Accreditation Standards

 1.0 Mission and Public Disclosure — The program has a publicly stated mission that is consistent with the mission of the Association of Professional Behavior Analysts. The program discloses relevant information pertinent to success in the mission. The program makes public its goals, objectives, and training model and the alignment of the program offerings with the applicable professional certification and licensing standards in a manner that facilitates informed choices by potential students. 

1.1 The mission of the program is consistent with the mission of the Association of Professional Behavior Analysts to “promote and advance the science-based practice of applied behavior analysis.” 

1.2 The program has a clearly written and understandable mission statement that defines and outlines the purpose of the program and is on the program’s website in a location easily accessible to the public. 

1.3 The program publicly states its goals, objectives, and requirements for graduation.

1.4 The program publicly posts its curriculum and full-time faculty. 

1.5 Programs that are actively pursuing or that have been granted accreditation display only the accreditation status language provided to them in advertising and other relevant material. 

2.0 Curriculum and Instruction — The program’s curriculum is consistent with the mission of the program. It is systematically focused on training practicing behavior analysts and producing conceptual understanding, practical competence, and skills for life-long learning in an environment that is inclusive and respectful.

2.1 The curriculum is designed to develop foundational and applied knowledge, skills, and abilities, including ethical decision making, analytical thinking and structured problem solving, evidence-based practice and empirical behavior analytic procedures necessary to practice behavior analysis and produce meaningful outcomes for clients and stakeholders.

2.2 Coursework and applied practical and professional development activities are developed and executed in a manner that produces psychological safety, respect, collaboration, and a culture of inclusion and equity.

2.3 Programs require and can demonstrate regularly scheduled and ongoing formal student progress and outcome reviews that are subsequently used to improve student outcomes and the academic program.

2.4 Evidence-based instructional design strategies are employed to ensure student learning and engagement regardless of the modality of instruction.

2.5 The overall curriculum and individual course content are reviewed at regular intervals and revised as needed to reflect advances in the science, knowledge base, and requirements for practice in the profession.

2.6 The program has an advisory board or evidence of robust community partnerships to solicit and use feedback from parties (e.g., clinicians, service recipients, family members, school personnel) who are knowledgeable about ABA-based services and/or the populations and communities the program serves to inform the curriculum.

2.7 Programs may opt to offer or manage fieldwork experience in addition to the academic program. In such instances, the program should track the qualifications of fieldwork supervisors, the status of supervisory relationships for students, and the content and competencies targeted during fieldwork. Programs who provide fieldwork experience or enter into contracts with agencies to provide fieldwork experience should provide professional development resources to facilitate the quality of supervision.

2.7.1 When programs opt to offer fieldwork, supervision is provided by qualified behavior analysts with expertise and experience in the science and practice of behavior analysis. 

3.0 Program Outcomes Assessment and Reporting — The program regularly assesses and accurately reports data on multiple metrics related to the expected outcomes of its training efforts. 

3.1 Time to graduate, graduation rates, and attrition are available and accurately represented in public materials (e.g., recruiting and marketing, program website).

3.2 The success rate of first-time test takers on the BACB certification exam is prominently displayed on all public materials and matches the reported data in BACB annual reports. If a program does not have student data published in BACB annual reports, they will be directed to submit appropriate alternative data.

3.2.1 For programs in Canadian Provinces other than Ontario: Success rate of first-time test takers on the BACB certification exam is prominently displayed on all public materials and matches the reported data on BACB annual reports. 

3.2.2 For programs in Canadian Province of Ontario: Success rate on registration, when available, is prominently displayed on all public materials

3.3 If the program references job placement rates in marketing material, they must provide and certify the data are the most recent available and provide information on the placement in employment and types of work by graduates. 

4.0 Administration and Resources — The program is actively supported by its sponsoring institution, governed by its faculty, informed by feedback from its students and staff, and led by a qualified core member of the faculty. The program has the required resources to fulfill its mission. 

4.1 The program can document the commitment of the institution’s administration to equitable faculty governance, and maintenance of core faculty-student ratios, and other appropriate resources that support effective learning and mentoring.

4.2 The program includes documented administrative and decision-making processes that are well-defined and are regularly reviewed and revised based on feedback from faculty, staff, and students.

4.3 The program administrator must be a nationally certified, doctoral-level behavior analyst (or registered in the province of Ontario) with the necessary training and applied practical experience to manage the program successfully. The administrator is provided the support and resources to carry out their duties.

4.4 The program has an outlined financial model or budget, allowing for the execution of its mission and realization of its goals related to student outcomes.

4.5 The program’s non-fiscal resources, including technology, partnerships, educational supports, and physical facilities (if there are physical facilities) allow for the execution of its mission and realization of its goals related to student outcomes. 

6.1 Students demonstrate mastery of concepts, skills, abilities, problem solving, and effective application in both coursework and practice related to the profession of behavior analysis.

6.2 The program consists of at least 360 hours of instruction that meets the requirements of the Behavior Analyst Certification Board as indicated below: