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Assessment of Social Interaction Behaviors

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Published on: February 25, 2011

Collaborative Practices of Behavior Analysts in School Settings: Evidence from the Field.

Cheryl Light-Shriner¹, Dani Pizzella², James B Schreiber³

¹Department of Special Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820 USA.

Behavior Analysis in Practice

|October 13, 2025

Summary

Board Certified Behavior Analysts (BCBAs) receive minimal training in collaborative practices, despite ethical requirements. However, BCBAs in public schools report frequent collaboration, highlighting a need for better training and support.

Keywords:

Behavior analyst Collaboration Ethics Schools Training

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Area of Science:

Behavior Analysis
Professional Ethics
Educational Psychology

Background:

The Ethics Code for Behavior Analysts (2020) mandates collaborative practices for Board Certified Behavior Analysts (BCBAs).
The extent of BCBA training and implementation of collaborative practices remains largely unknown.
This study focuses on BCBAs working within school environments.

Purpose of the Study:

To examine the training experiences in collaborative practice among BCBAs.
To determine the frequency of collaborative practices engaged in by BCBAs in schools.
To identify discrepancies between ethical mandates and actual practice.

Main Methods:

Latent Class Analysis (LCA) was employed to identify distinct patterns of collaborative practice.
Data were collected from BCBAs associated with school environments regarding their training and practice frequency.
Analysis focused on understanding the profiles of collaborative engagement.

Main Results:

Three distinct profile models emerged, categorizing the frequency of collaborative practices.
Participating BCBAs reported minimal to no formal training in collaborative practices.
BCBAs employed by public school districts reported engaging in high-level collaborative practices.

Conclusions:

A significant gap exists between the ethical requirement for collaboration and the reported training received by BCBAs.
BCBAs in public schools demonstrate a higher frequency of collaborative practice, suggesting environmental factors may influence implementation.
Further research is essential to assess the quality of collaborative practice training and develop strategies to support adherence to ethical guidelines.