CABAS® Professional Advisory Board Ranks

 

 

Teacher I, II, or Master Teacher

Teachers in CABAS® schools receive ongoing, in-situ training through three-tiered training modules leading to CABAS® Professional Advisory Board conferral as a Teacher I, II, or Master Teacher. Teaching assistants in our schools complete the same rank requirements as Teachers, but in smaller increments. In some cases, CABAS® schools may implement their own sequence of training modules that address prerequisites that are required prior to beginning the Teacher I rank.  Completion of each teacher rank requires at least one calendar year of full time teaching in our CABAS® schools. The Master Teacher rank may take longer to complete. Teacher ranks consist of three components:


1) Verbal behavior about the science, which includes mastery of
     material presented in scientific texts or research/conceptual
     publications.

2) Contingency-shaped repertoires, which include teacher presentation of
     instruction and consequation of student responding and management
     of classroom and behavioral contingencies.

3) Verbally meditated repertoires that involve analysis of student or
     class-wide data and decision making, including implementation
     of tactics from the research literature of the science of applied
     behavior analysis.  

 

 

Assistant, Associate, and Senior Behavior Analyst 

 Teacher mentors who have achieved the rank of Master Teacher may go on to complete Assistant, Associate, and Senior Behavior Analyst ranks, that include 5 components dedicated to:


1) Scholarship expansion
2) Peer teaching and mentorship
3) New research findings
4) Direct or systematic replications
5) New conceptual contributions to the science or to the CABAS® model.  

 

 

Assistant, Associate, and Senior Research Scientist 

Those who publish research and conceptual papers and who present at national and international conferences may also qualify for Assistant, Associate, and Senior Research Scientist (PhD required) ranks. Only those whose names appear on this website have achieved ranks that have been conferred by the CABAS® Board.

While our course sequence and internship experiences do allow our graduates and trainees to sit for the BCBA exam, the CABAS® Board Rank is more applicable since the rank requires a degree in the field for applying behavior analysis to teaching and curriculum design and it requires criterion-referenced and directly measured expertise in school applications of behavior analysis.  In addition, all of our MA and PhD graduates are licensed teachers and hold New York State certification  (or other state certifications) across 4 areas: early childhood regular and special education and childhood regular and special education. CABAS® is not officially used in home based programs except in London. See the following for for an independent evaluation of that program.

 

Reed, P. Osborne, L. A., & Corness, M. (19, December 2006).  Brief report: The effectiveness of different home-based behavioral approaches to early teaching intervention.  Journal of Autism and Developmental Disorders,  Downloaded November 11, 2007 from www.springerlink.com/content/3q30031815t32534/fulltext.html