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Developing a BACB-Approved Training Programme in New Zealand Oliver Mudford, PhD, BCBA University of Auckland ABA International, Sydney - August 13th 2007.

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Presentation on theme: "Developing a BACB-Approved Training Programme in New Zealand Oliver Mudford, PhD, BCBA University of Auckland ABA International, Sydney - August 13th 2007."— Presentation transcript:

1 Developing a BACB-Approved Training Programme in New Zealand Oliver Mudford, PhD, BCBA University of Auckland ABA International, Sydney - August 13th 2007

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3 Outline Context Aims Behavior Analyst Certification Board ® requires –Academic programme –Supervised experience Outcomes for students Reinforcers for staff Difficulties to be considered Programme future

4 New Zealand Population 4 million Same area as Japan or GB or Colorado 1338 miles SE of Sydney (2154 Kms)

5 Auckland Population 1.3 million –63% European descent –11% Maori –13% Pacific Islands –12% Asian Auckland University –38,000 students –4 campuses

6 Professional Programmes in Psychology Clinical Psychology Health Psychology Speech-language therapy Industrial, work, and organisational Applied Behaviour Analysis

7 Aims To re-create comprehensive (and modern) behaviour analysis services in Auckland Region for: –Approx 10,000 citizens with ID –Possibly as many with ASDs + ODD/CD, ADHD, ABI/TBI rehab, Elderly infirm, D&A rehab, etc. Train professionals to BCBA ® (Board Certified Behavior Analyst ® ) level – why compromise? Develop research programme in ABA

8 How BACB ® requirements are met Course sequence of 225 hours class contact in ABA Masters degree 1500-hr Supervised Independent Fieldwork

9 Courses - red essential Year 1 –ABA: Methods –ABA: Behaviour Modification –Behaviour Support –Advanced Operant Behaviour –Developmental and Intellectual Disabilities Year 2 Masters-by-research thesis Year 3 –Advanced ABA –Professional Psychology Practice in New Zealand –Research Topic

10 Supervised independent fieldwork 32 hrs/week for 47 weeks in Year 3 Two internships concurrently –Child –Adult Interns apply for suitable employment & are paid at market rates dependent on prior experience, e.g., –ID community or residential –ASD community/school –Special school –Mainstream school –ABI/TBI residential –Dementia residential

11 Supervised experience (cont) 75 hours supervision by BCBA ® s provided –38 hrs individual one-to-one At least half that in fieldwork placements –Remainder as group supervision

12 BACB ® approvals at BCBA ® level 2002 – ongoing: for Educational requirement –1 st outside US –5 th cohort started February – ongoing: for Experience requirement

13 Outcomes for students Year 1: Postgraduate Diploma in Science or Arts Year 2: Master of Science or Arts Year 3: Postgraduate Diploma in Applied Psychology Eligibility for examination for BCBA ® & Registration as a Psychologist in NZ (a legal requirement for practice)

14 Reinforcers for Staff (re-) building local ABA professional community Client behavioural changes Beneficial changes in local services Student enthusiasm for ABA –See Illustrations presentation for examples Graduates much in demand Being part of ABA community internationally through BACB ® recognition of programme

15 Difficulties to consider in establishing a BCBA ® -level programme Relatively heavy teaching loads –BACB ® -eligible instructor/lecturer shortages Supervision requirements –BACB ® -eligible supervisor shortages –Travel time for site visits Ignorance and suspicion of BACB ® by authorities –Are they two crooks with a computer in a shed in Texas? –No, they are not! (see Cooperation with local services –Do they value evidence-based practices? –Can they provide positive experiences for students?

16 Difficulties (cont.) Recruitment of good students –ABA has low profile for undergraduates –Our client populations less attractive –Undeniably, ABA is hard work Students lured by employment –Are they too employable after only one or two years in programme? –Will graduates use their BCBA ® certificate to leave NZ and never return?

17 Further developments? Recruit BCBAs for PhD studies Undergraduate programme to BCABA level Cross-faculty collaboration with Education

18 Acknowledgements Gratitude to: Angela Arnold-Saritepe, PhD, BCBA; Dennis Rose, PhD; B. M. Jones, PhD, BCBA who are (or have been) part of the ABA programme Behavior Analyst Certification Board ® for developing Tasklist (i.e., essential curriculum), especially Gerald R. Shook, PhD, BCBA

19 END Contacts:


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