Incorporating Qualitative Data when Training Behavior Analysts

High-quality teaching is foundational for producing high-quality behavior-analytic practitioners and researchers. This manuscript explores how behavior analysts can incorporate qualitative assessment methods in both formal educational settings (e.g., behavior-analytic coursework) and supervisory experiences that prepare behavior analysts to enter the field. In particular, we focus on the integration of qualitative methods to evaluate social validity, metacognition, and learning outcomes. Integrating qualitative methods in coursework and supervision holds the potential to enhance learner's self-understanding and insight, while also allowing instructors and supervisors to better customize pedagogical choices to their students and trainees. Strategies to incorporate qualitative data collection and analysis are provided. The application of qualitative techniques could help to promote culturally responsive practices in the classroom and in supervision. In reflecting on the implementation of qualitative techniques with the teaching of behavior analysis, elements of qualitative analysis are likely already in use, but the field has not yet fully explored or acknowledged the role these sources of data play in instruction.