Navigating Credentials: A Guide for Behavior Analysis Professionals

As the field of behavior analysis grows, so does the number of organizations offering credentialing in behavior analysis. As behavior analysis professionals, understanding the various credentials available in our field is crucial for maintaining high standards of practice, advancing careers, and ensuring the delivery of quality services. Whether you are a student, practitioner, employer, educator, or regulator, knowing how to evaluate credentials effectively helps you make informed decisions that align with industry standards.

Understanding Credentials in ABA: Key Differences

In addition to knowing about different credentialing organizations, it’s essential to differentiate between types of credentials. Though they sound similar, certificates, certifications, and professional certifications are quite different:

• Certificates are often issued by colleges, universities, or other entities to signify the completion of coursework or training but do not necessarily reflect professional competence.
• Micro-credentials in specific assessments or interventions demonstrate proficiency in that particular area. Organizations or developers of specific training or procedures often issue these.
• Professional Certifications and Licensure signify that the holder has met specific degree, coursework, and practical training requirements and demonstrated competency on a legally defensible professional examination of the subject matter. These credentials allow individuals to practice their profession without limits to populations, settings, etc. Professional credentials typically limit who may use a specific title and may impact one’s ability to bill for specific services.

Only professional certifications confirm that the individual has met specific standards, making it essential to know what to look for in these programs. For more information on certification and licensure, see the BOOST Blog, Understanding Certification and Licensure in Behavior Analysis Practice.

Some Key Features of Credible Credentialing Organizations and Programs

1. Accreditation by Reputable Bodies: A key indicator of a credible credentialing program is accreditation by recognized accrediting organizations, such as the National Commission for Certifying Agencies (NCCA) or the American National Standards Institute (ANSI). Accreditation ensures that the program meets industry standards and practices.
2. Transparency and Independence: Credible credentialing bodies are transparent about their operations, governance, and the professionals involved in developing their standards. They should operate independently of service-provider organizations to avoid conflicts of interest and maintain impartiality. Certificate data and information about SME meetings should also be publicly available.
3. Job Analysis Studies: Reliable credentialing programs conduct job analysis studies to define the critical tasks, skills, and knowledge necessary for competent practice. 
4. Objective, Valid, and Reliable Examinations: Professional credentials should require passing a valid and reliable exam that accurately reflects the subject matter competencies identified through job analysis. Information on exam construction, validation, and security should be publicly accessible.
5. Commitment to Ongoing Standards: Programs should have clear ethical and disciplinary standards that are publicly available and consistently enforced. Continuing education requirements are also essential for maintaining professional certifications, ensuring that certificants stay current with evolving practices.

Evaluating Credentials and Credentialing Bodies

To assess the quality of a credentialing program, consider asking:

• Is the credentialing program accredited by NCCA or ANSI?
• Does the program use job analysis studies to define exam content? Are the results publicly available?
• Are the credentialing body’s governance and decision-making processes transparent and independent?
• Is the credentialing body for profit or not for profit?
• Are there clear ethical and disciplinary standards for certified professionals, and are they consistently enforced?

For a full list of key features and considerations for evaluating behavior analysis credentials, see the APBA resource Considerations for Evaluating Credentials in the Practice of Applied Behavior Analysis, 2018.

What Credentials Are Right For Me?

Whether you are determining which primary credential is right for you or if you should pursue additional credentialing, here are some questions to consider:

• What credential(s) are recognized to practice and bill in my location?
• What credential(s) are employers looking for in applicants? Is the credential I am considering recognized and respectable?
• If I already hold a primary credential, how will another credential help me?

Final Thoughts

Ensuring the credibility of the credentials we seek and hold helps support our field's integrity and healthy growth. Look for programs that demonstrate transparency, are accredited by recognized bodies, and base their standards on solid research and professional expertise. These qualities ensure that the credentials you hold or consider reflect the best practices in behavior analysis.
 

Resources and References

Considerations for Evaluating Credentials in the Practice of Applied Behavior Analysis. https://assets.noviams.com/novi-file-uploads/apba/pdfs-and-documents/APBA_Considerations_Evaluating_Credentials_APR2024.pdf
Johnston, J. M., Mellichamp, F. H., Shook, G. L., & Carr, J. E. (2014). Determining BACB examination content and standards. Behavior Analysis in Practice, 7, 3-9. doi:10.1007/s40617-014-0003-6 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4711728/ 
Shook, G. L., Johnston, J. M., & Mellichamp, F. (2004). Determining essential content for applied behavior analyst practitioners. The Behavior Analyst, 27, 67-94. doi:10.1007/BF03392093 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755360/
Johnston, J. M., Carr, J. E., & Mellichamp, F. H. (2017). A history of the professional credentialing of applied behavior analysts. The Behavior Analyst, 40, 523-538. doi:10.1007/s40614-017-0106-9 https://pmc.ncbi.nlm.nih.gov/articles/PMC6701231/pdf/40614_2017_Article_106.pdf