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Incorporating Qualitative Data when Training Behavior Analysts.

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Updated: Jan 13, 2026

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Preparation of Behavior Analysts for School-based Practice.

Susan R Copeland1, Peg Duffie2, Rolanda Maez1

  • 1Department of Special Education, University of New Mexico, MSC05 304287131 Albuquerque, NM Mexico.

Behavior Analysis in Practice
|January 12, 2026
PubMed
Summary
This summary is machine-generated.

Board Certified Behavior Analysts (BCBAs) often feel unprepared for school-based practice due to gaps in initial training. Supervised fieldwork in schools and continued education are crucial for enhancing confidence and competence in educational settings.

Keywords:
Behavior analysis in schoolsPreparation of behavior analystsSchool-based behavior analystsTraining programs for school-based behavior analysts

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Area of Science:

  • Behavior Analysis in Education
  • School Psychology
  • Special Education

Background:

  • Educational settings represent a significant professional focus for Board Certified Behavior Analysts (BCBAs).
  • There is a notable lack of research examining the preparation of BCBAs for school-based service delivery.
  • Understanding BCBAs' perceptions of their training is vital for improving educational support services.

Purpose of the Study:

  • To investigate BCBAs' perceptions of their preparation and confidence in school-specific knowledge areas.
  • To identify facilitators and barriers to effective school-based practice encountered during initial training.
  • To explore BCBAs' post-credential continuing education in these specialized areas.

Main Methods:

  • A survey was administered to 116 Board Certified Assistant Behavior Analysts (BCAABAs), BCBAs, and BCBA-Doctors (BCBA-Ds) across the United States.
  • The survey included 26 closed and open-ended questions assessing preparation, confidence, and continuing education.
  • Data collection focused on perceptions of training in multidisciplinary teaming, IEPs, educational curricula, standards, and law.

Main Results:

  • Most respondents reported minimal or no preparation in key school-based practice areas from their initial behavior analysis training.
  • BCBAs with prior supervised fieldwork experience in schools reported higher confidence levels.
  • A significant number of participants pursued or planned to seek additional training to address these knowledge gaps.

Conclusions:

  • Initial behavior analysis training inadequately prepares BCBAs for the complexities of school-based practice.
  • Supervised fieldwork in educational settings is a critical factor in building practitioner confidence and competence.
  • Systemic changes in training programs and accessible continuing education are needed to support effective school-based behavior analysis.