assessment Process, cont.
21
4
3
adaptive behavior, safety and wellness, and co-morbid mental health conditions) without a substantial change
in measures of intellectual functioning. Thus, scores on such assessments should not be used to deny or
discontinue ABA treatment.
Functional Assessment Of Problem Behavior
When a client exhibits problem behavior at a level that is disruptive to the environment or dangerous to the
client or others, a functional assessment is warranted. Functional assessment refers to the overall process
of identifying the aspects of the environment that may contribute to the development and continued
occurrence of problem behavior. That is, functional assessment is designed to identify where, when and
the likely reasons why a problem behavior occurs. Such information is then directly incorporated into the
problem behavior treatment plan in the form of a function-based intervention.
• The functional assessment process typically includes multiple sources of information such as
interviews with caregivers, structured ratings scales, and collection of direct observation data and
consideration of potential medical conditions that may impact problem behavior.
• Direct observation may take the form of assessment of ongoing interactions in the natural
environment or the form of a functional analysis.
• Functional analysis refers to directly changing environmental events and evaluating the impact of
those changes on the level of problem behavior via direct observation. Functional analyses can be
complex and may require higher staffing ratios and more direction by the Behavior Analyst.
Duration And Frequency Of Assessment
The assessment process required for the initial development of Comprehensive treatment programs may take
20 hours or longer. Subsequent assessments and assessments for Focused treatments that involve a small
number of uncomplicated goals often require fewer hours. The functional assessment process for severe
problem behavior is often complex and may require considerably longer durations.
Assessment of overall progress toward comprehensive treatment goals should be summarized at regular
intervals (for example, on a semiannual basis).
Selecting and Monitoring Progress Toward Treatment Goals, cont.
22
1
SECTION 4:
SERVICE AUTHORIZATION AND DOSAGE
Service Authorization
Authorization periods should not typically be for less than six months and may involve some or all of the
following services. If there is a question as to the appropriateness or effectiveness of ABA for a particular
client, a review of treatment data may be conducted more frequently (for example, after three months of
treatment). In addition, if third-party clinical review (also known as peer review) is required by a healthcare
funder or manager, the reviewer should be a Behavior Analyst with experience in ABA treatment of ASD.
The following list represents common services* that should be authorized for optimal treatment outcome.
Others may be appropriate.
1. Behavior-Analytic Assessment
2. Treatment Plan Development and Modification
3. Direct Treatment to Individuals or Groups with Implementation by Behavior Analysts and/or Behavior
Technicians.
4. Supervision (both direct and indirect) by Behavior Analysts
5. Travel to Ensure Equitable Access to Services (for example, rural and underserved areas)
6. Parent and Community Caregiver Training to Individuals or Groups
7. Consultation to Ensure Continuity and/or Coordination of Care
8. Discharge Planning
*These services may be effectively delivered via telehealth in jurisdictions that permit such delivery systems.
23
Critical Features of a Treatment Plan for Service Authorization (page 1 of 2)
I. Patient Information
II. Reason for Referral
III. Brief Background Information
a.	Demographics (name, age, gender, diagnosis)
b.	Living situation
c.	Home/school/work information
IV. Clinical Interview
a.	Information gathering on problem behaviors, including developing operational definitions
of primary area of concern and information regarding possible function of behavior
V. Review of Recent Assessments/Reports (file review)
a.	Any recent functional behavior assessment, cognitive testing, and/or progress reports
VI. Assessment Procedures & Results
a.	Brief description of assessments, including their purpose
		 • INDIRECT ASSESSMENTS:
		 › Provide summary of findings for each assessment (graphs, tables, or grids)
		 • DIRECT ASSESSMENTS:
		 › Provide summary of findings for each assessment (graphs, tables or grids)
b.	Target behaviors are operationally defined, including baseline levels
VII. Treatment Plan (Focused ABA)
a.	Treatment setting
b.	Operational definition for each behavior and goal
c.	Specify behavior management (that is, behavior reduction and/or acquisition) procedures:
		 • Antecedent-based interventions
		 • Consequence-based interventions
d.	Describe data collection procedures
e.	Proposed goals and objectives*
24
Critical Features of a Treatment Plan for Service Authorization (page 2 of 2)
VIII. Treatment Plan (Skill Acquisition – Comprehensive ABA)
	 a. Treatment setting
	 b. Instructional methods to be used
	 c. Operational definition for each skill
	 d. Describe data collection procedures
	 e. Proposed goals and objectives*
IX. Parent/Caregiver Training
	 a. Specify parent training procedures
	 b. Describe data collection procedures
	 c. Proposed goals and objectives*
X. Number of Hours Requested
	 a. Number of hours needed for each service
	 b. Clinical summary that justifies hours requested
	 c. Billing codes requested (for example, CPT, HCPCS)
XI. Coordination of Care
XII. Transition Plan
XIII. Discharge Plan
XIV. Crisis Plan
* Each goal and objective must include:	
	 • Current level (baseline)
	 • Behavior parent/caregiver is expected to demonstrate, including condition under 		
	 which it must be demonstrated and mastery criteria (the objective or goal)
	 • Date of introduction
	 • Estimated date of mastery
	 • Specify plan for generalization
	 • Report goal as met, not met, modified (include explanation)
25
2 Treatment Dosage
Treatment dosage, which is often referenced in the treatment literature as “intensity,” will vary with each
client and should reflect the goals of treatment, specific client needs, and response to treatment. Treatment
dosage should be considered in two distinct categories: intensity and duration.
Intensity
Intensity is typically measured in terms of number of hours per week of direct treatment. Intensity often
determines whether the treatment falls into the category of either Focused or Comprehensive.
Focused ABA Treatment
Focused ABA generally ranges from 10-25 hours per week of direct treatment (plus direct and
indirect supervision and caregiver training). However, certain programs for severe destructive behavior
may require more than 25 hours per week of direct therapy (for example, day treatment or
inpatient program for severe self-injurious behavior).
Comprehensive ABA Treatment
Treatment often involves an intensity level of 30-40 hours of 1:1 direct treatment to the client
per week, not including caregiver training, supervision, and other needed services. However,
very young children may start with a few hours of therapy per day with the goal of increasing
the intensity of therapy as their ability to tolerate and participate permits. Treatment hours are
subsequently increased or decreased based on the client’s response to treatment and current needs.
Hours may be increased to more efficiently reach treatment goals. Decreases in hours of therapy per
week typically occur when a client has met a majority of the treatment goals and is moving toward
discharge.
26
Although the recommended number of hours of therapy may seem high, this is based on research
findings regarding the intensity required to produce good outcomes. It should also be noted that
time spent away from therapy may result in the individual falling further behind typical developmental
trajectories. Such delays will likely result in increased costs and greater dependence on more intensive
services across their life span.
Duration
Treatment duration is effectively managed by evaluating the client’s response to treatment. This evaluation can
be conducted prior to the conclusion of an authorization period. Some individuals will continue to demonstrate
medical necessity and require continued treatment across multiple authorization periods. See Section 8 for
information on discharge planning.
Treatment Dosage, cont.
27
1
BCBA
BCBA-D
RBTRBTRBTRBT
SECTION 5:
TIERED SERVICE-DELIVERY MODELS
AND BEHAVIOR TECHNICIANS
Most ABA treatment programs involve a tiered service-delivery model in which the Behavior
Analyst designs and supervises a treatment program delivered by Assistant Behavior Analysts
and Behavior Technicians.
Description Of A Tiered Service-Delivery Model
Behavior Analyst’s clinical, supervisory, and case management activities are often supported by other staff such
as Assistant Behavior Analysts working within the scope of their training, practice, and competence.
Following are two examples of tiered service-delivery models (among others), an organizational approach to
treatment delivery considered cost-effective in delivering desired outcomes.
In the first example (below), the Behavior Analyst oversees a treatment team of Behavior Technicians.
BOARD CERTIFIED BEHAVIOR ANALYST
provides clinical direction, supervision,
and case management
REGISTERED
BEHAVIOR
TECHNICIAN A
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN B
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN C
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN D
delivers treatment
protocol
28
BCBA
BCBA-D
RBTRBTRBTRBTRBTRBT
Such models assume the following:
1. The BCBA or BCBA-D is responsible for all aspects of clinical direction, supervision, and case
management, including activities of the support staff (for example, a BCaBA) and Behavior Technicians.
2. The BCBA or BCBA-D must have knowledge of each member of the treatment team’s ability to
effectively carry out clinical activities before assigning them.
3. The BCBA and BCBA-D must be familiar with the client’s needs and treatment plan and regularly
observe the Behavior Technician implementing the plan, regardless of whether or not there is clinical
support provided by a BCaBA.
BCaBA
BOARD CERTIFIED BEHAVIOR ANALYST
BOARD CERTIFIED ASSISTANT
BEHAVIOR ANALYST
provides clinical direction, supervision,
and case management
provides clinical and case management
support under supervision of Behavior Analyst
In the second example (below), the Behavior Analyst is supported by an Assistant Behavior Analyst;
the two of them jointly oversee a treatment team of Behavior Technicians.
REGISTERED
BEHAVIOR
TECHNICIAN A
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN B
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN C
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN D
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN E
delivers treatment
protocol
REGISTERED
BEHAVIOR
TECHNICIAN F
delivers treatment
protocol
29
2 Rationales For A Tiered Service-Delivery Model
• Tiered service-delivery models that rely on the use of Assistant Behavior Analysts and Behavior
Technicians have been the primary mechanism for achieving many of the significant improvements
in cognitive, language, social, behavioral, and adaptive domains that have been documented in the
peer-reviewed literature.4
• The use of carefully trained and well-supervised Assistant Behavior Analysts and Behavior
Technicians is a common practice in ABA treatment.5,6
• Their use produces more cost-effective levels of service for the duration of treatment.
• The use of a tiered service-delivery model enables healthcare funders and managers to ensure
adequate provider networks and deliver medically necessary treatment.
• Additionally, it permits sufficient expertise to be delivered to each client at the level needed to reach
treatment goals. This is critical as the level of supervision required may shift rapidly in response to
client progress or need.
• Tiered service-delivery models can also help with treatment delivery to families in rural and
underserved areas, as well as clients and families who have complex needs.
30
3 Selection, Training, And Supervision Of Behavior Technicians
• Behavior Technicians should receive specific, formal training before providing treatment. One way to
ensure such training is through the Registered Behavior Technician credential (see page 30).
• Case assignment should match the needs of the client with the skill level and experience of the
Behavior Technician. Before working with a client, the Behavior Technician must be sufficiently
prepared to deliver the treatment protocols. This includes a review by the Behavior Analyst of
the client’s history, current treatment programs, behavior reduction protocols, data collection
procedures, etc.
• Caseloads for the Behavior Technician are determined by the:
- complexity of the cases
- experience and skills of the Behavior Technician
- number of hours per week the Behavior Technician is employed
- intensity of hours of therapy the client is receiving
• Quality of implementation (treatment integrity checks) should be monitored on an ongoing basis.
This should be more frequent for new staff, when a new client is assigned, or when a client has
challenging behaviors or complex treatment protocols are involved.
• Behavior Technicians should receive supervision and clinical direction on treatment protocols on
a weekly basis for complex cases or monthly for more routine cases. This activity may be in client
briefings with other members of the treatment team including the supervising Behavior Analyst, or
individually, and with or without the client present. The frequency and format should be dictated by
an analysis of the treatment needs of the client to make optimal progress.
• Although hiring qualifications and initial training are important, there must be ongoing observation,
training, and direction to maintain and improve the Behavior Technician’s skills while implementing
ABA-based treatment.
31
Requirements for the Registered Behavior Technician (RBT) Credential
Eligibility Requirements
Applicants for the RBT credential must:
be at least 18 years of age
possess a minimum of a high school diploma or national equivalent
successfully complete a criminal background registry check at the time of application
complete a 40-hour training program (conducted by a BACB certificant) based on the RBT
Task List
pass the RBT Competency Assessment administered by a BACB certificant
Ongoing Practice Requirements
RBTs must:
receive ongoing supervision by a BACB certificant for a minimum of 5% of the hours spent
providing applied behavior-analytic services per month (including at least two face-to-face,
synchronous supervisory contacts
abide by a subset of the BACB’s Professional and Ethical Compliance Code for Behavior
Analysts identified as relevant for RBTs
32
1
SECTION 6:
CASE SUPERVISION
ABA treatment is often characterized by the number of direct treatment hours per week. However, it is
also critical to consider the required levels of additional case supervision (aka clinical direction) hours by the
Behavior Analyst. Case supervision begins with assessment and continues through client discharge. ABA
treatment requires comparatively high levels of case supervision to ensure effective outcomes because of
(a) the individualized nature of treatment, (b) the use of a tiered service-delivery model, (c) the reliance on
frequent collection and analysis of client data, and (d) the need for adjustments to the treatment plan.
This section will describe the case supervision activities that are individualized for the client and medically
necessary to achieve treatment goals. Routine organizational activities (for example, timekeeping, employee
evaluations, among others) that are not involved in individualized clinical treatment are not included here.
Case Supervision Activities
Case supervision activities can be described as those that involve contact with the client or caregivers
(direct supervision, also known as clinical direction) and those that do not (indirect supervision). Both direct
and indirect case supervision activities are critical to producing good treatment outcomes and should be
included in service authorizations. It should be noted that direct case supervision occurs concurrently with
the delivery of direct treatment to the client. On average, direct supervision time accounts for 50% or more
of case supervision.
33
Direct Supervision Activities
• Directly observe treatment implementation for potential program
revision
• Monitor treatment integrity to ensure satisfactory implementation of
treatment protocols
• Direct staff and/or caregivers in the implementation of new or revised
treatment protocols (client present)
Indirect Supervision Activities
• Develop treatment goals, protocols, and data collection systems
• Summarize and analyze data8
• Evaluate client progress towards treatment goals
• Adjust treatment protocols based on data
• Coordinate care with other professionals
• Crisis intervention
• Report progress towards treatment goals
• Develop and oversee transition/discharge plan
• Review client progress with staff without the client present to refine
treatment protocols
• Direct staff and/or caregivers in the implementation of new or revised
treatment protocols (client absent)
The list below, while not exhaustive, identifies some of the most common case supervision activities:
Case Supervision Activites, cont.
OBSERVE
MONITOR
DIRECT
EVALUATE
DEVELOP
COORDINATE
REVISE
ANALYZE
34
Supervisory Staff Qualifications:
BEHAVIOR ANALYST
Qualifications
BCBA-D/BCBA or license in related field
competence in supervising and developing ABA treatment programs for clients with ASD9
Responsibilities
summarize and analyze data
evaluate client progress towards treatment goals
supervise implementation of treatment
adjust treatment protocols based on data
monitor treatment integrity
train and consult with caregivers and other professionals
evaluate risk management and crisis management
ensure satisfactory implementation of treatment protocols
report progress towards treatment goals
develop and oversee transition/discharge plan
ASSISTANT BEHAVIOR ANALYST
Qualifications
BCaBA (preferred)
Responsibilities
various supervisory tasks that are delegated and overseen by the Behavior Analyst
Case Supervision Activites, cont.
35
3
2 Modality
Some case supervision activities occur in vivo; others can occur remotely (for example, via secure
telemedicine or virtual technologies). However, telemedicine should be combined with in vivo supervision.
In addition, some case supervision activities are appropriate for small groups. Some indirect case supervision
activities are more effective outside of the treatment setting.
Dosage Of Case Supervision
Although the amount of supervision for each case must
be responsive to individual client needs, two hours for
every 10 hours of direct treatment is the general
standard of care. When direct treatment is 10 hours
per week or less, a minimum of two hours per
week of case supervision is generally required. Case supervision
may need to be temporarily increased to meet
the needs of individual clients at specific time periods
in treatment (for example, initial assessment, significant
change in response to treatment).
This ratio of case supervision hours to direct treatment hours reflects the complexity of the client’s ASD symptoms
and the responsive, individualized, data-based, decision-making that characterizes ABA treatment. A number
of factors increase or decrease case supervision needs on a shorter- or longer-term basis. These include:
• treatment dosage/intensity
• barriers to progress
• issues of client health and safety (for example, certain skill deficits, dangerous problem behavior)
• the sophistication or complexity of treatment protocols
• family dynamics or community environment
• lack of progress or increased rate of progress
• changes in treatment protocols
• transitions with implications for continuity of care
for every
2HOURS OF
SUPERVISON
10HOURS OF
TREATMENT
+
36
4 Caseload Size
Behavior Analysts should carry a caseload that allows them to provide appropriate case supervision to
facilitate effective treatment delivery and ensure consumer protection. Caseload size for the Behavior
Analyst is typically determined by the following factors:
• complexity and needs of the clients in the caseload
• total treatment hours delivered to the clients in the caseload
• total case supervision and clinical direction required by caseload
• expertise and skills of the Behavior Analyst
• location and modality of supervision and treatment (for example, center vs. home, individual vs.
group, telehealth vs. in vivo)
• availability of support staff for the Behavior Analyst (for example, a BCaBA)
The recommended caseload range for one Behavior Analyst supervising
Focused treatment
› without support of a BCaBA is 10-15.*
› with support of one (1) BCaBA is 16-24.*
Additional BCaBAs permit modest increases in caseloads.
The recommended caseload range for one Behavior Analyst supervising
Comprehensive treatment
› without support by a BCaBA is 6-12.
› with support by one (1) BCaBA is 12-16.
Additional BCaBAs permit modest increases in caseloads.
* Focused treatment for severe problem behavior is complex and requires considerably greater
levels of case supervision, which will necessitate smaller caseloads.
37
1
SECTION 7:
WORKING WITH CAREGIVERS
AND OTHER PROFESSIONALS
Family Members/Others As Important Contributors To Outcomes
Family members, including siblings, and other community caregivers should be included in various
capacities and at different points during both Focused and Comprehensive ABA treatment programs. In
addition to providing important historical and contextual information, caregivers must receive training and
consultation throughout treatment, discharge, and follow-up.
The dynamics of a family and how they are impacted by ASD must be reflected in how treatment is
implemented. In addition, the client’s progress may be affected by the extent to which caregivers support
treatment goals outside treatment hours. Their ability to do this will be partially determined by how well
matched the treatment protocols are to the family’s own values, needs, priorities, and resources.
The need for family involvement, training and support reflects the following:
• Caregivers frequently have unique insight and perspective about the client’s functioning,
information about preferences, and behavioral history.
• Caregivers may be responsible for provision of care, supervision, and dealing with challenging
behaviors during all waking hours outside of school or a day treatment program. A sizeable
percentage of individuals with ASD present atypical sleeping patterns. Therefore, some
caregivers may be responsible for ensuring the safety of their children and/or implementing
procedures at night and may, themselves, be at risk for problems associated with sleep
deprivation.
• Caring for an individual with ASD presents many challenges to caregivers and families. Studies
have documented the fact that parents of children and adults with ASD experience higher levels
of stress than those of parents with typically developing children or even parents of children
with other kinds of special needs.
38
2
Training of parents and
other caregivers usually
involves a systematic,
individualized
curriculum on the
basics of ABA.
• The behavioral problems commonly encountered with persons diagnosed with ASD (for example,
stereotypy, aggression, tantrums) secondary to the social and language deficits associated with
ASD, often present particular challenges for caregivers as they attempt to manage their behavior
problems. Typical parenting strategies are often insufficient to enable caregivers to improve or
manage their child’s behavior, which can impede the child’s progress towards improved levels of
functioning and independence.
• Note that while family training is supportive of the overall treatment plan, it is not a replacement for
professionally directed and implemented treatment.
Parent And Caregiver Training
Training is part of both Focused and Comprehensive ABA treatment models. Although parent and caregiver
training is sometimes delivered as a stand-alone treatment, there are relatively few clients for whom this
would be recommended as the sole or primary form of treatment. This is due to the severity and complexity of
behavior problems and skill deficits that can accompany a diagnosis of ASD.
Training of parents and other caregivers usually involves a systematic, individualized curriculum on the basics
of ABA. It is common for treatment plans to include several objective and measurable goals for parents and
other caregivers. Training emphasizes skills development and support so that caregivers become competent
in implementing treatment protocols across critical environments. Training usually involves an individualized
behavioral assessment, a case formulation, and then customized didactic
presentations, modeling and demonstrations of the skill, and practice with in
vivo support for each specific skill. Ongoing activities involve supervision and
coaching during implementation, problem-solving as issues arise, and support for
implementation of strategies in new environments to ensure optimal gains and
promote generalization and maintenance of therapeutic changes. Please note
that such training is not accomplished by simply having the caregiver or guardian
present during treatment implemented by a Behavior Technician.
The following are common areas for which caregivers often seek assistance.
These are typically addressed in conjunction with a Focused or Comprehensive
ABA treatment program.
Family Members / Others as Important Contributors to Outcomes, cont.
39
3
• Generalization of skills acquired in treatment settings into home and community settings
• Treatment of co-occurring behavior disorders that risk the health and safety of the child or others
in the home or community settings, including reduction of self-injurious or aggressive behaviors
against siblings, caregivers, or others; establishment of replacement behaviors that are more
effective, adaptive, and appropriate
• Adaptive skills training such as functional communication, participation in routines that help
maintain good health (for example, participation in dental and medical exams, feeding, sleep)
including target settings where it is critical that they occur
• Contingency management to reduce stereotypic, ritualistic, or perseverative behaviors and functional
replacement behaviors as previously described
• Relationships with family members, such as developing appropriate play with siblings
Coordination With Other Professionals
Consultation with other professionals helps ensure client progress through efforts to coordinate care and
ensure consistency including during transition periods and discharge.
Treatment goals are most likely to be achieved when there is a shared understanding and coordination
among all healthcare providers and professionals. Examples include collaboration between the prescribing
physician and the Behavior Analyst to determine the effects of medication on treatment targets. Another
example involves a consistent approach across professionals from different disciplines in how behaviors are
managed across environments and settings. Professional collaboration that leads to consistency will produce
the best outcomes for the client and their families.
Differences in theoretical orientations or professional styles may sometimes make coordination difficult.
If there are treatment protocols that dilute the effectiveness of ABA treatment, these differences must be
resolved to deliver anticipated benefits to the client.
The BACB’s ethical codes (the current Guidelines for Responsible Conduct for Behavior Analysts and the
impending Professional and Ethical Compliance Code for Behavior Analysts) require the Behavior Analyst
to recommend the most effective scientifically supported treatment for each client. The Behavior Analyst
Parent and Caregiver Training, cont.
40
must also review and evaluate the likely effects of alternative treatments, including those provided by other
disciplines as well as no treatment.
In addition, Behavior Analysts refer out to professionals from other disciplines when there are client
conditions that are beyond the training and competence of the Behavior Analyst, or where coordination of
care with such professionals is appropriate. Examples include, but are not limited to, a suspected medical
condition or psychological concerns related to an anxiety or mood disorder.
Coordinate with Other Professionals, cont.
41
SECTION 8:
DISCHARGE, TRANSITION PLANNING,
AND CONTINUITY OF CARE
The desired outcomes for discharge should be specified at the initiation of services and refined throughout
the treatment process. Transition and discharge planning from a treatment program should include a written
plan that specifies details of monitoring and follow-up as is appropriate for the individual and the family.
Parents, community caregivers, and other involved professionals should be consulted as the planning process
accelerates with three to six months prior to the first change in service.
A description of roles and responsibilities of all providers and effective dates for behavioral targets that must
be achieved prior to the next phase should be specified and coordinated with all providers, the client, and
family members.
Discharge and transition planning from all treatment programs should generally involve a gradual step down
in services. Discharge from a Comprehensive ABA treatment program often requires six months or longer.
For example, a client in a Comprehensive treatment program might step down to a Focused treatment
model to address a few remaining goals prior to transitioning out of treatment.
Discharge
Services should be reviewed and evaluated and discharge planning begun when:
• the client has achieved treatment goals OR
• the client no longer meets the diagnostic criteria for ASD (as measured by appropriate standardized
protocols) OR
• the client does not demonstrate progress towards goals for successive authorization periods OR
• the family is interested in discontinuing services OR
• the family and provider are unable to reconcile important issues in treatment planning and delivery
When there are questions about the appropriateness or efficacy of services in an individual case, including pursuant
to any internal or external appeal relating to insurance benefits, the reviewing body should include a Behavior Analyst
with experience in ABA treatment of ASD.
42
APPENDIX A:
ELIGIBILITY REQUIREMENTS FOR BACB CERTIFICATION
BCBA Eligibility Requirements
A. Degree Requirement (effective 2016)
Possession of a minimum of a master’s degree from an accredited university that was (a) conferred in
behavior analysis, education, or psychology, or (b) conferred in a degree program in which the candidate
completed a BACB approved course sequence.
B. Coursework and Experience Requirements
1. Coursework:
The applicant must complete 270 classroom hours of graduate level instruction in the following content
areas and for the number of hours specified:
a. Ethical and Professional Conduct – 45 hours
• The content must be taught in one or more freestanding courses devoted to ethical
and professional conduct.
b. Concepts and Principles of Behavior Analysis – 45 hours
• The content should be based on the BACB Foundational Knowledge List.
c. Research Methods in Behavior Analysis
• Measurement (including Data Analysis) – 25 hrs
• Experimental Design – 20 hrs
d. Applied Behavior Analysis
• Fundamental Elements of Behavior Change & Specific Behavior Change
Procedures – 45 hrs
• Identification of the Problem & Assessment – 30 hrs
• Intervention & Behavior Change Considerations – 10 hrs
• Behavior Change Systems – 10 hrs
• Implementation, Management and Supervision – 10 hrs
PART III:
Appendices
43
2: Experience.
Two additional pathways to the BCBA credential exist for university faculty and senior, doctoral-level
practitioners. Details on these pathways are available at www.bacb.com.
BCBA-D Eligibility Requirements
The BCBA-D is a designation that recognizes the doctoral-level BCBA who:
1. is actively certified as a BCBA AND
2. has earned a doctoral degree from a graduate program accredited by the Association for Behavior
Analysis International OR
3. has earned a doctoral degree from an accredited university in which he or she conducted a behavioranalytic
dissertation (including at least one experiment); AND passed at least two behavior analysis
courses as part of the doctoral program of study; AND met all BCBA coursework requirements prior to
receiving the doctoral degree
BCaBA Eligibility Requirements
A. Degree Requirement
Possession of a minimum of a bachelor’s degree from an accredited university.
B. Coursework and Experience Requirements
1. Coursework:
The applicant must complete 180 classroom hours of instruction in the following content areas and for the
number of hours specified:
a. Ethical and Professional Conduct – 15 hours
1500 hours
Supervised Independent
Fieldwork
(non-university based);
biweekly supervision required
1000 hours
Practicum
(university based);
weekly supervision
required
750 hours
Intensive Practicum
(university based);
twice-weekly supervision
required
OR OR
e. Discretionary – 30 hours
(any one or more of the content areas above OR for any applications of
behavior analysis)
44
b. Concepts and Principles of Behavior Analysis – 45 hours
• The content should be based on the BACB Foundational Knowledge List.
c. Research Methods in Behavior Analysis
• Measurement (including Data Analysis) – 10 hrs
• Experimental Design – 5 hrs
d. Applied Behavior Analysis
• Fundamental Elements of Behavior Change & Specific Behavior Change Procedures – 45 hrs
• Identification of the Problem & Assessment – 30 hrs
• Intervention & Behavior Change Considerations – 5 hrs
• Behavior Change Systems – 5 hrs
• Implementation, Management and Supervision – 5 hrs
e. Discretionary – 15 hours
(any one or more of the content areas above OR for any applications of behavior analysis)
2. Experience:
1000 hours
Supervised Independent
Fieldwork
(non-university based);
biweekly supervision required
670 hours
Practicum
(university based);
weekly supervision
required
500 hours
Intensive Practicum
(university based);
twice-weekly supervision
required
OR OR
45
APPENDIX B:
SELECTED BIBLIOGRAPHY
Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: Replication of the UCLA model in a community
setting. Developmental and Behavioral Pediatrics, 27, S145-S155.
Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental
Disabilities, 30, 158-178.
Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism:
A 1-year comparison controlled study. Behavior Modification, 26, 46-68.
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2010). Using participant data to extend the evidence base
for intensive behavioral intervention for children with autism. American Journal on Intellectual and Developmental Disabilities, 115,
381-405.
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Analysis of early intensive behavioral intervention for
children with autism. Journal of Clinical Child and Adolescent Psychology, 38, 439-450.
Foxx, R. M. (2008). Applied behavior analysis treatment of autism: The state of the art. Child and Adolescent Psychiatric Clinics of
North America, 17, 821-834.
Green, G., Brennan, L. C., & Fein, D. (2002). Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification,
26, 69-102.
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior
Analysis, 36, 147-185.
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and
eclectic treatments for young children with autism. Research in Developmental Disabilities, 26, 359-383.
Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of
Consulting and Clinical Psychology, 55, 3-9.
Matson, J. L., Benavidez, D. A., Compton, L. S., Paclawskyj, T., & Baglio, C. (1996). Behavioral treatment of autistic persons: A review
of research from 1980 to the present. Research in Developmental Disabilities, 17, 433-465.
McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Long-term outcome for children with autism who received early intensive behavioral
treatment. American Journal on Mental Retardation, 97, 359-372.
Sallows, G. O., & Graupner, T. D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors.
American Journal on Mental Retardation, 110, 417-438.
Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, metaregression
and dose–response meta-analysis of multiple outcomes. Clinical Psychology Review, 30, 387-399.
Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S. et al. (2013). Evidence-based practices for children, youth,
and young adults with autism spectrum disorder. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development
Institute, Autism Evidence-Based Practice Review Group.
46
APPENDIX C:
FOOTNOTES
1
Throughout this document the term Autism Spectrum Disorder (ASD) is used to refer to a group of complex neurological disorders
that are sometimes referred to as Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, Asperger’s Syndrome,
High Functioning Autism, among others.
2
ICD and DSM systems for Autistic Disorder and Autistic Spectrum Disorder.
3
Focused and Comprehensive ABA exist on a continuum that reflects the number of target behaviors and hours of direct treatment
and supervision.
4
These staff are competent to administer treatment protocols and are often referred to by a variety of terms including ABA therapist,
senior therapist, paraprofessional tutor, or direct line staff.
5
The training and responsibilities of Behavior Technicians who implement treatment protocols are distinctly different from those of
workers who perform caretaking functions.
6
When possible, several Behavior Technicians are often assigned to each case to promote generalized and sustained treatment
benefits for the client. This also helps prevent a lapse in treatment hours due to staff illness, scheduling availability, and turnover, etc.
Intensive, comprehensive treatment programs may have four to five Behavior Technicians assigned to a single case. Each Behavior
Technician may also work with several clients across the week.
7
Depending on the needs of the individual client, Behavior Technicians may also require training in commercially available risk
management programs for aggression and assaultive behavior. Other trainings may relate to informing employees of policies and
procedures at the agency, state, and national levels.
8
Given the intensity of the program, frequent review of the data and the treatment plan are needed. The Behavior Analyst should
generally review direct-observation data at least weekly.
9
See also consumer guidelines for identifying Behavior Analysts with competence in treating ASDs from the Autism Special Interest
Group of the Association for Behavior Analysis International.
47
Development of the Guidelines
The BACB Board of Directors authorized the development of practice guidelines for ABA treatment of ASD
in early 2012. The following procedures were followed to develop the initial and revised versions of the
guidelines.
Version 1.0: A coordinator was appointed who then created a five-person oversight committee that
designed the overall development process and content outline. The oversight committee then solicited
additional content-area leaders and writers from a national pool of experts that included researchers
and practitioners to produce a first draft of the guidelines. The coordinator, oversight committee, and
BACB staff then generated a second draft that was reviewed by dozens of additional reviewers, which in
addition to being comprised of experts in ABA, also included consumers and experts in public policy. This
second draft was also sent to all BACB directors for additional input. The project coordinator and BACB
staff then used this feedback to produce the final document, which was approved by the BACB Board of
Directors. The professionals who served as coordinator, oversight committee members, content-area leaders,
content writers, and reviewers were all subject matter experts in ABA as evidenced by publication records,
substantial experience providing ABA services, and leadership positions within the discipline.
Version 2.0: The original project coordinator and BACB leadership identified a team of doctoral-level
behavior analysts, all of whom were experts in the ABA treatment of ASD. The team carefully reviewed
the initial guidelines and, using a consensus process, proposed revisions and additions to the document to
enhance clarity and supplement existing guidance. BACB staff then generated a revised draft that was sent
to the project coordinator, revision team members, and public policy experts for additional feedback, after
which the guidelines were finalized.
The Council of Autism Service Providers
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