Developing a BACB-Approved Training Programme in New Zealand Oliver Mudford, PhD, BCBA University of Auckland ABA International, Sydney - August 13th 2007
Mar 28, 2015
Developing a BACB-Approved Training
Programme in New Zealand
Oliver Mudford, PhD, BCBA
University of Auckland
ABA International, Sydney - August 13th 2007
Outline
• Context• Aims• Behavior Analyst Certification Board® requires
– Academic programme– Supervised experience
• Outcomes for students• Reinforcers for staff• Difficulties to be considered• Programme future
New Zealand
• Population 4 million
• Same area as Japan or GB or Colorado
• 1338 miles SE of Sydney (2154 Kms)
Auckland
• Population 1.3 million– 63% European descent– 11% Maori– 13% Pacific Islands– 12% Asian
• Auckland University– 38,000 students– 4 campuses
Professional Programmes in Psychology
• Clinical Psychology
• Health Psychology
• Speech-language therapy
• Industrial, work, and organisational
• Applied Behaviour Analysis
Aims
• To re-create comprehensive (and modern) behaviour analysis services in Auckland Region for:– Approx 10,000 citizens with ID– Possibly as many with ASDs+ ODD/CD, ADHD, ABI/TBI rehab, Elderly infirm, D&A
rehab, etc.
• Train professionals to BCBA® (Board Certified Behavior Analyst®) level – why compromise?
• Develop research programme in ABA
How BACB® requirements are met
Course sequence of 225 hours class contact in ABA
Master’s degree
1500-hr “Supervised Independent Fieldwork”
Courses - red essentialYear 1
– ABA: Methods– ABA: Behaviour Modification– Behaviour Support– Advanced Operant Behaviour– Developmental and Intellectual Disabilities
Year 2Master’s-by-research thesis
Year 3– Advanced ABA– Professional Psychology Practice in New Zealand – Research Topic
Supervised independent fieldwork• 32 hrs/week for 47 weeks in Year 3
• Two “internships” concurrently– Child– Adult
• Interns apply for suitable employment & are paid at market rates dependent on prior experience, e.g.,
– ID community or residential– ASD community/school– Special school– Mainstream school– ABI/TBI residential– Dementia residential
Supervised experience (cont)
75 hours supervision by BCBA®s provided
– 38 hrs individual one-to-one
• At least half that in fieldwork placements
– Remainder as “group supervision”
BACB® approvals at BCBA® level
2002 – ongoing: for “Educational requirement” – 1st outside US– 5th cohort started February 2007
2006 – ongoing: for “Experience requirement”
Outcomes for students
Year 1: Postgraduate Diploma in Science or Arts
Year 2: Master of Science or Arts
Year 3: Postgraduate Diploma in Applied Psychology
Eligibility for examination for BCBA®
& Registration as a Psychologist in NZ(a legal requirement for practice)
Reinforcers for Staff
• (re-) building local ABA professional community
• Client behavioural changes
• Beneficial changes in local services
• Student enthusiasm for ABA– See “Illustrations” presentation for examples
• Graduates much in demand
• Being part of ABA community internationally through BACB® recognition of programme
Difficulties to consider in establishing a BCBA®-level programme
• Relatively heavy teaching loads– BACB®-eligible instructor/lecturer shortages
• Supervision requirements– BACB®-eligible supervisor shortages– Travel time for site visits
• Ignorance and suspicion of BACB® by authorities– “Are they two crooks with a computer in a shed in Texas?”– No, they are not! (see www.BACB.com)
• Cooperation with local services– Do they value evidence-based practices?– Can they provide positive experiences for students?
Difficulties (cont.)
• Recruitment of good students– ABA has low profile for undergraduates– “Our” client populations less attractive– Undeniably, ABA is hard work
• Students lured by employment– Are they too employable after only one or two years
in programme?– Will graduates use their BCBA® certificate to leave
NZ and never return?
Further developments?
• Recruit BCBAs for PhD studies
• Undergraduate programme to BCABA level
• Cross-faculty collaboration with Education
Acknowledgements
Gratitude to:
Angela Arnold-Saritepe, PhD, BCBA; Dennis Rose, PhD; B. M. Jones, PhD, BCBA who are (or have been) part of the ABA programme
Behavior Analyst Certification Board® for developing Tasklist (i.e., essential curriculum), especially Gerald R. Shook, PhD, BCBA
END
Contacts:
www.psych.auckland.ac.nz/postgraduate-programme/ABA.htm