We had another Clinical Collaborative last night (Thursday, 10/29). A group of BCBAs discussed Leaf (2025), “A Critical Evaluation of Practitioner Training in Applied Behavior Analysis: It Is Time for a Change.” The BCBAs all felt that this article resonated with them, but in different ways. Collectively, the group agreed that a performance-based system for ensuring BCBA competency would be more effective than relying solely on test scores. But the question remains: How could this be implemented in practice? With the growing number of professionals becoming BCBAs and the increasing demand for BCBAs, could we even keep up with this type of model?
One model we continued to discuss was requiring new BCBAs to work under the guidance of a seasoned BCBA for a set period of time. This would be similar to an apprenticeship, with on-the-floor support that goes beyond having a supervisor with whom you meet every few weeks. It could be a starting point for performance-based monitoring of new BCBAs. They could begin with smaller caseloads and receive more oversight of their clinical decisions. However, this model would be difficult to implement in many settings, especially insurance-funded settings where there are specific billable-hour requirements.
We also discussed common skills that may need to be taught more effectively during fieldwork experiences or even in graduate school. With the introduction of newer systems for electronic data collection and program development, it seems that some newer BCBAs are struggling to understand why programs are developed in particular ways. In the past, BCBAs designed most programs themselves. Now, many systems can generate these programs for them. However, this may take away from the engagement and critical thinking involved in understanding how and why a program was developed in the first place.
I also want to highlight something special about this group of BCBAs. They are seasoned professionals, some with PhDs and others with years of experience in leadership roles. Their day-to-day schedules are packed. Yet, despite how busy they are, they consistently make an effort to teach others and help those around them grow. I have been fortunate to work alongside them and observe how they will always take the time to help shape someone's behavior. It goes beyond simply making sure someone performs the correct action; it is about helping them become the best BCBA, RBT, or BT they can be.
I truly enjoy being part of these conversations and helping create a community that is eager to see our field continue to thrive. I would love to see more BCBAs join our Clinical Collaboratives next year. Our next one will be in January 2027!