Abstract
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 Professional and Ethical Compliance Code for Behavior Analysts (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.
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Vladescu, J.C., Breeman, S.L., Cox, D.J. et al. What’s the Big IDEA? A Preliminary Analysis of Behavior Analysts’ Self-Reported Training in and Knowledge of Federal Special Education Law. Behav Analysis Practice 15, 867–880 (2022). https://doi.org/10.1007/s40617-021-00673-6
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DOI: https://doi.org/10.1007/s40617-021-00673-6