Abstract

As of January 2023, there are 59,976 Board Certified Behavior Analysts (BCBAs) with current licensure throughout the world. This number has substantially grown compared to the meager 392 persons so certified in the year 2000 (Behavior Analyst Certification Board, 2023) In the past 11 years, demand for Board Certified Behavior Analysts has increased by 4,209% (Behavior Analyst Certification Board, 2022). As the need for this resource has increased, the presence of BCBAs is becoming more prevalent in public schools today. A BCBA can be a beneficial and critical resource to teachers in aiding in their behavior knowledge, and classroom management. Since there is a scarcity of BCBAs in schools, it is important that a BCBA's time is spent effectively while working with teachers. To our knowledge, there is little to no research specifically targeting special education teachers and how they interact with BCBAs. A Multiperspectival Interpretative Phenomenological Analysis focus group was conducted with educators who interface with BCBAs. Findings indicated both barriers and affordances attached to special education teachers working with a BCBA. Implications for practice, implications for research, and limitations are discussed.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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