International Behavior Analyst Handbook

1. IBA Requirements

There are two different routes to obtaining the IBA. The routes vary slightly but each requires similar achievements. The IBA requirements fall into four broad categories. These are: registration, completion of requirements, completion of supervision, and passing the IBA online exam.

• Go to www.theibao.com and create your candidate account. Register and pay fees.
• Complete educational requirements that align with your choice of either the "Master's/Graduate Route" or the "Experience Route".
• Complete 1500 hours of supervised practice and receive 75 hours of supervision from approved supervisor
• Take the IBA Online Exam

2. International Behavior Analyst (IBA) Certification Requirements

• Complete Bachelor’s Degree(*or regional equivalent of 2 years post-secondary Education)
• Register with IBAO
• Pay Fees
• Sign the Ethics Agreement Form
• Take one of the following routes to get to the exam
• MASTERS/GRADUATE ROUTE
• Sign Supervisor Agreement
• Complete Required Educational Objectives (270 Hours)
• Complete Master's Degree
• Complete 1500 Hours of Supervised Practice
• Receive 75 Hours of Supervision
• Complete 12 Hours of Continuing Education
• Complete 2 Candidate Skills Testing
• EXPERIENCE ROUTE
• Sign Supervisor Agreement
• Complete Required Educational Objectives (270 Hours)
• 2 Candidate Projects
• Complete 1500 Hours of Supervised Practice
• Receive 75 Hours of Supervision
• Complete 12 Hours of Continuing Education
• Complete 2 Candidate Skills Testing
• PASS IBA EXAM

3. Requirements to be a Supervisor

Behavior Analysts serving the role of supervisor have a very important role in the development of an IBA, the field of applied behavior analysis, and the growing perception of what it means to practice ABA around the world. It is through intense supervision, ethical guidance, and vast knowledge that a supervisor can help grow an IBA.

Because ABA is developing at different rates in different parts of the world, one standard for supervisor requirements cannot be appropriate for every candidate universally. As such, IBAO has created a range of options to ensure flexibility and competence for becoming a supervisor for an IBA candidate.

3.1 Specific Requirements

An audit of supervisor credentials will be required for 10% of all supervisors to ensure that supervisors meet the IBAO's specific requirements. A supervisor must meet ONE of the following:

• An IBA in good standing
• A credentialed behavior analyst from another credentialing board or body in good standing (examples: BCBA®, BCBA-D®, QABA®, state/regional/national licensure as a behavior analyst)3. Hold a masters or doctoral degree from an ABAI-accredited program
• Hold a masters or doctoral degree in a related discipline, successful completion of IBA Required Educational Objectives, or equivalent
• *Hold a masters or doctoral degree, 5 or more years of direct employment in the ABA field with supervisory experience (*with portfolio review and approval from IBAO)

4. Request a Supervisor

Each IBA candidate must request a supervisor. It is the responsibility of the candidate to initiate the request. When a candidate is in their IBAO online account, they choose the "Supervisor Requests" button from the left side of their dashboard.Choosing, "Send Supervisor Request" will bring up a window in which the candidate can enter in the supervisor's name and email address. The IBAO platform then emails the prospective supervisor notifying them of the candidate's request.

The potential supervisor does not have to be registered with IBAO and does not have to be an IBA. Being an IBA is just one of the 5 different ways one can be qualified to supervise.

Whether the supervisor is an IBA or not, to accept the request, the supervisor will be required to

register with the IBAO, agree to practice within the Ethical Guidelines, and create an online account.

When the supervisor accepts the request, the candidate will be notified and the supervisor and the candidate will be required to sign the online Supervisor Agreement.

5. Supervision Agreement

To begin accruing the 1500 hours of supervised practice, the candidate and the supervisor must sign the Supervision Agreement. Once signed, the candidate can begin accruing supervised practice hours.

The Supervision Agreement is available in the candidate's and supervisor's online accounts.

6. Supervision Requirements

Group supervision will be acceptable for no more than 50% of the total number of supervised hours. Group supervision will be limited to groups of 5 in total.

The candidate has the right to multiple supervisors throughout their certification/training process.

• Each supervisor must be registered with IBAO.
• A signed Supervisor Agreement is required for each supervisor.
• Supervisors retain the right to end their supervisory relationship with a candidate in the case of a major breach of the IBAO Ethical Guidelines.

A total of 1500 supervised practice hours are required. One (1) hour of supervision is required for every 20 hours of practice. Half (50%) of supervision must be Direct Observation of Practice.

There will be a maximum of 40 hours per week counted towards supervised practice hours.

• If a candidate accrued 40 hours of supervised practice in a week, 2 hours of supervision would be required in that week.
• If a candidate accrued 20 hours of supervised practice in a week, 1 hour of supervision would be required in that week.
• If a candidate accrued 40 hours of supervised practice in a 2-week period, 2 hours would be required for that 2-week block.

Acceptable work activities during a supervisory period will be categorized as either “Implementing” or “Programming” hours.

All supervision hours may be completed via distance methods.

7. Supervised Practice

7.1 Types of Practice Hours

1000 hours of supervised practice are required. These hours are categorized as either "Implementation" hours or "Programming" hours. Implementation hours are those where the candidate is implementing behavioral services with a client. Programming hours are those hours in which a candidate is doing supportive activities for service delivery.

Implementation hours can include: teaching a learner new language skills, administering the ABLLS-R or AFLS assessments, conducting a functional analysis, teacher training, implementing FCT, DRA, or other behavioral interventions, etc.

Programming hours can include: graphing, data analysis, creating teaching protocols, organizing the ABA session book, reading research articles in preparation for a behavioral intervention, making data sheets, etc.

At least 600 Implementation hours are required. At least 600 Programming hours are required. The remaining 300 hours can be made up of Implementation or Programming hours in any amount. For example, a candidate might have 750 Implementation hours and 7500 Programming hours, or 825 Implementation hours and 675 Programming hours. Any combination totaling 1500 hours is acceptable as long as at least 600 Implementation hours and 600 Programming hours were included in the 1500.

Hours should be recorded at least monthly by completing Supervision Documentation Forms. 1500 Hours Total:

• 600 Implementation Hours
• 600 Programming Hours
• 300 Additional Implementation or Programming Hours in any Combination

8. Supervision

8.1 Types of Supervision

Candidates will receive 75 hours of supervision of the 1500 hours of supervised practice. Two different types of supervision are required of supervisors: Direct Observation Supervision and Non-observation Supervision.

Direct Observation Supervision is when a supervisor is observing a candidate while the candidate is providing ABA services with a client present. These hours can be when the supervisor is physically present with the candidate, when the supervisor is present virtually such as through Hi Rasmus, Zoom, GoTo Meeting, FaceTime, etc., or through the review of recorded video (e.g., candidate records service delivery and supervisor watches the recording at a later time).

Non-observation Supervision is when a supervisor and the candidate discuss ABA and related matters which can include the candidate's practice hours. Non-observation hours can be obtained when the supervisor is physically present with the candidate or when the supervisor is present virtually such as through Hi Rasmus, Zoom, GoTo Meeting, FaceTime, etc.

PLEASE NOTE: Non-observation Supervision hours cannot be completed though watching videos as the Non-observation hours are didactic and require the supervisor and candidate to communicate in real time.

75 Hours of Supervision

• 30 hours of supervision must be Direct Observation.
• 30 hours of supervision must be Non-Observation.
• 15 can be either Direct Observation or Non-Observation, in any combination.

9. Supervision Documentation

9.1 Documenting Supervised Practice and Supervision Hours

For every supervision meeting, whether group, distance, or face-to-face, the supervisor and the candidate must complete the Supervision Documentation Form to record the supervision.

These forms are completed online by logging into the candidate’s online account and choosing the “Supervisors” tab in the dashboard candidate account.

A Supervision Documentation Form is required for every hour of supervision in order for that hour of supervision to count towards the required total of 75 hours.

Documentation Required will include:

• Date of supervision meeting
• Setting
• Training block date range
• Total Implementation hours accrued during the training block
• Total Programming hours accrued during the training block
• Type of supervision (group/individual)
• Total Direct Observation hours accrued during the training block
• Total Non-observation hours accrued during the training block
• Supervision Notes
• Feedback

10. Supervision Documentation

10.1 Documenting Supervised Practice and Supervision Hours

The candidate is responsible for initiating the Supervision Documentation Form in the candidate’s account. The candidate supplies all relevant information, signs the form online, and then submits the form to the supervisor.

When the candidate submits the Supervision Documentation Form, the supervisor will be notified that the form has been submitted and then the supervisor can log into their IBAO account and complete their part of the Supervision Documentation Form by choosing the “Candidates” tab in their dashboard. The supervisor will complete, sign, and approve the form.

Once approved, the completed form will be available at all times in both the supervisor’s and the candidate’s account. All completed Supervision Documentation Forms will be available in the candidate’s and supervisor’s account.

10.2 Documenting Supervised Practice and Supervision Hours

The number of Implementing hours, Programming hours, Direct Observation Supervision hours, and Non-observing Supervision hours will be automatically updated into the candidate’s and supervisor’s accounts.

BAO will keep track of these hours and the candidate and supervisor can see the accumulated hours and the percentage of the requirement accrued at any time.

10.3 Supervision Documentation Form Details

A candidate will complete a Supervision Documentation Form for a “Training Block.” A training block can be 1, 2, 3, or 4 weeks. However, no more than 40 hours can be submitted into a Supervision Documentation Form for any training block.

Example Situations:

• If 40 hours were accrued in 1 week, the training block for this form will need to be 1 week.
• If 20 hours were accrued in a week for 2 consecutive weeks (20 Week 1 and 20 Week 2), the training block for that form should be 2 weeks in duration.
• If 10 hours were accrued 4 weeks in a row, (10 in Week 1, 10 in Week 2, 10 in Week 3, and 10 in Week 4) the 40-hour training block should be 4 weeks long.
• If a candidate accrued 40 hours in Week 1 and 40 hours in Week 2, two different Supervision Documentation Forms would need to be completed. One for Week 1 and one for Week 2 because the maximum number of hours per training block is 40.

If a candidate accrued 20 hours in Week 1 and 40 hours in Week 2, two separate Supervision Documentation Forms would need to be submitted because the 2-week total of hours is greater than the maximum allowable of 40 per training block. One form would need to be submitted for the 20-hour Week 1 and one form would need to be submitted for the 40-hour Week 2.

10.4 ​​Supervision Documentation Form Details

Practice hours must be submitted in multiples of 10.

All hours submitted in the Supervision Documentation Forms must be in multiples of 10 (e.g., 10, 20, 30, etc.). A candidate cannot submit a Supervision Documentation Form for 7 hours, 12 hours, 18 hours, etc. Only multiples of 10 are accepted (i.e., 10, 20, 30, 40).

The corresponding number of supervision hours will be automatically entered based on the number of hours entered into the form. If 20 hours of Programming hours are entered, 1 hour of Non-observing supervision will be entered. If 30 hours of Implementing hours are entered, 1.5 hours of Direct Observation hours will be automatically entered. Only 1 hour of supervision can be accrued per 20 hours of Supervised Practice. A candidate cannot accrue more than 1 hour of supervision per 20 hours of practice.

The ratio of practice to supervision ensures that the candidate is accruing supervision hours in a

steady and consistent manner throughout the training. For example, a candidate cannot practice for 100 hours with no supervision and then accrue 5 hours of supervision in a day to attempt to make the 1/20 ratio. EVERY 20 hours must have 1 hour of supervision for those hours to count towards the supervised practice hours. If a candidate practices 40 hours and receives 1 hour of supervision, only 20 of those 40 hours can count towards the 1000 required hours.

11. Continuing Education

One of the most important aspects of being certified as an IBA is continuing to learn and develop professionally. As such, 12 hours of continuing education are required prior to certification.

Every candidate will need to document that they obtained CEUs. Documentation requires a physical document that clearly shows the content and duration of the training event, when the training occurred, and who provided the training. The following types of CEUs are acceptable.

11.1 Pre-certification CEUs

12 Continuing Education Units

• 2 Hours of Ethics
• 2 Hours in Supervision
• 2 Hours in Cultural Diversity and Awareness
• 6 in ABA Topics

12. Candidate Projects

For candidates seeking certification through the Experience Route, 2 different academically rigorous candidate projects are required.

The candidate's supervisor will be the person responsible for assigning and evaluating the

candidate projects.

Projects are required to align with Required Educational Objectives (REOs), demonstrate learning or application of REOs, and advance the candidate's knowledge beyond what was expected from an Approved Content Provider (ACP). Candidate projects must be unique projects- different projects-than any assigned through an ACP.

Two different candidate projects are required.

Two different TYPES of projects are required. For example, if the first project is a Power Point

presentation, the second project cannot be a Power Point presentation, even if the topic of the second presentation was different than the first.

A Candidate Project Evaluation Form is required for each project. These forms are completed and uploaded to the IBAO account by the Candidate's supervisor.

12.1 Examples of Acceptable Project Types

• Literature Review
• Powerpoint Presentation of Topic in ABA
• Create Video of Implementing Behavioral Services
• Write an Assessment Report
• Article Summaries

12.2 Candidate Project Evaluation Form

DATE:_______________ CANDIDATE:_____________________________________

SUPERVISOR:________________________________________________

DESCRIPTION OF PROJECT (Literature review, Power Point presentation, article summary, etc.):

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Pass?:_______________________________________________________

CANDIDATE SIGNATURE:_______________________________________

SUPERVISOR SIGNATURE:_______________________________________

Complete one form per assignment. Two projects are required. Both projects need to be of different

project types. The candidate's supervisor is required to approve, assign, and evaluate the project. The supervisor is required to upload the completed form to the supervisor's account. A form is required for both projects the supervisor evaluated as satisfactory. No form is required if the supervisor evaluated the project to be unsatisfactory.

13. Candidate Skills Testing

During the supervised practice hours, the candidate's supervisor will conduct Candidate Skills Testing (CST) on the implementation of a skill set expected of the candidate based on the roles and skills being demonstrated under supervision. CSTs can be different for every candidate. There is no preselected set of skills to be tested. Skills tested are those being supervised. For one candidate the CST could evaluate the candidate conducting a functional analysis. Another CST might evaluate administering the AFLS or VB-MAPP assessment. Another could evaluate a candidate providing program feedback to an International Behavior Therapist (IBT). Another could be evaluated implementing pediatric feeding protocols, academic interventions, language instruction, etc.

The services and skills being supervised are those that will be evaluated. The supervisor is responsible for creating the CST Data Collection Sheet used for evaluation purposes.

The CST must cover at least 10 components of a skill set that last at least 10 minutes.

• At least 80% accuracy is needed.
• Two different CSTs are required.
• A different skill is required for each CST.
• The CST is a live evaluation of the candidate of service provision very much like a treatment integrity assessment.

14. Creating the CST

• Decide service or skill set to evaluate
• Create task analysis of chosen service
• Create at least 10 components to evaluate within the skill or task
• Create a scoring system (yes/no; +/-, etc.)
• Score candidate's performance while demonstrating the chosen skill

The candidate's supervisor is required to submit Candidate Skills Testing Approval Forms to the

supervisor's account.

15. Example CST Data Collection Sheet Example

DATE:_____________ CANDIDATE:_________________ SUPERVISOR:________________

START TIME:____________ END TIME:______________ DURATION:___________________

	TRIAL 1	TRIAL 2	TRIAL 3	TRIAL 4	TRIAL 5
Materials organized	Y/N	Y/N	Y/N	Y/N	Y/N
Gains learner attention	Y/N	Y/N	Y/N	Y/N	Y/N
Delivers Sd	Y/N	Y/N	Y/N	Y/N	Y/N
Waits 5 seconds for learner response	Y/N	Y/N	Y/N	Y/N	Y/N
Reinforce correct response	Y/N	Y/N	Y/N	Y/N	Y/N
Delivers SD and next prompt	Y/N	Y/N	Y/N	Y/N	Y/N
Clears Materials	Y/N	Y/N	Y/N	Y/N	Y/N
Records Data	Y/N	Y/N	Y/N	Y/N	Y/N
Organizes for next steal	Y/N	Y/N	Y/N	Y/N	Y/N

In this CST example for DTT, the supervisor creates a CST for 10 different components across 5 trials. As the candidate is implementing the trials, the supervisor is evaluating the candidate's accuracy in implementation. In this example, the supervisor would circle Y for Yes and N for No for each component of trials throughout the 5-trial CST. Please note, this example is only for visual example purposes. Each CST must be AT LEAST 10 minutes in length. For some DTT sessions, 10 minutes is most likely closer to 20 trials for some learners.

16. Candidate Skills Testing Approval Form

DATE:_______________ CANDIDATE:_____________________________________

SUPERVISOR:________________________________________________

DESCRIPTION OF CST:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

CANDIDATE SIGNATURE:_______________________________________

SUPERVISOR SIGNATURE:_______________________________________

Complete one form per CST. Two CSTs are required. Both CSTs need to be conducted on different skill sets. The candidate's supervisor is required to design, conduct, and approve (pass/fail) the candidate's skill set. The supervisor is required to upload the completed form to the supervisor's account. A form is required for both CSTs conducted. No form is required if the supervisor evaluated the skill set to be unsatisfactory. There is no limit on the number of CSTs that can be attempted until two are passed.

17. The IBA Online Exam

When IBA candidates have met all the requirements, they register for and sit for the IBA

Online Exam. The requirements for the the IBA Exam were created to allow the broadest

number of people around the world to demonstrate their competency. No test centers

required. No travel to different countries. No overnight stay or additional expenses. All

you need to take the exam in a quiet, austere work space, and an internet connection.

Proctoring and exam security are completed online.

17.1 IBA Exam Details

• Online Exam, No Test Centers
• Online and Virtual Proctoring
• 150 Multiple Choice or True/False Questions
• 3 Hours to Complete Exam
• 7 Broad Behavioral Categories Tested

18. After You are Certified as an IBA

After you become certified as an IBA, you need to meet certain requirements to maintain your certification. The IBA certification cycle is 2 years. This means that when you become certified, you will remain certified for 2 years. Every 2 years you need to re-certifiy in order to maintain your certification. There are extra requirements during the FIRST recertification period than for all those that will follow.

18.1 First Certification Cycle

• 24 Continuing Education Units
• 4 Hours of Ethics
• 4 Hours in Supervision
• 4 Hours in Cultural Diversity and Awareness
• 12 Hours in ABA Topics
• 1 year of Professional Mentorship

18.2 Continuing Education

Every IBA will need to document that they obtained CEUs. Documentation requires a physical document that clearly shows the training content and duration of the training event. Participation in online or in-person seminars, workshops, or training on ABA or Behavior Analysis-related informationPresentation of a seminar, workshop, or training on ABA or Behavior Analysis-related information.

19. Professional Mentorship

During the first certification cycle, a mentorship requirement has been established to aid the

professional development, confidence, and strength of new IBAs by maintaining contact and

communication with other IBAs.

Mentorship is an informal process in which the new IBA seeks advice and suggestions on clinical issues, professional practice, organizational operations, ethics, and additional areas of service provision. The mentor is not responsible for the decisions or actions of the new IBA. The main goals of mentorship are professional collaboration, networking, guidance, and advice on issues encountered in the IBA’s initial service provision.

The mentorship requirement is only for the first 2-year certification cycle.

The mentor must be a person who meets the same qualifications as those required to be a supervisor. The qualifications of the mentor will be audited by the IBAO.

• Mentorship needs to occur for 12 months during the initial 2-year certification cycle.

• The mentorship months do not have to occur consecutively.

• 1-2 hours per month are required. The 2 hours can be in one meeting or in multiple meetings.

• No more than 2 hours can be accrued per month.

• Mentorship can be in person, by telephone, or remotely (e.g., Hi Rasmus, Zoom, FaceTime, etc.)

• Multiple mentors can be used.

IBAO's Mentorship Documentation Form should be completed by the IBA and the mentor every time mentoring occurs.

20. Documentation

The IBA and the IBA's mentor need to complete the Mentorship Documentation Form.

The new IBA will log into their IBAO account and complete the Mentorship Documentation Form. The IBAO platform will then notify the mentor and make the form available for them to complete. After both have completed the form, it will be available in the IBA's and the mentor's account.

21. Mentorship Documentation Form

DATE:_____________________ DURATION OF MENTORING:____________________

IBA:_______________________ MENTOR:____________________________________

METHOD OF MENTORING (CIRCLE ONE): In person; Telephone; Remotely

NOTES:_____________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

SIGNATURE:_____________________________________

22. IBA Required Educational Objectives

• 30 Behavior Analysts
• 30 Behavior analysts completed a jobs skills analysis to determine the skills most important for behavior analysts to learn before they practice.
• 22 Countries
• Behavior analysts from 22 different countries around the world participated in the skills analysis and various revisions.
• 4 Months
• Four months were required to shape the original list to the current list of Required Educational Objectives.

• Core Concepts
• Explain and demonstrate the concept of Automatic Reinforcement
• Explain and demonstrate examples of Operant Behavior
• Explain variations and applications of Establishing Operations
• Explain variations and applications of Abolishing Operations
• Explain variations and applications of Extinction
• Explain and recognize variations of Stimulus Classes
• Explain Operant Conditioning
• Explain Respondent Conditioning
• Explain different types and behavioral patterns related to Schedules of Reinforcement
• Explain and use Positive Reinforcement to increase behavior
• Explain and use Negative Reinforcement to increase behavior
• Explain and use Positive Punishment to decrease behavior
• Explain and use Negative Punishment to decrease behavior
• Explain different Types of Reinforcers and their advantages
• Explain the concept of Stimulus Control and how it applies to behavior acquisition and reduction
• Explain how to establish and teach Stimulus Discrimination
• Explain how to establish and teach Stimulus Generalization
• Explain how Verbal Behavior is conceptualized and the different functional categories
• Recording and Measuring Behavior
• Create Behavioral Definitions
• Evaluate Permanent Products as a data collection method
• Demonstrate data collection with Frequency Recording
• Demonstrate data collection with Rate
• Demonstrate data collection with Partial and Whole Interval Recording
• Demonstrate data collection with Momentary Time Sampling
• Explain the importance of Accuracy Based on Observing Behavioral Definitions
• Demonstrate data collection with Percentage Accuracy
• Explain the importance and considerations in choosing Appropriate Measurement Systems
• Demonstrate data collection with Trial by Trial Data
• Demonstrate data collection with Cold Probe Data
• Single-case Designs
• Use Reversal/Withdrawal designs
• Use Multi-element/Alternating Treatments designs
• Use Multiple Baseline designs
• Interpret and make accurate determinations when comparing Phase Change Designs
• Explain the Dependent Variable and how it is used
• Explain the Independent Variable and how it is used
• Explain what defines Functional Relationships
• Behavioral Assessment
• Explain the concept of Functions of Behavior
• Explain Appropriate Observation Techniques and how and when they are used
• Explain the difference between Correlation vs. Causation and how they each apply to behavioral assessment
• Conduct a Functional Analysis of problematic behavior
• Conduct Developmental Language Assessments (e.g.ABLLS and VB-MAPP)
• Conduct Functional Skill Assessments (e.g., AFLS)
• Behavioral Interventions
• Use Shaping to change the topography of a behavior
• Use Forward Chaining to teach a complex behavior
• Use Backwards Chaining to teach a complex behavior
• Use Behavioral Momentum to increase compliance
• Use Differential Reinforcement of Other Behavior to decrease a behavior
• Use Differential Reinforcement of Alternative Behavior to decrease a behavior
• Use Differential Reinforcement of Incompatible Behavior to decrease a behavior
• Use Functional Communication Training to increase appropriate requests and decrease problem behavior
• Explain, set up, and use Multiple Schedules
• Use Tokens to reinforce behavior
• Use Video Modeling to model appropriate behavior
• Use appropriate Extinction procedures based on function to decrease behavior
• Use Antecedent Modifications to increase and decrease behavior
• Use Noncontingent Reinforcement to decrease behavior
• Use Common Punishment Strategies to decrease behavior
• Teaching Methods and Variations
• Teach with Discrete Trials
• Teach with Natural Environment Teaching
• Teach with Behavioral Skills Training
• Teach with Pivotal Response Training
• Use Discrimination Training
• Teach Stimulus Equivalence of various stimuli
• Use the concepts of Verbal Behavior to increase language
• Teach with Least-to-Most Prompting
• Teach with Errorless Learning (e.g., Most-to-Least Prompting)
• Use Group/Class-wide Strategies to increase appropriate behavior/decrease problem behavior
• Teach in ways that promote Generalization
• Teach in ways that promote Maintenance in natural environments
• Use Data Analysis strategies to make decisions regarding behavior change
• Use data to make Treatment Changes and Modifications
• Determine when to implement Treatment Fading
• Ethics
• Knowledge of the IBAO Ethical Guidelines
• Knowledge of the IBAO Ethical Problem-Solving Model

23. BAO Approved Content Provider

The ACPs are responsible for the instruction of behavior analytic content to prepare students to meet critical competencies for the field. The content taught in these programs shall prepare students for a comprehensive examination (the IBA Examination) upon completion of content instruction and supervised practice.

Instruction may be face to face, online, or through a hybrid model. Instruction may be credit-bearing or may be provided through professional development educational opportunities, so long as the required competencies are met.

The ACP acknowledges that documentation of course completion or verification of professional development attendance is provided only when competencies are met at the satisfactory level or higher.

23.1 Who may become an ACP?

ACPs may be a college or university. Alternately, ACPs may be ABA providers or agencies. Any institution or company or individual that can provide evidence that they are addressing the competencies included in this document may apply to become an ACP.

23.2 Who may teach the Required Educational Objectives (REOs) for the Provider?

Instructors must meet at least one of the following criteria. The ACP Program Lead is responsible for verifying that all instructors are qualified.

• An IBA in good standing
• A credentialed behavior analyst from another credentialing board or body in good
• standing (examples: BCBA®, BCBA-D®, QABA®, state/regional/national licensure as a
• behavior analyst)
• Hold a masters or doctoral degree from an ABAI-accredited program
• Hold a doctoral degree in a related discipline, successful completion of REOs, and a faculty/instructor appointment in the academic department offering the REOs
• Hold a masters or doctoral degree, successful completion of REOs or equivalent, and three or more years of contributions to the field outside of direct, clinical practice (such as presentations and publications)
• Hold a masters or doctoral degree, successful completion of the REOs or equivalent, and seven or more years of direct employment in the ABA field with supervisory experience

23.3 How does an institution, company or individual become an ACP?

For new approval as an ACP, the institution or other provider must demonstrate a curriculum that meets the designated competencies and provides a minimum of 270 hours of instruction on those competencies.

The prospective provider completes the “ACP Initial Application” for review by the International Behavior Analyst Organization.

23.4 How does an ACP maintain its status as a provider?

Every two years, the ACP shall complete the “ACP Renewal Application” for review by the International Behavior Analyst Organization. A reminder will be sent to the ACP 90 days prior to the renewal date.

23.5 Is there a fee to become an ACP Provider?

A $100 fee will be charged to offset processing of the applications at the initial and renewal stages.

23.6 What happens once a prospective ACP has been approved by the IBAO?

Once approved, the ACP will be issued a badge/logo to display on their online and print materials identifying the provider as such.

23.7 Where will ACPs be listed?

The IBAO shall maintain a list of ACPs for the IBA credential on its website. This list shall be

searchable and shall include:

• Name and location of provider
• Type of Provider (institution, company, individual)
• Primary Contact for institution (name and email) – ACP Provider Lead
• Link to program website, if available
• Format (online coursework, on-campus coursework, hybrid coursework, professional development)
• Date of ACP status approval, and date of next required ACP renewal

23.8 What are the criteria for the ACP Provider Lead?

The ACP Lead shall possess the requirements for a course instructor. In the event that the ACP Lead is no longer serving in that role, the institution has 60 days to notify the IBAO and identify the new ACP Lead via the “ACP Program Change Notification.”

23.9 What happens when the ACP makes changes to the curriculum or delivery model of the program?

In the event that the ACP makes changes in the curriculum, including but not limited to course designations, titles, and numbers, the ACP shall notify the IBAO for an expedited review to ensure compliance with IBAO standards via the “ACP Program Change Notification.”

23.10 May a prospective IBA candidate complete their program of study across multiple ACPs?

Yes. If a student completes content requirements across multiple providers, they will need to provide evidence that they have met the minimum 270 hours of instruction and have covered all items in the REOs. This is done via the “Multiple ACP Examination Eligibility Application.”

23.11 What does the IBA Candidate submit to the IBAO as documentation that ACP requirements have been completed?

The nature of documentation will vary based on whether the instruction was provided via coursework or professional development. In the case of college or university coursework, an official college transcript meets the requirement. In the case of a professional development model, certificates of completion noting/verifying hours of instruction, and signed by the ACP Lead shall be an acceptable form of documentation.

23.12 What is the ACP committing to by obtaining this status?

The ACP commits to:

• Providing instruction that fully addresses all REOs
• Providing a minimum of 270 hours of instruction to address these competencies
• Providing documentation of successful course or professional development completion only to candidates that have demonstrated competencies at the satisfactory level
• Submitting any required application or renewal fees to the IBAO
• Ensuring that all ACP instructors meet the requirements outlined in this document
• Identifying an ACP Lead that meets the requirements outlined in this document
• Notifying the IBAO in the event of changes in curriculum, delivery model, or ACP Lead according to the requirements outlined in this document

23.13 What is the IBAO committing to by approving an ACP Provider’s status?

• Maintaining a directory of ACPs as indicated on this document
• Responding to email general questions and inquiries in a timely fashion
• Reviewing and deciding upon ACP initial applications within 60 days
• Reviewing and deciding upon ACP renewal applications within 30 days
• Sending renewal reminders to ACPs 90 days before the application deadline
• Providing ACPs with a badge/logo to display on print and online materials
• Auditing programs, as needed for compliance with requirements
• Imposing probationary status or rescinding approval of ACPs if evidence warrants such

24. Forms and Documents

24.1 ACP Initial Application

Applicant (Institution/Company/Individual) Name:

Proposed ACP Contact:

Name of person completing this application:

Email address of person completing this application:

Address of ACP:

Format of proposed ACP (select all that apply):

_____ Online course instruction

_____ In-person course instruction

_____ Hybrid course instruction (requires some online and some in-person instruction)

_____ Professional Development (non-credit bearing)

Please complete the matrix below listing the courses or sessions proposed to meet the ACP Provider requirements: (add lines to the table as needed)

Course prefix/number (leave column blank if non-credit bearing professional development)	Course Name or Name of Professional Development Session/Event	Instructional Hours (total must be a minimum of 270)	Additional Notes, if applicable

Does the ACP applicant currently use these courses as part of a program that is approved by another ABA-related agency, or organization (and if so, which?):

The following documents must be attached to complete the application for consideration to become an ACP:

• All applicable syllabi (in the case of coursework): must include objectives, content covered, assignments or activities required, readings
• Outlines of Professional Development Sessions/Events (in the case of non-credit bearing instruction): must include objectives, content covered, assignments or activities required, readings

The applicant acknowledges the obligation of the ACP to:

• Provide instruction that fully addresses all competencies
• Provide a minimum of 270 hours of instruction to address these competencies
• Provide documentation of successful course or professional development completion only to candidates that have demonstrated competencies at the satisfactory level
• Submit any required application or renewal fees to the IBAO
• Ensure that all ACP instructors meet the requirements outlined in this document
• Identify an ACP Lead that meets the requirements outlined in this document
• Notify the IBAO in the event of changes in curriculum, delivery model, or ACP Lead according to the requirements outlined in this document

Select one:

_____ On behalf of the ACP Applicant, I agree to these obligations

_____ On behalf of the ACP Applicant, I do not agree to these obligations

For each of the competencies listed below, please indicate the course number or professional development event that provides instruction for the content. Evidence should be evident in the syllabi or session/event outlines that you are submitting with this application.

Required Educational Objective	Course Number or ProfessionalDevelopment Event
CORE CONCEPTS
Explain and apply the concept of Automatic Reinforcement
Explain and demonstrate examples of Operant Behavior
Explain variations and applications of Establishing Operations
Explain variations and applications of Abolishing Operations
Explain variations and applications of Extinction
Explain and recognize variations of Stimulus Classes
Explain Operant Conditioning
Explain Respondent Conditioning
Explain the different types and behavioral patterns related to Schedules of Reinforcement
Explain and use Positive Reinforcement to increase behavior
Explain and use Negative Reinforcement to increase behavior
Explain and use Positive Punishment to decrease behavior
Explain and use Negative Punishment to decrease behavior
Explain different Types of Reinforcers and their advantages
Explain the concept of Stimulus Control and how it applies to behavior acquisition/reduction
Explain how to establish and teach Stimulus Discrimination
Explain how to establish and teach Stimulus Generalization
Explain how Verbal Behavior is conceptualized and the different functional categories
RECORDING AND MEASURING BEHAVIOR
Create Behavioral Definitions
Evaluate Permanent Products as a data collection
Demonstrate data collection with Frequency Recording
Demonstrate data collection with Rate
Demonstrate data collection with Partial and Whole Interval Recording
Demonstrate data collection with Time-based Measurement
Explain the importance of Accuracy Based on Observing Behavioral Definitions
Demonstrate data collection with Percentage Accuracy
Explain the importance and considerations in choosing Appropriate Measurement Systems
Demonstrate data collection with Trial by Trial Data
Demonstrate data collection with Cold Probe Data
SINGLE-CASE DESIGNS
Use Reversal/Withdrawal designs
Use Multi-element/Alternating Treatments designs
Use Multiple Baseline designs
Interpret and make accurate determinations when comparing Phase Change Designs
Explain the Dependent Variable and how it is used
Explain the Independent Variable and how it is used
Explain what defines Functional Relationships
BEHAVIORAL ASSESSMENT
Explain the concept of Functions of Behavior
Explain Appropriate Observation Techniques and how and when they are used
Explain the difference between Correlation vs. Causation and how they each apply to behavioral assessment
Conduct a Functional Analysis of problematic behavior
Conduct Developmental Language Assessments such as the ABLLS and VB-MAPP
Conduct Functional Skill Assessments such as the AFLS
BEHAVIORAL INTERVENTIONS
Use Shaping to change the topography of a behavior
Use Forward Chaining to teach a complex behavior
Use Backwards Chaining to teach a complex behavior
Use Behavioral Momentum to increase compliance
Use Differential Reinforcement of Other Behavior to decrease a behavior
Use Differential Reinforcement of Alternative Behavior to decrease a behavior
Use Differential Reinforcement of Incompatible Behavior to decrease a behavior
Use Functional Communication Training to increase appropriate requests and decrease problem behavior
Explain, set up, and use Multiple Schedules
Use Tokens to reinforce behavior
Use Video Modeling to model appropriate behavior
Use appropriate Extinction procedures based on function to decrease behavior
Use Antecedent Modifications to increase and decrease behavior
Use Noncontingent Reinforcement to decrease behavior
Use Common Punishment Strategies to decrease behavior
TEACHING METHODS AND VARIATIONS
Teach with Discrete Trials
Teach with Natural Environment Teaching
Teach with Behavioral Skills Training
Teach with Pivotal Response Training
Use Discrimination Training
Teach Stimulus Equivalence of various stimuli
Use the concepts of Verbal Behavior to increase language
Teach with Least to Most Prompting
Teach with Errorless Learning
Use Group/Class-wide Strategies to increase appropriate behavior/decrease problem behavior
Teach in ways that promote Generalization
Teach in ways that promote Maintenance in natural environments
Use Data Analysis strategies to make decisions regarding behavior change
Use data to make Treatment Changes and Modifications
Determine when to implement Treatment Fading
ETHICS
Knowledge of the IBAO Ethical Guidelines
Knowledge of the IBAO Ethical Problem-Solving Model

Please return this application and supplemental materials to: ACP@theibao.com

IBAO Use Only
	Content
	Instructional Hours
Reviewed by:
Date:	Date
Status:	_____ Approved _____ Insufficient Evidence
Renewal Date:	Date

24.2 ACP Renewal Application

Applicant (Institution/Company/Individual) Name:

Proposed ACP Contact (see requirements in handbook):

Proposed ACP Lead’s Credentials (see requirements in handbook):

Name of person completing this application:

Email address of person completing this application:

Address of ACP:

Format of proposed ACP (select all that apply):

_____ Online course instruction

_____ In-person course instruction

_____ Hybrid course instruction (requires some online and some in-person instruction)

_____ Professional Development (non-credit bearing)

Please complete the matrix below listing the courses or sessions proposed to meet the ACP Provider requirements: (add lines to the table as needed).

Course prefix/number (leave column blank if non-credit bearing professional development)	Course Name or Name of Professional Development Session/Event	Instructional Hours (total must be a minimum of 270)	Additional Notes, if applicable

Does the ACP applicant currently use these courses as part of a program that is approved by another ABA-related agency or organization (and if so, which?)

The following documents must be attached to complete the application for consideration to become an ACP:

• All applicable syllabi (in the case of coursework): must include objectives, content covered, assignments or activities required, readings
• Outlines of Professional Development Sessions/Events (in the case of non-credit bearing instruction): must include objectives, content covered, assignments or activities required, readings

The applicant acknowledges the obligation of the ACP to:

• Provide instruction that fully addresses all competencies
• Provide a minimum of 270 hours of instruction to address these competencies
• Provide documentation of successful course or professional development completion only to candidates that have demonstrated competencies at the satisfactory level
• Submit any required application or renewal fees to the IBAO
• Ensure that all ACP instructors meet the requirements outlined in this document
• Identify an ACP Lead that meets the requirements outlined in this document
• Notify the IBAO in the event of changes in curriculum, delivery model, or ACP Lead according to the requirements outlined in this document

Select one:

_____ On behalf of the ACP Applicant, I agree to these obligations

_____ On behalf of the ACP Applicant, I do not agree to these obligations

24.3 CP Renewal Application

For each of the competencies listed below, please indicate the course number or professional development event that provides instruction for the content. Evidence should be evident in the syllabi or session/event outlines that you are submitting with this application.

Required Educational Objective	Course Number or ProfessionalDevelopment Event
CORE CONCEPTS
Explain and apply the concept of Automatic Reinforcement
Explain and demonstrate examples of Operant Behavior
Explain variations and applications of Establishing Operations
Explain variations and applications of Abolishing Operations
Explain variations and applications of Extinction
Explain and recognize variations of Stimulus Classes
Explain Operant Conditioning
Explain Respondent Conditioning
Explain the different types and behavioral patterns related to Schedules of Reinforcement
Explain and use Positive Reinforcement to increase behavior
Explain and use Negative Reinforcement to increase behavior
Explain and use Positive Punishment to decrease behavior
Explain and use Negative Punishment to decrease behavior
Explain different Types of Reinforcers and their advantages
Explain the concept of Stimulus Control and how it applies to behavior acquisition/reduction
Explain how to establish and teach StimulusDiscrimination
Explain how to establish and teach Stimulus Generalization
Explain how Verbal Behavior is conceptualized and the different functional categories
RECORDING AND MEASURING BEHAVIOR
Create Behavioral Definitions
Evaluate Permanent Products as a data collection
Demonstrate data collection with Frequency Recording
Demonstrate data collection with Rate
Demonstrate data collection with Partial and Whole Interval Recording
Demonstrate data collection with Time-based Measurement
Explain the importance of Accuracy Based on Observing Behavioral Definitions
Demonstrate data collection with Percentage Accuracy
Explain the importance and considerations in choosing Appropriate Measurement Systems
Demonstrate data collection with Trial by Trial Data
Demonstrate data collection with Cold Probe Data
SINGLE-CASE DESIGNS
Use Reversal/Withdrawal designs
Use Multi-element/Alternating Treatments designs
Use Multiple Baseline designs
Interpret and make accurate determinations when comparing Phase Change Designs
Explain the Dependent Variable and how it is used
Explain the Independent Variable and how it is used
Explain what defines Functional Relationships
BEHAVIORAL ASSESSMENT
Explain the concept of Functions of Behavior
Explain Appropriate Observation Techniques and how and when they are used
Explain the difference between Correlation vs. Causation and how they each apply to behavioral assessment
Conduct a Functional Analysis of problematic behavior
Conduct Developmental Language Assessments such as the ABLLS and VB-MAPP
Conduct Functional Skill Assessments such as the AFLS
BEHAVIORAL INTERVENTIONS
Use Shaping to change the topography of a behavior
Use Forward Chaining to teach a complex behavior
Use Backwards Chaining to teach a complex behavior
Use Behavioral Momentum to increase compliance
Use Differential Reinforcement of Other Behavior to decrease a behavior
Use Differential Reinforcement of Alternative Behavior to decrease a behavior
Use Differential Reinforcement of Incompatible Behavior to decrease a behavior
Use Functional Communication Training to increase appropriate requests and decrease problem behavior
Explain, set up, and use Multiple Schedules
Use Tokens to reinforce behavior
Use Video Modeling to model appropriate behavior
Use appropriate Extinction procedures based on function to decrease behavior
Use Antecedent Modifications to increase and decrease behavior
Use Noncontingent Reinforcement to decrease behavior
Use Common Punishment Strategies to decrease behavior
TEACHING METHODS AND VARIATIONS
Teach with Discrete Trials
Teach with Natural Environment Teaching
Teach with Behavioral Skills Training
Teach with Pivotal Response Training
Use Discrimination Training
Teach Stimulus Equivalence of various stimuli
Use the concepts of Verbal Behavior to increase language
Teach with Least to Most Prompting
Teach with Errorless Learning
Use Group/Class-wide Strategies to increase appropriate behavior/decrease problem behavior
Teach in ways that promote Generalization
Teach in ways that promote Maintenance in natural environments
Use Data Analysis strategies to make decisions regarding behavior change
Use data to make Treatment Changes and Modifications
Determine when to implement Treatment Fading
ETHICS
Knowledge of the IBAO Ethical Guidelines
Knowledge of the IBAO Ethical Problem-Solving Model

Please return this application and supplemental materials to: ACP@theibao.com

IBAO Use Only
	Content
	Instructional Hours
Reviewed by:
Date:	Date
Status:	_____ Approved _____ Insufficient Evidence
Renewal Date:	Date

24.4 ACP Program Change Notification

ACP Name:

Name of person completing this form:

Email address of person completing this form:

Complete all sections that apply:

    _____ The ACP has identified a new ACP Lead New ACP Lead's Name:

    New ACP Lead's Credentials: New ACP Lead's Email Address: Effective (date):

_____ The ACP has made substantive changes to the curriculum or delivery method of the ACP, as described below: the IBAO may reach out for additional details or documentation depending on the nature of the changes

_____ The ACP wishes to notify the IBAO of other changes noted below: the IBAO may reach out for additional details or documentation depending on the nature of the change

IBAO Use Only
Reviewed by:
Date:	Date
Reviewer Notes:
Status:	_____ Continued Approval with Changes Noted _____ Additional Details or Documentation Requested
Next Renewal Date:	Date
Edits Made, as applicable:	_____ Website _____ other IBAB records/database

24.5 Multiple ACP Examination Eligibility Application

IBA Candidate Name:

IBA Candidate Email Address:

Please complete the matrix below listing the courses or sessions completed to meet the ACP requirements: (add lines to the table as needed)

Course prefix/number (leave column blank if non-credit bearing professional development)	Course Name or Name of Professional Development Session/Event	Instructional Hours (total must be a minimum of 270)	Additional Notes, if applicable

The following documents must be attached to complete the application for consideration to become an ACP:

• All applicable syllabi (in the case of coursework): must include objectives, content covered, assignments or activities required, readings
• Outlines of Professional Development Sessions/Events (in the case of non-credit bearing instruction): must include objectives, content covered, assignments or activities required, readings

For each of the competencies listed below, please indicate the course number or professional development event that provided you with instruction for the content. Evidence should be evident in the syllabi or session/event outlines that you are submitting with this application.

Required Educational Objective	Course Number or ProfessionalDevelopment Event
CORE CONCEPTS
Explain and apply the concept of Automatic Reinforcement
Explain and demonstrate examples of Operant Behavior
Explain variations and applications of Establishing Operations
Explain variations and applications of Abolishing Operations
Explain variations and applications of Extinction
Explain and recognize variations of Stimulus Classes
Explain Operant Conditioning
Explain Respondent Conditioning
Explain the different types and behavioral patterns related to Schedules of Reinforcement
Explain and use Positive Reinforcement to increase behavior
Explain and use Negative Reinforcement to increase behavior
Explain and use Positive Punishment to decrease behavior
Explain and use Negative Punishment to decrease behavior
Explain different Types of Reinforcers and their advantages
Explain the concept of Stimulus Control and how it applies to behavior acquisition/reduction
Explain how to establish and teach StimulusDiscrimination
Explain how to establish and teach Stimulus Generalization
Explain how Verbal Behavior is conceptualized and the different functional categories
RECORDING AND MEASURING BEHAVIOR
Create Behavioral Definitions
Evaluate Permanent Products as a data collection
Demonstrate data collection with Frequency Recording
Demonstrate data collection with Rate
Demonstrate data collection with Partial and Whole Interval Recording
Demonstrate data collection with Time-based Measurement
Explain the importance of Accuracy Based on Observing Behavioral Definitions
Demonstrate data collection with Percentage Accuracy
Explain the importance and considerations in choosing Appropriate Measurement Systems
Demonstrate data collection with Trial by Trial Data
Demonstrate data collection with Cold Probe Data
SINGLE-CASE DESIGNS
Use Reversal/Withdrawal designs
Use Multi-element/Alternating Treatments designs
Use Multiple Baseline designs
Interpret and make accurate determinations when comparing Phase Change Designs
Explain the Dependent Variable and how it is used
Explain the Independent Variable and how it is used
Explain what defines Functional Relationships
BEHAVIORAL ASSESSMENT
Explain the concept of Functions of Behavior
Explain Appropriate Observation Techniques and how and when they are used
Explain the difference between Correlation vs. Causation and how they each apply to behavioral assessment
Conduct a Functional Analysis of problematic behavior
Conduct Developmental Language Assessments such as the ABLLS and VB-MAPP
Conduct Functional Skill Assessments such as the AFLS
BEHAVIORAL INTERVENTIONS
Use Shaping to change the topography of a behavior
Use Forward Chaining to teach a complex behavior
Use Backwards Chaining to teach a complex behavior
Use Behavioral Momentum to increase compliance
Use Differential Reinforcement of Other Behavior to decrease a behavior
Use Differential Reinforcement of Alternative Behavior to decrease a behavior
Use Differential Reinforcement of Incompatible Behavior to decrease a behavior
Use Functional Communication Training to increase appropriate requests and decrease problem behavior
Explain, set up, and use Multiple Schedules
Use Tokens to reinforce behavior
Use Video Modeling to model appropriate behavior
Use appropriate Extinction procedures based on function to decrease behavior
Use Antecedent Modifications to increase and decrease behavior
Use Noncontingent Reinforcement to decrease behavior
Use Common Punishment Strategies to decrease behavior
TEACHING METHODS AND VARIATIONS
Teach with Discrete Trials
Teach with Natural Environment Teaching
Teach with Behavioral Skills Training
Teach with Pivotal Response Training
Use Discrimination Training
Teach Stimulus Equivalence of various stimuli
Use the concepts of Verbal Behavior to increase language
Teach with Least to Most Prompting
Teach with Errorless Learning
Use Group/Class-wide Strategies to increase appropriate behavior/decrease problem behavior
Teach in ways that promote Generalization
Teach in ways that promote Maintenance in natural environments
Use Data Analysis strategies to make decisions regarding behavior change
Use data to make Treatment Changes and Modifications
Determine when to implement Treatment Fading
ETHICS
Knowledge of the IBAO Ethical Guidelines
Knowledge of the IBAO Ethical Problem-Solving Model

Please return this application and supplemental materials to: ACP@theibao.com

IBAO Use Only
	Content
	Instructional Hours
Reviewed by:
Date:	Date
Status:	_____ Approved _____ Insufficient Evidence