CABAS Professional Advisory Board Rank Conferral
Teachers and teaching assistants in CABAS® schools receive ongoing, in-situ training through three-tiered training modules leading to CABAS® Professional Advisory Board conferral as a Teaching Assistant, Teacher I, II, or Master Teacher. Teaching assistants in our schools work toward Teacher rank requirements once they complete the TA 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
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
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.
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 and State Licensure exams, the CABAS® Board recognition is more applicable since that certification 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