Background: Behaviour Analysis is the science that underpins more or less all evidence-based educational, developmental, and psychosocial interventions used to support persons with and without disabilities(16,113,114). However, in Europe there are no recognised qualifications for Behaviour Analysts and misrepresentations of the science are rife(70, 103,115). In stark contrast in USA/Canada, Behaviour Analysis has a long history and is enshrined in law (17,18,19). Behaviour Analysts are certified/licenced and Behaviour Analysis-based interventions are viewed as ‘Gold Standard’(106), funded via health care or education systems(18,116,119,120). Research has shown optimal and statistically significant outcomes for those who have availed of these interventions(8–11). This is important because, in Europe, more than 3.5% of the population have disabilities, including autism(96,105). Rising rates of disability are associated with increased costs to society, un- or under-employment, worsening of mental health, and lower quality-of-life for affected individuals and their families (116). That means that at least 10-18 million Europeans and their families could benefit directly from well-qualified Behaviour Analysts; of course, many more could benefit indirectly. Yet, qualifications in Behaviour Analysis are not available in Europe(24) and this requires urgent redress(121). Objectives: The over-riding priorities of this project are to achieve transparency and recognition of skills and qualifications for Behaviour Analysts in Europe, tackling skills gaps, shortages, and skills mismatches, and thereby supporting persons with special needs and/or disabilities. The project also will benefit educators and other professional staff through enhancing their skills and qualifications, thereby improving mobility and employability. This will be achieved through setting professional standards (referenced to European Qualifications Framework (EQF) and 6 National Qualifications Framework (NQFs), creating competency frameworks (for entry-level and for Masters level EuroBAs), and developing an online multilingual/cultural entry-level course. Participants: Participants will be educators, therapists, teachers, psychologists, and others in health and social care professions, as well as parents of young children with disabilities and adult self-advocates with disabilities, who seek behavioural supports, and who, without the project's Intellectual Outputs, are at risk of falling prey to charlatans, who are ill-trained and try to sell costly miracle ‘cures’(118). Description of activities: Our strategic partnership will develop new qualifications in Behaviour Analysis with comprehensive standardisations(11) referenced to the EQF and partner country NQFs(75), competency profiles for entry-level and Masters level, and an online entry-level course. These qualifications will focus, not on one single method of intervention, but rather on the scientific theoretical and practical basis of the full range of evidence-based effective procedures(13). Methodology: We bring together a highly skilled strategic group of Higher Education partners who have a proven track record of successful working together in various separate successful EU funded projects over more than 10 years(29,31,39). The lead UK (Northern Ireland) partner and the UK team around him are the common denominator of previous partnerships and as such, this new partnership is well established and competent in the necessary methodologies of establishing professional standards, competency profiles, and course development. We have included a number of new partners to ensure additional expertise in Mental Health, Clinical Psychology, Special Education, and Technology. Results/outcomes: New qualifications, European Behaviour Analyst (EuroBA; entry-level and Masters level) will be available with (1) well-defined standards for Europe and Partner Countries, (2) two levels of competence profiles, and (3) an entry-level course that meets European standards of training(33,75). The qualification and resources will be adapted to 6 European cultural and linguistic contexts(49,76). Impact: The work will have very wide-ranging impacts, on professional training, qualifications, disability interventions, employment, physical and social mobility, mental health, quality of life, and financial cost to society. Potential longer-term benefits: By developing new qualifications in Behaviour Analysis and making available an entry-level course, educators and other professionals will be empowered with new knowledge, skills, and expertise, enhancing their employability and mobility. They also will be in a position to explore further professional pathways, such as Masters level training in Behaviour Analysis(32). People with disabilities will have access to well-trained behaviour analysts, which will benefit their skills development, employability, mobility, quality of life, and mental health.
The absence of the professional recognition of behaviour analysts means that there is a vacuum whereby anyone can claim to have the appropriate expertise to deliver ABA-based services, regardless of their lack of training in the science of behaviour analysis and their level of competence or ethical standards promoted by this science. A major consequence has been the proliferation of misinformation about ABA that feeds into policy decisions. To complicate matters, accreditation provided by the Behavior Analyst Certification Board in the USA is not recognised in Europe. A qualification can only be recognised in Europe if it exists as a regulated profession in both the country of origin and in the host country. Given this state of affairs, the objective for this project was to provide documents that can form the basis for applications to recognise training and competency standards in Applied Behaviour Analysis in EU countries (and further afield).
Imagine a landscape where a natural science that is established in other countries, with applications to a wide range of issues in the realms of human and nonhuman behaviour, does not exist. This landscape is called Europe and in it there is no formal recognition of the profession arising from training in the natural science of Behaviour Analysis and its applied branch, Applied Behaviour Analysis. A major consequence is the proliferation of misrepresentation of the science and an associated absence of policy decisions directed at nurturing training and building an appropriate infrastructure for practice. In stark contrast, in the USA/Canada the profession and practice of Behaviour Analysis has a long history enshrined in law; Behaviour Analysts are certified/licensed and their interventions in the field of autism are viewed as ‘Gold Standard’, funded via health care or education systems. Our goal has been to cultivate the landscape in Europe by beginning the long process of moving towards professional recognition of this natural science in every European country. This is a daunting task given the many and varied statutory regulations in each country, but we have provided initial solutions to accomplish our goals.