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Accreditation FAQs


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Frequently Asked Questions

Have questions about APBA’s Accreditation? The FAQs below were developed using questions posed and feedback provided from interested individuals attending APBA meetings or submitting via a feedback form.

Have questions about accreditation requirements from the Behavior Analyst Certification Board® (BACB®)? Head over to their University Faculty Resources page to get more information and resources. VCS coordinators might be specifically interested in reviewing the information covering the Pathway 2 coursework attestation process that is scheduled to replace the BACB's VCS system.

Looking for a list of accredited programs? APBA has not yet begun to accept applications. Please check back frequently for more information.

What is the purpose of APBA’s accreditation?

  • The purpose of APBA’s Accreditation is to evaluate degree conferring programs at the master’s level that focus on training students to become scientist-practitioners in the profession of Applied Behavior Analysis (ABA).  This focus on practitioner-training programs is driven by APBA's mission to promote and advance the science-based practice of applied behavior analysis and by the rapid and continual growth of the profession.  

Where can I find a list of APBA accredited programs?

  • APBA will begin accepting applications for review on January 20, 2026. Accredited programs will be publicly posted on the APBA website. 

Is APBA’s accreditation pathway currently recognized by the Council for Higher Education Accreditation (CHEA)?

  • Currently, APBA’s accreditation board is not recognized by CHEA; however, the requirements were designed with that eventual goal in mind. CHEA has very specific requirements that must be met in to pursue an application for recognition, including that accreditation boards must already have some programs accredited. Once APBA meets the requirements to apply for CHEA recognition, we will begin the process of applying for recognition. 

Is accreditation only available for master’s programs, or can bachelor’s programs seek accreditation too?

  • Accreditation is only available for master’s programs in the United States and Canada. 

Are stand-alone certificate programs included?

  • No. Stand-alone graduate certificate programs are not included; just degree conferring programs. 

Do APBA accreditation requirements align with future BACB® requirements for master’s programs?

  • Yes, APBA accreditation requirements closely align with the updated BACB® requirements for programs. Required coursework maps onto BACB® requirements for verified course sequences.
  • Have questions about accreditation requirements from the Behavior Analyst Certification Board® (BACB®)? Head over too their University Faculty Resources page to get more information and resources. 

How many hours will be required in principles and concepts?

  • The requirement is for 45 hours of content in principles and concepts. 

What about programs on the quarter system?

  • The application materials will allow for a demonstration of how the total course hours are met for programs on the quarter system.

Will basic/experimental thesis count as an acceptable capstone project under the requirements?

  • Theses and capstone projects must center around activities that demonstrate a student’s competency in applicable activities that allow for the evaluation of core activities relevant to being a practitioner of applied behavior analysis. Programs could develop a multi-component capstone project that includes activities focused on basic or experimental behavior analysis research activities, provided the overall out of the capstone project meets the requirements. Programs could also provide a wide variety of optional activities and learning experiences for students, including basic or experimental research activities.

What is the timeline for accreditation?

  • There are several steps to the review process and the total duration of the review will largely depend on the completeness of the submitted application. We anticipate the total process to take about 3 months.  Please view this video to better understand the steps of the accreditation review process.

How much does the review cost?

  • The cost for the review is based on the average number of students enrolled over that past three years: 
    • 75 students or fewer = $7,000
    • 76-300 students = $7,500
    • 301+ students = $8,500

Do we need to have a specific first-time pass rate on the BCBA® exam in order to pass accreditation?

  • No. APBA requires programs to meet all of the standards to pass accreditation. First time pass rate data are used to determine the length of the accreditation cycle. APBA will use the average first time pass rates published on the BACB® website over the past five years to determine the accreditation cycle. 
    • Programs with 5-year average above 70% qualify for an 8-year accreditation cycle 
    • Programs with 5-year average between 65%-69% qualify for a 5-year accreditation cycle 
    • Programs with 5-year average between 60%-64% qualify for a 3-year accreditation cycle 
    • Programs with 5-year average below 59% qualify for a 2-year accreditation cycle 

Our program collects pass rate data and our average differs from what is posted on the BACB® website. Can we submit our data for consideration? 

  • No. APBA will use the data that is publicly available through the BACB® to determine the accreditation cycle. Programs may consider communicating with the BACB® to discuss this discrepancy.

We are a new program that does not have some of the data APBA collects (e.g., first-time pass rates, attrition, graduation rates). Can we still apply for APBA accreditation?

  • Yes. New programs are eligible for a 2-year accreditation cycle. Once the program has been in existence long enough to have these data, it can qualify for longer accreditation cycles similar to established programs.

Will the review include a site visit?

  • No. All interviews and observations will be conducted remotely.

 How do programs with asynchronous instruction account for the required instructional hours?

  • The instructional hours relate to the number of hours of recorded content. This is similar to how APBA would evaluate instructional hours for synchronous instructional formats by looking at the duration of class time.
Do universities offering both online and on-campus programs need to apply for two separate accreditations and pay the fees for each?
  • This would depend on how the university defines and administers the program. If the online and on-campus options are considered a single program by the institution, sharing the same faculty, curriculum, course sequence, and expectations, APBA would generally view it as one program for accreditation purposes. If the university treats them as distinct programs (e.g., different faculty, curricula, or program requirements), they would likely be reviewed separately, which could involve separate applications, fees, reviews, and potentially different outcomes.
Our program has a course that covers OBM and supervision, but the course name is listed as “Advanced Applications of ABA.” Does the course name need to include “OBM” or “supervision” to meet the curriculum requirements?
  • This question relates to Standard 6.2, which requires that programs include at least 45 hours of instruction in Organizational Behavior Management and Supervision within a single freestanding course, consistent with BACB® requirements. For accreditation purposes, the course title itself is not the determining factor. Reviewers focus on whether the course content, as documented in the syllabus, demonstrates that the required instructional hours address the relevant OBM and supervision topics outlined by the BACB (e.g., performance analysis and management, supervision, staff training, behavioral systems analysis, organizational culture, and leadership). As part of the accreditation review, APBA would evaluate the syllabus and supporting materials to determine whether the course content and instructional hours sufficiently align with Standard 6.2, regardless of the course name.
Does the degree conferred by my program specifically have to be “Behavior Analysis”?
  • No, the name of the degree does not have to be “Behavior Analysis”. The training offered to students in the program must be behavior analytic, but the degree may be in Psychology, special education, behavior analysis, etc. What is critical, though, is that the students who have earned the degree listed on the transcript must have met all the educational and program requirements of the accredited program. See standard 6.2 for the educational requirements.
My behavior analytic training program is an ABA specialization housed within a different degree program. Is that a problem?
  • Accreditation requires that all required training can be verified through the degree itself. So, if students who earn the ABA specialization have that specifically noted in some way on their degree, then it is possible to accredit the degree. Please note that, similar to the degree name, the specialization does not have to say “behavior analysis”. What is critical is that there is a unique name for the specialization that appears on the transcript, which can be used to verify that the student completed all the required training of the program.

For standard 5.3, what needs to be on our public-facing website, and what can be available only to students?

  • For purposes of this standard, “publicly available” means accessible to students enrolled in the program. The handbook does not need to be fully open to the general public; however, enrolled students must be able to easily access it (e.g., via a student portal, LMS, or secure webpage). While not required to meet Standard 5.3, we strongly encourage programs to post key information on their public-facing website to support consumer awareness. Prospective students should be able to understand expectations, costs, and program structure before enrolling so they can determine whether the program is a good fit. Encouraged items include: admission processes; transfer credit policies for coursework from accredited institutions and criteria for awarding credit; degree requirements; financial obligations (including where to find tuition and fee information); funding opportunities; and, if fieldwork is offered, programs should clarify whether placements are arranged by the university or secured by the student.
What is the required faculty to student ratio? Can we include adjuncts into this equation?
 
  • We do not specify a required faculty-to-student ratio. However, programs are encouraged to report faculty resources using Full-Time Equivalent (FTE) rather than a simple headcount. The intent of the standard is to ensure students have adequate support. Reporting only full-time faculty can underestimate available instructional capacity, particularly when part-time, adjunct, or other instructional faculty contribute to the program.
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Please email us accreditation@apbahome.net