| 1. |
- Keenan, Mickey, et al.
(författare)
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Autism and ABA : The Gulf Between North America and Europe
- 2015
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Ingår i: Review Journal of Autism and Developmental Disorders. - : Springer Science and Business Media LLC. - 2195-7177 .- 2195-7185. ; 2:2, s. 167-183
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Forskningsöversikt (refereegranskat)abstract
- Prevalence estimations for Autism Spectrum Disorder have been increasing over the past few years with rates now reported to be at 1: 68. Interventions that are based on Applied Behaviour Analysis are significantly related to best outcomes and are widely considered `treatment as usual' in North America. In Europe, this is not the case, instead a rather ill-defined `eclectic' approach is widely promoted and in this paper we discuss some of the roots of this gulf between Europe and North America and correct some of the misconceptions that prevail about Applied Behaviour Analysis in Europe.
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| 2. |
- Keenan, Mickey, et al.
(författare)
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Professional Development of Behavior Analysts in Europe : A Snapshot for 21 Countries
- 2023
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Ingår i: Behavior Analysis in Practice. - : Springer Science and Business Media LLC. - 1998-1929 .- 2196-8934. ; 16:3, s. 709-729
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Forskningsöversikt (refereegranskat)abstract
- Behavior analysts are not recognized or regulated as a distinct profession in Europe. For the most part, European behavior analysts adhered to the standards set by the U.S.-based Behavior Analyst Certification Board (BACB). However, the BACB certification has not been recognized officially in any European jurisdiction. The recent decision by the BACB to discontinue eligibility of non-U.S. residents to apply for the BCBA exam by the end of 2022 has brought the issue of professional regulation outside of the United States into sharp focus. This article offers a snapshot in time of professional recognition of behavior analysts in 21 European countries. It stems from the Erasmus+ funded EuroBA project and its Professional Advisory Group (PAG). The EuroBA project aims to develop common standards and competences for behavior analysts to facilitate national regulation and mutual recognition across Europe.
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| 3. |
- Roll-Pettersson, Lise, et al.
(författare)
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Higher education and behavior analysis in Europe : creating a unified approach for the training of autism professionals
- 2020
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Ingår i: European Journal of Behavior Analysis. - : Informa UK Limited. - 1502-1149 .- 2377-729X. ; 21:1, s. 158-184
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Tidskriftsartikel (refereegranskat)abstract
- Training of behaviour analysts for autism services, has improved notably within a European higher education context. However, regional discrepancies associated with economic, health care, social services, and institutional policies magnify the importance of creating appropriate unified training and consumer protection. Although the European Association for Behaviour Analysis (EABA) has endorsed the Behavior Analyst Certification Board’s (BACB) designations, the absence of European and national regulations, recognition, and accreditation remain significant barriers to quality training and implementation. These challenges are particularly pertinent in light of BACB decision to limit certification to residents in the USA and Canada after 2022. Advances, challenges, and future directions are discussed within the context of higher education in the United Kingdom, the Czech Republic, Greece, Iceland, Italy, Norway, and Sweden. The post-Bologna European agenda for higher education, globalization and opportunities for the training of behaviour analysts within European higher education are outlined.
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| 4. |
- Roll-Pettersson, Lise, et al.
(författare)
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Higher education, behaviour analysis, and autism : time for coalescence
- 2020
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Ingår i: European Journal of Behavior Analysis. - : Informa UK Limited. - 1502-1149 .- 2377-729X. ; 21:1, s. 1-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This special issue represents the cumulation of discussions at the 2nd International Summit on Higher Education, Autism, and Behavior Analysis that was held in Stockholm, Sweden, January 2018. This summit followed the 1st International Summitthat was held in Texas, USA, September 2009. At that time, the rapidly rising prevalencerates of autism worldwide and the urgency of consumer protection meant that the summit focused on developing suitable Higher Education programs for behaviour analysts. The proceedings of the 1st Summit were published in a special issue of the European Journal of Behavior Analysis (Ala’i-Rosales et al., 2010).Since then, the discipline has grown exponentially. We now have 306 Higher Education institutes that deliver verified course sequences (VCS) in Behaviour Analysis worldwide. However, most of these courses are located in the USA (n = 217), with only 34 of these courses located in Europe, and the quality of community-based support for families affected by autism remains a major concern (Keenan & Dillenburger, 2018; Roll-Pettersson et al., 2016). The purpose of the 2nd Summit was to discuss future directions, requirements, opportunities, and challenges for Higher Education in the field of Behaviour Analysis, specifically with regards to autism intervention.
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| 5. |
- Roll-Pettersson, Lise, et al.
(författare)
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Teaching and learning technologies in higher education; Applied Behavior Analysis and autism : Necessity is the mother of invention
- 2010
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Ingår i: European Journal of Behavior Analysis. - Oslo. - 1502-1149. ; 11:2, s. 247-259
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Tidskriftsartikel (refereegranskat)abstract
- Professionals on both international and national levels who work with children with autism are expressing the need for graduate-level training in applied behaviour analysis. The implementation of effective instruction in higher education for professionals working with children with autism and their families is a complex undertaking: the learner needs to acquire an understanding of the principles and procedures of applied behaviour analysis and also adapt this knowledge to the learning prerequisites of individuals with autism. In this paper we outline some current thinking about adult education and blended learning technologies and then describe and illustrate with examples emerging possibilities of multimedia technology in the development of teaching materials. We conclude that synergies between graduate-level curriculum requirements, knowledge of adult learning, and communication technology are necessary to establish comprehensive learning environments for professionals who specialize in autism intervention.
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