A Preliminary Assessment of the Qualities and Behaviors of Exemplary Practitioners: Perspectives From U.S.-Based Behavior Analysts

Abstract

Individuals with credentials (Board Certified Behavior Analyst–Doctoral and Board Certified Behavior Analyst) from the Behavior Analyst Certification Board throughout the United States were asked to identify the characteristics and corresponding behaviors of individuals they consider to be exemplary in the profession. From these responses, a list of 35 characteristics and attendant behaviors was compiled into the Exemplary Behavior Analyst Checklist. This checklist contains a number of characteristics that are traditionally representative of the field (e.g., analytical, applied, conceptually systematic, technological) and relate to technical and conceptual skills. Respondents also identified a number of characteristics associated with compassion and support of clients/individuals (e.g., client centered, culturally competent, empathetic, positive/encouraging). A “top 10” list of the qualities and behaviors of exemplary behavior analysts identified by participants is presented, and a discussion regarding the implications for the training of credentialed professionals is provided.

Recent articles on the factors involved in high-quality behavior-analytic practitioner training programs (e.g., Ahearn, Green, Riordan, & Weatherly, 2015; Alligood, Anderson, & McGee, 2019; Dixon, Reed, Smith, Belisle, & Jackson, 2015; Friman, 2015) have begun an important conversation regarding the need for evaluating graduate training programs as they relate to practitioner competency and effectiveness. Relatedly, in addition to prerequisite conceptual and technical skills, others have discussed the need to identify and train interpersonal skills (Callahan et al., 2019; LeBlanc, Taylor, & Marchese, 2020; Taylor, LeBlanc, & Nosik, 2019), cultural competencies (e.g., Beaulieu, Addington, & Almeida, 2019; Conners, Johnson, Duarte, Murriky, & Marks, 2019), and communication skills (Becirevic, Critchfield, & Reed, 2016) that may strengthen therapeutic relationships and client outcomes. At their core, these articles are focused on a common goal of ensuring that behavior analysts provide the most effective and highest quality services possible. Nevertheless, what has largely been missing from the extant literature is a focused discussion of what truly separates exemplary behavior analysts from others in the profession.

What makes an individual an exemplary behavior analyst? Given our profession’s focus on objective definition, description, quantification, and experimentation, behavior analysts should be well prepared to answer this question. A number of us have worked with exceptional behavior analysts. Some of us may even be exemplary behavior analysts. Nonetheless, many of us may struggle to identify what exactly distinguishes an exemplary behavior analyst from an average behavior analyst. Numerous professions, including physicians (Langley & Till, 1989; Schattner, Rudin, & Jellin, 2004), nurses (Anonson et al., 2014; Pulcini, Couillard, Harrigan, & Mole, 2002), school counselors (Young, Dollarhide, & Baughman, 2015), lobbyists (McGrath, 2006), trainers (Leach, 1996), software professionals (Sonnentag, 1995), librarians (Haycock, 2011), principals (Batsis, 1987), and teachers (Buskist & Keeley, 2018; Kirby, Busler, Keeley, & Buskist, 2018), have empirically examined what characteristics and behaviors are essential for an individual to be considered exemplary. Notably absent from this list of professions are behavior analysts.

As outlined by the Behavior Analyst Certification Board (BACB, 2017), the BCBA/BCaBA Task List (5th ed.) identifies “the knowledge and skills that serve as the foundation for the BCBA [Board Certified Behavior Analyst] and BCaBA [Board Certified Assistant Behavior Analyst] examination” (p. 1). Although this foundation is critical for practitioners, unfortunately, passing an examination is not a guarantee that these newly credentialed professionals will be effective, let alone exemplary, in the field (Critchfield, 2015; Dixon et al., 2015). For those individuals who aspire to be excellent behavior analysts, Bailey and Burch’s (2009) 25 Essential Skills and Strategies for the Professional Behavior Analyst provides an initial examination and discussion of the types of skills key stakeholders (e.g., supervisors of consultants, CEOs of behavior-analytic service providers) believe are critical in becoming a competent and effective consultant. Based on their qualitative research, the authors identified five general categories and related skills. The first category is essential business skills, such as being assertive (e.g., asking for what you need, requesting consistent feedback). The next category is skills related to a basic consulting repertoire (e.g., interpersonal communication skills: building rapport with clients, providing a lot of positive feedback). The third category focuses on applying behavior-analytic knowledge (e.g., shaping behavior effectively: shaping a nosy coworker’s question asking), and the fourth category describes vital work habits (e.g., time management: applying the Premack principle to your work, keeping a calendar). The last category discusses advanced consulting strategies. An example of a skill listed in this grouping is creative problem solving (e.g., identifying alternative ways to alter behavior if the initial strategy is not successful).

In addition to being well trained in the technical aspects of behavior analysis, Bailey and Burch (2009) provided insight into a number of competencies identified as necessary to be an effective behavioral consultant. Nevertheless, professional competency and effectiveness should only be considered a mandatory minimum. This raises the question, on what areas should practitioners who aspire to be exemplary focus their attention? To address this question, as practitioners we must first identify the relevant stakeholders who are responsible for deciding what qualities make a behavior analyst exemplary. In addition to surveying behavior analysts, feedback from other individuals involved in the service-delivery process is important, including (a) clients, (b) parents/guardians, and (c) other professionals who work collaboratively with BCBAs (e.g., speech-language pathologists).

Identifying characteristics of exemplary behavior analysts may prove beneficial for a number of reasons. First, in addition to considering the research on “essential” behavior-analytic readings at the graduate- (Saville, Beal, & Buskist, 2002) and undergraduate-level (Frieder et al., 2018), understanding what factors contribute to an individual being identified as an exceptional practitioner could provide educational programs and service providers with useful information to help inform their curriculum decisions and training practices. Second, by having a clearer understanding of what qualities and corresponding behaviors contribute to effective service delivery, practitioners could be able to strengthen their behavioral repertoire and, by extension, improve client well-being and satisfaction. Additionally, as the imbalance between supply (i.e., the number of credentialed behavior analysts) and demand (i.e., those seeking services) begins to stabilize, and the marketplace for skilled practitioners becomes increasingly competitive, it will be incumbent upon those in the field to differentiate themselves from others in the profession. As Dixon (2014) noted, “Behavior analysts will need to show results, show quality results, and show better results than the next behavior analyst” (p. 145). If he is correct, in the near future the promise of a job offer may require significantly more than holding a credential (i.e., BCBA, BCaBA) that indicates an individual has met the established minimum entry-level requirements for the profession (Johnston, Carr, & Mellichamp, 2017). One way behavior analysts can differentiate themselves is through continuously evaluating and working to expand their scope of competence across procedures and strategies, populations, and settings (Brodhead, Quigley, & Wilczynski, 2018). This will allow practitioners to simultaneously reduce the risks of practicing outside the scope of their competence (e.g., risk of harm to consumers, poor outcomes, disciplinary action) while meeting the needs of the field and increasing their employability (see Brodhead et al., 2018, and LeBlanc, Heinicke, & Baker, 2012, for recommendations on how to maintain and increase scope of competence).

As a preliminary study designed to identify the qualities and corresponding behaviors of behavior analysts who are considered a master of their craft, our first step in this process was to gather data from behavior analysts. Although limited in scope and the ability to draw definitive conclusions due to the relevant stakeholders assessed (i.e., behavior analysts) versus those omitted (e.g., clients, parents/guardians, collaborating professionals), the current study does provide initial insights that may be useful when considering those areas and skill sets that behavior analysts consider most important to being an exemplary practitioner.

Phase 1

Method

Procedure

In Phase 1, a recruitment email was sent to all BCBAs and Board Certified Behavior Analysts–Doctoral (BCBA-Ds) in the United States who agreed to be contacted through the BACB registry. Participation during this preliminary study (Phases 1 and 2) was limited to BCBAs and BCBA-Ds in the United States, as they represent approximately 91% of all behavior analysts (Behavior Analyst Certification Board, n.d.), are fluent in English, and were more likely to have a longer behavior-analytic work history than BCaBAs and Registered Behavior Technicians.

After providing informed consent, participants completed an online demographic questionnaire related to their education and professional experience administered through Qualtrics web-based software (https://www.qualtrics.com/). Participants were then instructed to think about the best behavior-analytic practitioners whom they knew and provide up to five qualities/characteristics and specific corresponding behaviors that were central to them identifying this individual as an exemplary behavior analyst. No definition of “exemplary” was provided. Participants were then given the following example as a prompt:

The best behavior analysts I know are ethical. Corresponding behaviors may include: he/she frequently attends ethics training workshops/presentations (above what is required), he/she utilizes a Declaration of Professional Practice and Procedures for Behavior Analysts, he/she frequently refers to the BACB Professional and Ethical Compliance Code for Behavior Analysts, etc.

Participants

Three hundred thirty-eight individuals responded to the Phase 1 recruitment email. Because some individuals did not follow the instructions (e.g., did not list corresponding behaviors), 61 participants were eliminated, resulting in 277 useable surveys. Approximately 23% (n = 64) of participants selected a doctorate as their highest degree obtained, with 76.9% (n = 213) of the participants selecting a master’s degree. Of those individuals (n = 274) who responded to the credentialing question, the majority of participants (n = 224; 80.8%) were BCBAs; the remaining participants identified themselves as BCBA-Ds (n = 50). Two hundred forty-four participants (88.4%) indicated they were active practitioners, with the majority of those respondents (n = 124; 50.8%) delivering behavior-analytic services for more than 30 hr per week. Respondents reported working most frequently with several populations: K–12 services for individuals with autism and other developmental disabilities (n = 164; 59.2%), early intervention for children with autism/developmental disabilities (n = 121; 43.7%), K–12 services for individuals with emotional/behavioral/learning disorders (n = 82; 29.6%), and adults with developmental disabilities (n = 51; 18.4%). Of those participants who reported the length of time that they have provided behavior-analytic services (n = 244), the plurality of respondents reported working between 6 and 10 years (n = 76; 31.1%). The remaining participants’ behavior-analytic work history was as follows: <1 year (n = 7; 2.9%), 1–5 years (n = 57; 23.4%), 11–15 years (n = 47; 19.3%), 16–20 years (n = 30; 12.3%), and >20 years (n = 27; 11.1%).

Results and Brief Discussion

In order to reduce ideographic categorization, three of us independently coded the participants’ responses, resulting in 180 different qualities/characteristics and attendant behaviors. We then collectively categorized these descriptors based on similarities. Using a consensus approach, we consolidated similar qualities (e.g., compassionate, thoughtful, caring) into one category (“empathetic”), which narrowed the list to 35 qualities (listed in alphabetical order) and corresponding behaviors, which we have titled the Exemplary Behavior Analyst Checklist (EBAC; see Table 1). Similar to qualities found in prior research examining characteristics of exemplary teachers (Keeley, Smith, & Buskist, 2006), participants provided qualities and corresponding behaviors that align well with professional competencies and dispositions specific to the field of behavior analysis (e.g., applied, data driven, conceptually systematic, technological) and characteristics associated with relationship building and rapport (e.g., empathetic, personable, patient, positive/encouraging).

Table 1.

Thirty-Five Qualities of the Exemplary Behavior Analyst Checklist

Item	Behavior analyst qualities and corresponding behaviors
1	Advocate for ABA: provides accurate information about the benefits of ABA to others; disseminates information within and beyond the field; participates in efforts to promote ABA services through changes in public policy
2	Analytical: uses appropriate methodology to assess the function of behavior; modifies behavior by manipulating relevant variables
3	Applied: selects behaviors to change that are functional and in need of change for their clients; individualizes treatment for their clients
4	Client centered: prioritizes the needs of the direct recipient of services over other stakeholders; treats the client as an individual and not a source of revenue; works to ensure clients’ safety and well-being; frequently assesses the concerns and goals of the client/family
5	Collaborative: works effectively and professionally with other service providers; provides/requests feedback from coworkers; incorporates parents/caregivers in the planning and development of programming
6	Conceptually systematic: uses correct terminology when referencing principles of behavior; bases all program components on relevant behavior-analytic principles; avoids using mentalistic explanations
7	Culturally competent: considers the cultural, social, and economic background of the client/family when making programming decisions; communicates effectively with individuals from different cultures
8	Data driven: arranges for the ongoing collection of objective behavioral data; makes programming decisions based on data; assesses the validity of the data collection system; graphically depicts data appropriately
9	Disseminates information: presents information at conferences and workshops; shares knowledge and expertise with students, colleagues, and other professionals; speaks with local/national media
10	Effective communicator: is comfortable and fluent using technical, behavioral language when in the company of other professionals; is comfortable and fluent speaking with nonprofessionals in language appropriate for the audience; effectively communicates accurate information regardless of the background or perspective of the audience
11	Effective instructor: provides regular and meaningful trainings using evidence-based practices (e.g., behavioral skills training); communicates openly and honestly with supervisees/staff; provides feedback in a timely manner; assesses supervisee/staff understanding before proceeding; follows all BACB standards for supervision
12	Efficient/organized: provides high-quality programming in a timely manner; uses a detailed and thorough documentation system; submits treatment plans and authorization requests on time; manages their time effectively; follows up when necessary
13	Empathetic: listens to stakeholder concerns and needs throughout the treatment process; provides reaffirming statements of compassion and care in a professional manner; works to understand the impact a specific diagnosis can have on a client/family
14	Ethical: understands and follows the BACB Professional and Ethical Compliance Code for Behavior Analysts; understands and follows local and state laws/regulations; engages in meaningful and purposeful conversation about the ethics of their decisions as part of the decision-making process; obtains continuing education in ethics
15	Experienced: draws on past cases and training to make good clinical judgments; has depth and breadth of experience working with multiple populations and across settings; has worked in multiple roles (e.g., direct care staff, behavior analyst, lead behavior analyst)
16	Flexible: understands that evidence-based treatments may not be effective for each individual and adjusts treatment plans according to data; is open to new perspectives and trying new empirically supported procedures
17	Honest: provides accurate feedback when working with colleagues; is truthful with the client/family when reporting progress; does not fabricate research or clinical data
18	Humble: seeks additional assistance when necessary; values other service providers’ opinions; completes any task that is required; speaks respectfully to client/staff/caregivers; admits mistakes
19	Innovative: develops new behavior-analytic solutions to problems; creates novel ways to measure and analyze behavioral data
20	Interpersonal skills: listens well when others are speaking, even if viewpoints are antithetical to ABA; develops a strong rapport with stakeholders; prevents and helps solve conflicts with others
21	Knowledgeable: fluent in the theoretical and conceptual foundations of behavior analysis; develops effective programming within and outside their specialization; able to understand research and apply it to their treatment plans; efficiently assesses strengths and weaknesses of behavior-analytic research/treatment options
22	Leads by example: models professional behavior for staff/colleagues; demonstrates behavioral procedures for staff; models any behaviors required of staff
23	Networking skills: forms working relationships with local behavior analysts; introduces colleagues/supervisees to others with similar interests; collaborates with other behavior analysts on research/programming; attends local/regional conferences to meet other professionals
24	Passionate: participates in the governance of professional organizations; takes leadership positions; works beyond billable hours to ensure clients’ needs are met; frequently shares their knowledge and expertise with others; consistently advocates for their client in all settings
25	Patient: spends significant time speaking with client/caregivers to determine goals and needs; works with staff/supervisees until they have mastered a skill; accepts mistakes and works with the client/staff to correct them
26	Personable: smiles; greets everyone; initiates conversations; seeks feedback and accepts criticism; speaks respectfully to others; uses appropriate humor
27	Positive/encouraging: reinforces the strengths of the client/staff; provides praise more frequently than corrective feedback; acknowledges staff/supervisee performance
28	Pragmatic: sets achievable goals for staff/client/caregivers; alters programming in a timely manner if the desired behavior change is not observed; balances delivering effective services with goals of achieving steady-state responding
29	Professional: is punctual for work/meetings/deadlines; dresses appropriately for the work environment; uses appropriate speech (no profanity) for the workplace; speaks to others respectfully
30	Scientist-practitioner: conducts behavior-analytic research and disseminates information to advance the science; displays a strong background in conceptual foundations and underlying scientific principles; is skeptical of procedures and new findings until the evidence has been evaluated
31	Strives to be a better behavior analyst: reads scientific literature to expand their knowledge base and stay current; attends and/or presents at behavior-analytic or closely related conferences; seeks feedback from trusted colleagues/mentors; stays current on local bills/laws/insurance issues; incorporates new knowledge into daily activities
32	Technological: writes behavior plans that are detailed and precise to promote fidelity; conducts detailed staff/teacher/caregiver trainings to allow for successful implementation; publishes clear and concise research to allow for replication of the study
33	Thorough: conducts comprehensive assessments to collect accurate data relevant to each client’s behavior; assesses treatment fidelity regularly; provides up-to-date information to all stakeholders; incorporates all relevant information when designing and implementing behavioral programming
34	Values work–life balance: maintains a well-managed schedule for both staff and client/family; only accepts a caseload they can handle; maintains a schedule for work and activities outside of work
35	Works to expand the field: disseminates information across multiple communication mediums (journals, radio, social media, television, magazines); conducts behavior-analytic research and gives presentations in topic areas other than developmental disabilities/education/parent training/OBM (e.g., climate change, terrorism)

Note. ABA applied behavior analysis, BACB Behavior Analyst Certification Board, OBM organizational behavior management.

Phase 2

Method

Procedure

In Phase 2,1 a recruitment email was sent to all BCBAs and BCBA-Ds in the United States who agreed to be contacted through the BACB registry. After providing informed consent, participants completed an online demographic questionnaire related to their education and professional experience administered through Qualtrics web-based software. Participants were then presented with the 35 qualities and attendant behaviors listed on the EBAC and were asked to rate, using a 1 (never exhibits this quality) to 5 (always exhibits this quality) Likert-type scale, the extent to which they believed exemplary behavior analysts display each quality and engage in corresponding behaviors. Participants were then asked to select the 10 qualities/behaviors that are most important to being an exemplary behavior analyst. Last, participants were instructed to think about the behavior analysts with whom they have worked and provide the percentage of individuals whom they believed were (a) exemplary, (b) above average but not exemplary, (c) average, (d) below average but not ineffective, and (e) ineffective.

Participants  

Three hundred ninety-two participants participated in Phase 2. When asked to indicate their highest degree obtained, approximately 23% (n = 92) of participants selected a doctoral degree, with 77% (n = 302) of the participants selecting a master’s degree. Similar to Phase 1, the majority of participants (n = 321; 81.9%) were BCBAs. The remaining participants identified themselves as BCBA-Ds (n = 71). Three hundred fifty-six participants (90.8%) indicated they were active practitioners, with the majority of those respondents (n = 219; 55.9%) delivering behavior-analytic services for more than 30 hr per week. Respondents reported working most frequently with several populations: K–12 services for individuals with autism and other developmental disabilities (n = 232; 59.2%), early intervention for children with autism/developmental disabilities (n = 184; 46.9%), K–12 services for individuals with emotional/behavioral/learning disorders (n = 92; 23.5%), and adults with developmental disabilities (n = 81; 20.7%). Of those participants who reported the length of time that they have provided behavior-analytic services (n = 356), the plurality of respondents reported working between 6 and 10 years (n = 113; 31.7%). The remaining participants’ behavior-analytic work history was as follows: <1 year (n = 4; 1.1%), 1–5 years (n = 80; 22.5%), 11–15 years (n = 62; 17.4%), 16–20 years (n = 36; 10.1%), and >20 years (n = 61; 17.1%).

Results and Brief Discussion

Table 2 indicates the overall rating of each quality on the EBAC based on the number of times it was selected by the participants for their “top 10” list. The number-one quality associated with exemplary behavior analysts was being ethical, followed closely by being data driven. Not surprisingly, the top 10 list also contained a number of characteristics that are traditionally representative of the field (Baer, Wolf, & Risley, 1968) and related to technical and conceptual skills, including being analytical, applied, and conceptually systematic. The remaining characteristics include being client centered, knowledgeable, an effective communicator, one who seeks continuous development (i.e., strives to be a better behavior analyst), and professional. The qualities individuals selected as being least important to being an exemplary behavior analyst were having networking skills, disseminating information, and working to expand the field.

Table 2.

Participants’ Top 10 Ratings of Qualities on the 35-Item Exemplary Behavior Analyst Checklist

Quality	Top 10 selections	%	Rank
Ethical Data driven Analytical Client centered Applied Knowledgeable Effective communicator Strives to be a better behavior analyst Conceptually systematic Professional Collaborative Leads by example Honest Technological Experienced Scientist-practitioner Interpersonal skills Effective instructor Efficient/organized Positive/encouraging Culturally competent Advocate for ABA Empathetic Flexible Passionate Pragmatic Values work–life balance Humble Innovative Thorough Patient Personable Works to expand the field Disseminates information Networking skills	316 290 248 248 230 184 180 168 158 128 123 118 99 99 98 91 90 87 81 81 79 78 72 72 61 58 58 52 50 46 44 43 26 18 6	80.6 74.0 63.3 63.3 58.7 46.9 45.9 42.9 40.3 32.7 31.4 30.1 25.3 25.3 25.0 23.2 23.0 22.2 20.7 20.7 20.2 19.9 18.4 18.4 15.6 14.8 14.8 13.3 12.8 11.7 11.2 11.0 6.6 4.6 1.5	1 2 3.5 3.5 5 6 7 8 9 10 11 12 13.5 13.5 15 16 17 18 19.5 19.5 21 22 23.5 23.5 25 26.5 26.5 28 29 30 31 32 33 34 35

Note. ABA applied behavior analysis.

Table 3 shows the mean participant rating of the 35 items listed on the EBAC. The vast majority of items’ (≈83%) mean scores were above a 4.0, indicating that participants believed exemplary behavior analysts frequently engage in behaviors related to these characteristics. Of note, the mean scores reported by participants do not perfectly align with the overall “top 10” selection (see Table 2). These findings are not unexpected, as the questions assess two different perspectives on the characteristics of exemplary behavior analysts. The first question asked participants to identify the frequency with which exemplary behavior analysts engage in behaviors corresponding to the characteristic, whereas the second question asked participants to identify those characteristics that they viewed as most important to being an exemplary behavior analyst. Using a related-samples Wilcoxon signed-rank test, we found that the mean rankings for the top 10 ratings were not significantly different from the Likert-type ratings for characteristics of exemplary behavior analysts (T = 267.00, z = −0.52, p = .602, r = −0.09). Notably, 4 out of the top 5 characteristics overlap between participants’ mean ratings and the “top 10” selections, with 7 out of the top 10 characteristics appearing on both lists. “Knowledgeable,” which is ranked sixth on the overall top 10 selections, would be the eighth overlapping characteristic between both lists, but its mean rating is 0.01 below the 10th highest rated characteristic.

Table 3.

Mean Ratings of the Qualities on the 35-Item Exemplary Behavior Analyst Checklist

Quality	M	SD
Analytical Applied Ethical Honest Client centered Data driven Leads by example Pragmatic Strives to be a better behavior analyst Technological Effective communicator Knowledgeable Positive/encouraging Collaborative Thorough Professional Flexible Culturally competent Humble Patient Interpersonal skills Empathetic Conceptually systematic Advocate for ABA Efficient/organized Personable Effective instructor Experienced Values work–life balance Passionate Innovative Scientist-practitioner Networking skills Disseminates information Works to expand the field	4.84 4.83 4.81 4.81 4.75 4.73 4.64 4.55 4.54 4.53 4.53 4.52 4.51 4.50 4.47 4.45 4.45 4.44 4.44 4.43 4.43 4.42 4.36 4.32 4.32 4.26 4.24 4.23 4.07 3.97 3.93 3.80 3.61 3.52 3.40	0.57 0.58 0.60 0.57 0.63 0.65 0.70 0.71 0.72 0.72 0.74 0.73 0.73 0.76 0.75 0.76 0.79 0.75 0.80 0.74 0.77 0.77 0.81 0.77 0.78 0.83 0.83 0.77 0.94 0.90 0.85 0.97 0.82 0.84 0.97

Note. ABA applied behavior analysis.

One significant outlier is “conceptually systematic.” This quality ranks 9th on the top 10 selections, but it is ranked 23rd on the participants’ mean ratings. The most likely explanation for this finding is the formatting of questions on the Qualtrics survey. When participants were asked to rate each item, they were presented with seven qualities and their corresponding behaviors per page (in alphabetical order). However, when participants were asked to select their top 10 qualities, all of the items were presented simultaneously. Therefore, it is possible that when presented with all of the items concurrently, participants made additional judgments regarding the level of importance for each practitioner quality.

Table 4 displays the perceived quality of behavior analysts with whom respondents have worked. Fortunately, respondents indicated that 44.17% of their peers are either above average or exemplary. Likewise, the majority of participants indicated that only a small percentage of their colleagues are ineffective as behavior analysts (8.77%). However, the combined categories of “below average but not ineffective” and “ineffective” clearly show that practitioners in the field believe that a significant percentage (24.58%) of behavior analysts would benefit from additional training and skill development. As Critchfield (2015) noted, ineffective practitioners can cause damage to clients and the profession, so it is essential that individuals categorized as “ineffective” receive appropriate remediation and that behavior analysis training programs work diligently to increase practitioner proficiency.

Table 4.

Perceived Quality of Peer Behavior Analysts

Behavior-analytic work experience		Exemplary	Above average	Average	Below average	Ineffective
<1 year (n = 4)	M (%) SD	34.75 27.57	18.50 14.80	34.00 22.67	11.25 10.31	1.50 3.00
1–5 years (n = 80)	M (%) SD	23.30 26.57	25.01 19.43	28.88 19.71	15.25 14.05	7.56 12.81
6–10 years (n = 113)	M (%) SD	16.58 17.68	23.97 14.75	33.42 17.00	16.99 13.21	9.03 11.29
11–15 years (n = 62)	M (%) SD	17.92 16.80	25.15 15.71	30.97 15.86	16.31 11.76	9.66 11.41
16–20 years (n = 36)	M (%) SD	16.86 16.15	24.33 17.21	33.36 16.65	16.78 15.94	8.67 10.94
>20 years (n = 61)	M (%) SD	26.44 25.71	21.23 11.64	29.25 14.99	13.57 11.28	9.51 12.79
Total (n = 356)	M (%) SD	20.25 21.58	23.92 15.85	31.26 17.16	15.81 13.11	8.77 11.82

Although the data regarding respondents’ perceptions of peer behavior analysts’ work performance are largely positive, caution is recommended when interpreting these preliminary findings. Although it may be assumed that behavior analysts’ skill sets would follow a normal distribution (i.e., 2.5% of behavior analysts would be exemplary or ineffective), some research suggests that individual job performance follows a power-law distribution, which results in longer “tails” (O’Boyle & Aguinis, 2012). That may help to explain the high percentage of behavior analysts identified as being above average (23.92%) or exemplary (20.25%), although it is also possible that these values represent halo effects (Thorndike, 1920). Halo effects occur when our overall impression of an individual (i.e., they are so friendly or such a hard worker) affects our evaluation of that person regardless of their actual performance across all relevant domains. Additional research is necessary to examine the reliability of these findings and to assess the possibility of halo effects.

General Discussion

For those aspiring to be exemplary behavior analysts, it is certainly advantageous to know which specific qualities and representative behaviors to focus on strengthening. For those educating and training behavior analysts, it is beneficial to know which repertoires to model and shape in neophyte practitioners. Presumably, the more individuals are able to incorporate the behaviors listed on the EBAC into their repertoire and engage in them consistently, the more likely they will be to contribute to an environment that favors client/family/staff/individual success and well-being. According to these preliminary data, exemplary behavior analysts appear to excel in several areas in comparison to others in the profession. Based on the current study’s findings, the most important characteristic of exemplary behavior analysts is being ethical. With the publication of the Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014), the BACB has attempted to make clear—although not without criticism (e.g., Graber & Graber, 2019; Graber & O’Brien, 2019; Rosenberg & Schwartz, 2019)—the rules entailing the ethical behavior of credentialed professionals in the field. As Brodhead (2019) argued, ethics “are the umbrella that covers all that we do” (p. 3). It would appear that many other behavior analysts agree. Logically, if an individual is viewed as being unethical, regardless of their overall talent, their peers will not see them as exemplary. For those individuals interested in maintaining or expanding their competence in this area, in addition to earning continuing education credits in ethics, they may consider scheduling regular meetings/lunches with colleagues to discuss relevant experiences and scenarios. As a starting point, individuals may consider discussing Rosenberg and Schwartz’s (2019) article on how to promote a thoughtful ethical decision-making process.

Interestingly, by combining 3 of the other top 10 qualities (i.e., data driven [Rank 2], client centered [Rank 3.5], and knowledgeable [Rank 6]) from our findings, we find strong overlap with Slocum et al.’s (2014) definition of evidence-based practice (EBP) of applied behavior analysis (ABA). Defined as “a decision-making process that integrates (a) the best available evidence with (b) clinical expertise and (c) client values and context” (Slocum et al., 2014, p. 44), EBP of ABA emphasizes the selection of empirically supported treatments and data-driven decisions while considering the behavior analyst’s scope of competence (Brodhead et al., 2018) and cultural awareness (Fong, Catagnus, Brodhead, Quigley, & Field, 2016). Given the research-to-practice gap in ABA (Kelly, Martin, Dillenburger, Kelly, & Miller, 2019; Roll-Petterson, Olsson, & Ala’i-Rosales, 2016; Slocum et al., 2014), it is promising that the adoption of the EBP framework for decision making has been identified, at least indirectly, as a foundation for being considered an exemplary behavior analyst.

Graduate and undergraduate training programs are required to focus on addressing competencies related to the BCBA/BCaBA Task List (5th ed.; BACB, 2017); therefore, it is not surprising that several of the top 10 qualities associated with exemplary behavior analysts are directly related to the technical and conceptual skills that are hallmarks of the discipline. Accordingly, participants identified exemplary behavior analysts as those individuals who are analytical (Rank 3.5; e.g., modify behavior by manipulating relevant variables), applied (Rank 5; e.g., select behaviors to change that are functional and in need of change for their clients), and conceptually systematic (Rank 9; e.g., use correct terminology when referencing principles of behavior).

Congratulations—by reading this article you are already demonstrating one of the other top 10 qualities associated with being an exemplary behavior analyst. Striving to be a better behavior analyst (Rank 8) by frequently contacting the scientific literature to expand your knowledge base and remain current with developments in the field is another differentiating factor identified by participants. Exemplary behavior analysts have also excelled at being effective communicators (Rank 7; e.g., fluently communicate information to all stakeholders) and behaving professionally (Rank 10; e.g., are punctual for meetings/deadlines, speak to others respectfully).

When interpreting these results, it is important to consider variables that may affect the rating and selection process, such as a participant’s formal education and work history. Examining the results closer, we might ask why certain qualities or attributes are rated higher or lower both overall and in comparison to one another. Although standards for academic coursework, fieldwork, and supervision have changed over time, those qualities identified as hallmarks of the field (e.g., data driven, analytical, applied, conceptually systematic) have remained largely unchanged. Therefore, it is not surprising that both novice and experienced practitioners placed these qualities in their top 10. How, though, should we account for the qualities that have only begun to receive more focused attention from the field of behavior analysis within the last decade? For example, why is cultural competency lower on the list overall (Rank 21)? Does this mean that it truly is not as important as being professional (Rank 10; e.g., are on time for work and dress appropriately, speak to others respectfully)? The importance of including cultural awareness and diversity training in behavior-analytic coursework, employer trainings, and professional development has been discussed by a number of authors (e.g., Beaulieu et al., 2019; Conners et al., 2019; Fong et al., 2016; Fong, Ficklin, & Lee, 2017; Fong & Tanaka, 2013; Zarcone, Brodhead, & Tarbox, 2019); however, there are no formal competencies in the BACB’s Fourth Edition Task List (2012) or Fifth Edition Task List (2017), nor does the BACB currently require mandated continuing education regarding cultural diversity. Given the challenges that academic programs may face when attempting to foster culturally competent professionals (see Fong et al., 2017, for a discussion) and the lack of mandated training in this area, perhaps the current study’s findings are predictable. Thus, it is important to take the current climate of the field of behavior analysis and the participants’ history into account when interpreting the overall results.

In attempting to answer the question of what makes an individual an exemplary behavior analyst, it is important to note that possessing just 1, or even 5, of the 35 qualities listed on the EBAC is unlikely to make someone an exceptional behavior analyst. Likewise, it is equally unlikely that an individual must possess all of these qualities to be considered a master of their craft. Those individuals who are thought of as exemplary behavior analysts likely represent different combinations of these qualities. What makes one person a master behavior analyst is not the same as what makes someone else an exemplary behavior analyst, although there may be some overlap in their personal qualities and the attendant behaviors they engage in relative to their practice. Therefore, for those behavior analysts who train others to become behavior analysts, they must be careful not to fashion everyone from the same mold.

Although informative, the current study has some limitations. First, the sample size is limited; at the time of data collection, there were 26,602 total BCBAs (24,614) and BCBA-Ds (1,988) in the United States (Behavior Analyst Certification Board, n.d.). Additionally, the majority of participants reported working primarily in early intervention or with K–12-aged clients who have autism or other developmental disabilities. Therefore, these results may not be representative of the discipline as a whole. Similarly, by not having a random sample, it is possible that a self-selection bias could contribute to the results not being representative of those individuals who chose not to respond. Future research is necessary to address these issues, increase the sample size, and examine the reliability of these preliminary findings.

Additional research may also seek to include data from those behavior analysts practicing outside the United States. The BACB’s (2019) recent announcement that BACB certification applications will no longer be accepted from individuals living outside of the United States and Canada will undoubtedly alter behavior-analytic services abroad; however, this does not limit the importance of gathering data from these practitioners. As Skinner (1987) noted, “The behavioral scientists are themselves the products of their cultures. As it is often said, they are not free of ideology” (p. 9). Having a clearer understanding of what behavior analysts practicing abroad—as well as those receiving services—view as exemplary characteristics may contribute to our profession providing a more culturally sensitive practice in the United States and globally.

As discussed previously, the current research was an initial attempt at identifying the qualities and behaviors of exemplary behavior analysts, as determined by other behavior analysts. Additional research is also necessary to examine similarities and differences between what clients and family members believe are the characteristics and corresponding behaviors of exemplary behavior analysts. Presumably, those receiving services may focus less on the technical and conceptual skills of behavior analysts and more on the interpersonal and social aspects of care (Callahan et al., 2019; LeBlanc et al., 2020; Taylor et al., 2019). Follow-up studies may also focus on the views of other professionals with whom behavior analysts frequently collaborate when providing services. Cumulatively, these data may be beneficial in informing graduate and undergraduate curriculum development and staff training programs.

Another limitation may be found in Phase 1 of the study. By providing participants with a prompt focused on being ethical, participants were more likely to include this quality as part of the characteristics and corresponding behaviors found in exemplary behavior analysts. Although this prompt did not likely impact the ratings and top 10 selection made by participants in Phase 2—as surveys were provided approximately 9 months apart—it may have resulted in a decrease of other characteristics included on the EBAC, as participants were limited to listing a maximum of five qualities and attendant behaviors.

Additional research may also examine the relationship between the qualities and behaviors identified on the EBAC and actual client outcomes. Furthermore, if the EBAC were to be developed as an instrument for assessing service delivery, future research would also be necessary to examine its psychometric properties. Although definitive conclusions cannot be drawn yet regarding which qualities and corresponding behaviors are the most beneficial to becoming an exemplary behavior analyst, these preliminary findings provide the field with a foundation for future examination.

Funding

This study received no financial support.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

Procedures performed in this study involved the use of human participants, and all were in accordance with the ethical standards of the institutional research committees at the University of North Alabama, Western Michigan University, and Berry College, as well as with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.