The advent of new credentials can be a double-edged sword—increasing confidence in the training and practical repertoires of staff while simultaneously increasing the likelihood of new regulations from legal and/or payer entities. The field of behavioral analysis has seen both trends since the Registered Behavior Technician™ (RBT®) credential was developed and provider organizations are being required to adapt quickly to the rapidly changing landscape of service provision. Beyond the direct impact on the RBT-eligible staff, the introduction of this credential has secondary effects on BCBAs working in the field.
Autism Home Support Services has been able to introduce the RBT credentialing process on a large scale through a systematic training and support system for both BCBAs and direct care staff. Preliminary results from this training system will be shared along with additional information on the current issues around the introduction of the credential to help the field begin to develop best practices in training both BCBAs and direct care staff for RBT credentialing efforts.
Stephanie Bates, M.A., BCBA
Stephanie Bates received her Master’s degree from Western Michigan University, where she worked in the home setting as well as in the school context and with adults in residential and day treatment programs. Upon graduating, her clinical work focused more specifically on children and adolescents with significant challenging behavior; she expanded her staff training and supervision repertoire by partnering with school districts to provide professional development and student-specific supports, as well as serving as an adjunct professor providing practicum supervision. In her most recent role, Stephanie oversees training, supervision, and professional development efforts for all levels of clinical staff, from direct care staff starting training toward Registered Behavior Technician™ credentialing through ongoing professional development for tenured BCBAs.
RBT® credential, Staff (RBT and BCBA) credentialing requirements
BCBAs, BCaBAs, Behavioral Health/ABA Service Organization Administrators & Clinical Leaders (particularly those affected by credentialing requirements for direct care staff)
Learning Objectives for Participants:
- Attendees will be able to state the purported benefits of credentialing direct care staff from the perspective of consumers of behavior analytic services, service providers, and payor entities.
- Attendees will be able to analyze the direct and indirect effects of credentialing for direct care staff, both on the field of behavior analysis and their own organizations.
- Attendees will be able to identify concerns and difficulties related to implementing training toward credentialing and/or employing credentialed staff within their practice
- Attendees will be able to describe the necessary training components for both BCBAs and direct care staff to successfully implement training toward credentialing.
- Attendees will be able to generate “next steps” for their own practice, organization, and/or the field for addressing the growth of credentialing direct care staff.
Continuing Education Units:
There is no additional fee for this course beyond the cost paid for admission to the conference. Course completion requirements: Requires remaining in the room for the duration of the instruction and all learners must sign in and out with the official session proxy. Paper certificates will be immediately awarded upon completion.