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Evaluating Sources of Continuing Education and Professional Development Used by Behavior Analysts
Michael P Kranak1,2, Natalie R Andzik3, John Michael Falligant4,5
1Oakland University, Rochester, MI USA.
Behavior Analysis in Practice
|December 27, 2022
Summary
Board Certified Behavior Analysts (BCBAs) prefer verifiable sources like peer-reviewed articles and conferences for continuing education units (CEUs) and professional development over social media. This highlights a need for accessible, high-quality learning opportunities.
Area of Science:
- Behavior Analysis
- Professional Development
- Continuing Education
Background:
- Board Certified Behavior Analysts (BCBAs) require continuing education units (CEUs) and professional development.
- Understanding BCBA preferences for CEU sources is crucial for effective professional development.
- Current knowledge on BCBA preferences for CEU and professional development sources is limited.
Purpose of the Study:
- To identify trends in CEU accruement and professional development among BCBAs.
- To understand the factors influencing BCBAs' choices of CEU and professional development sources.
- To explore BCBA preferences and opinions regarding professional development activities.
Main Methods:
- A survey was distributed to Board Certified Behavior Analysts (BCBAs) and Board Certified Assistant Behavior Analysts (BCaBAs).
- The survey was disseminated via the Behavior Analyst Certification Board mass e-mail service.
- The study analyzed trends and driving factors in CEU accruement and professional development source selection.
Main Results:
- Respondents indicated a strong preference for peer-reviewed articles as a source of CEUs.
- In-person conferences and presentations by well-known speakers were highly valued.
- Less verifiable sources, such as social media platforms (e.g., Facebook groups, podcasts), were generally disfavored.
Conclusions:
- BCBAs prioritize credible and verifiable sources for their continuing education.
- There is an opportunity to enhance the accessibility of high-quality CEU and professional development resources.
- Informing the provision of CEUs based on BCBA preferences can improve professional development.
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