Vladescu Jason C, Breeman Samantha L, Cox David J, Drevon Daniel D
Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave, Caldwell, NJ 07006 USA.
Behavioral Health Center of Excellence, Los Angeles, CA USA.
Behav Anal Pract. 2022 Feb 7;15(3):867-880. doi: 10.1007/s40617-021-00673-6. eCollection 2022 Sep.
Many behavior analysts currently work in school settings or with individuals who may qualify for educational services through federal special education law. However, it remains unclear what training, if any, behavior analysts receive in this law. Behavior analysts have an ethical responsibility to practice within their scope of competency and in compliance with legal regulations. Thus, it is important to determine whether behavior analysts practicing in the United States are adequately prepared and familiar with federal special education law. The current study consisted of a survey wherein respondents answered questions pertaining to the relevance of federal special education law, their familiarity with core terminology, and the alignment between the law and the (Behavior Analyst Certification Board, 2016). Respondents' self-report indicates that behavior analysts hold conflicting views on how federal special education law aligns with and influences their role as service providers. As such, practitioners and agencies alike may benefit from explicit clarification of the responsibility Board Certified Behavior Analysts have to seek training in and adhere to federal special education law.
目前，许多行为分析师在学校环境中工作，或与那些可能根据联邦特殊教育法获得教育服务资格的个人合作。然而，行为分析师在该法律方面接受了何种培训（如果有的话）仍不清楚。行为分析师有道德责任在其能力范围内并遵守法律法规进行实践。因此，确定在美国执业的行为分析师是否有充分准备并熟悉联邦特殊教育法很重要。当前的研究包括一项调查，受访者回答了与联邦特殊教育法的相关性、他们对核心术语的熟悉程度以及该法律与（行为分析师认证委员会，2016年）之间的一致性相关的问题。受访者的自我报告表明，行为分析师对于联邦特殊教育法如何与他们作为服务提供者的角色保持一致并产生影响持有相互矛盾的观点。因此，从业者和机构可能都将受益于对注册行为分析师在寻求联邦特殊教育法培训并遵守该法律方面所承担责任的明确澄清。
