What Makes a Quality Behavior Analyst (Part 1) | BCBA CEU | Supervision | 1 Hour 

In this presentation, the speaker discusses what makes a quality behavior analyst, emphasizing that children reaching their “absolute potential” requires excellent treatment delivered with high fidelity and quality. The term behavior analyst is defined broadly as anyone implementing behavior intervention based on the principles of applied behavior analysis, regardless of certification status. The speaker argues that current field standards, particularly task lists that define minimum competency, are insufficient and that quality requires going beyond those minimum requirements.

The presentation introduces 33 characteristics associated with quality practice and highlights several in detail. Handling pressure is described as essential in a field marked by crisis situations, high-stakes decisions, and performance demands; clinicians must remain calm, analytic, and self-regulated.

Critical thinking is framed as a skill that involves analyzing environmental variables, functional control, and alternative explanations, illustrated through a “chocolate therapy” example designed to show how superficial interpretations can lead to erroneous conclusions. Additional characteristics discussed include incorporating feedback, accurate self-evaluation, hard work beyond minimal job requirements, organization, welcoming challenges, eagerness to learn, seeking critical feedback, and working effectively with a broad range of clients. The speaker concludes that quality requires dedication, ongoing development, and responsibility commensurate with the impact of clinical decisions.