Tag: ABA therapy

BCaBA vs BCBA: What’s the Difference Between a BCaBA and a BCBA? 

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When pursuing a career in autism therapy, it’s essential to understand the qualifications and roles of professionals in the field. 

Two key titles you will encounter are known as board certified behavior analysts (BCBAs) and board certified assistant behavior analysts (BCaBAs). Though they sound similar, they have distinct differences.

The main difference between the BCaBA vs BCBA titles is the level of education and supervision required for each. Let’s explore more about each role.

BCaBA vs BCBA Requirements: What Level of Education Do I Need?

The titles “BCaBA” and “BCBA” are the two main certifications in the field of applied behavior analysis (ABA) therapy. That may sound like a lot of alphabet soup, but let’s break it down:

  • A BCaBA requires a bachelor’s degree, while a BCBA requires both a bachelor’s and master’s degree. 

The roles also require a different level of supervision.

  • A BCaBA can’t practice without supervision from a BCBA or BCBA-D (doctoral-level BCBA). A BCBA can practice independently and supervise others.

What Does the Coursework Include?

There is a difference between BCBA and BCaBA coursework required. To become a BCBA, coursework covers ABA therapy for autism, ethics, measurement, experimental design, and behavior assessment. Additionally, candidates must complete supervised fieldwork and pass the BCBA exam.

For BCaBA certification, a minimum of a bachelor’s degree in behavior analysis, education, or a related field is required. Like the BCBA, candidates need coursework in ABA, ethics, measurement, experimental design, and behavior assessment. They also need to complete supervised fieldwork and pass the BCaBA exam.

Both certifications require continuing education to stay up to date with the latest advancements in the field. 

BCBA vs BCaBA: What Do They Do?

BCaBAs and BCBAs both work with people who have developmental disabilities, such as autism, to help them change their behavior and lead more fulfilling lives. 

These professionals use scientific approaches such as ABA therapy. They work in a variety of settings, including schools, homes, learning centers, and the community.

BCaBAs and BCBAs conduct assessments, develop individualized treatment plans, and work with families who have kids on the autism spectrum.

How Much Autonomy Does a BCBA vs BCaBA Have?

Supervision requirements and levels of autonomy differ between BCaBAs and BCBAs. BCBA candidates need a minimum of 1,500 hours of supervised experience, including at least 75 hours of face-to-face supervision from a qualified BCBA. BCaBA candidates require 1,000 hours of supervised experience, with at least 50 hours of face-to-face supervision.

One difference between a BCaBA and BCBA is that BCBAs generally have more autonomy, conducting assessments, developing behavior plans, and directly supervising others. BCaBAs, while crucial in treatment, work under a BCBA’s guidance, using behavior plans and collecting data. Together, they use evidence-based interventions tailored to each person’s needs. 

What Kinds of Career Opportunities Are Available for a BCBA vs BCaBA?

Career prospects for BCBAs and BCaBAs are promising, driven by the growing demand for autism therapies. BCBAs can work in schools, clinics, and private practices, often holding supervisory roles and conducting assessments.

Both roles offer advancement opportunities. BCBAs can pursue advanced certifications like BCBA-D, leading to higher-level positions and research opportunities. BCaBAs can gain experience, pursue higher education, and take on more responsibilities, such as supervising other BCaBAs.

Specializations within behavior analysis — such as early intervention or verbal behavior — allow professionals to focus their expertise and advance their careers. Staying informed and pursuing ongoing professional development can lead to successful and fulfilling careers in autism therapies.

BCaBA Salary vs BCBA Salary: What’s the Difference?

Across the country, BCBA salaries typically range from $55,000 to $85,000 per year, influenced by experience, location, and work setting. BCaBAs earn between $35,000 and $55,000 per year, with similar influencing factors.

Geographic location, level of experience, specialization, and work setting all affect BCBA vs BCaBA salary levels. BCBAs and BCaBAs working in educational institutions or private clinics may earn higher salaries compared to those in nonprofit organizations.

While BCaBAs earn lower salaries, they play a crucial role in providing behavior analysis services under BCBA supervision. Ultimately, career goals, desired responsibility level, and commitment to professional development should guide the choice between these positions.

BCBA or BCaBA: How Do You Choose the Right Career Path?

If you’re seeking a career in autism therapy, both roles are crucial positions. You can start at one level and work your way up through education and experience. It’s common for people to earn an assistant certification before working toward becoming a BCBA.

Many BCBAs first earn a bachelor’s degree in psychology, education, or ABA, then pursue a master’s degree in ABA or a related field. The job growth rate for BCBAs is projected to be 8 percent from 2020 to 2030, which is faster than average for psychologists.

To learn more about BCBA or BCaBA job opportunities available at LEARN, visit our careers page.

Big Moments & New Beginnings: LEARN Behavioral Learning Center Openings!

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We are thrilled to announce that we have expanded our reach by opening several new Learning Centers over the past year! This has been an incredible year of growth and excitement for LEARN Behavioral, allowing us to help even more children and families find success in school and life. Check out some of the exciting highlights below, and browse our newest locations here.

Tour Your Local Las Vegas (Sunset Rd) Learning Center

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Welcome to our Tandem Grand Montecito Pkwy Learning Center in Las Vegas, NV! To learn more about our services, visit here.

Tour our Indianapolis ABA Therapy Learning Center

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We’re thrilled to have a local ABA therapy Learning Center in Indianapolis/Castleton, IN! To learn more about our center, visit here.

Why Play is Essential to ABA Therapy for Autistic Children

Author: Eric Bowman, Advanced Behavior Technician, Total Spectrum Care | Updated On
Clinically Reviewed By: Genevieve Marshall, BCBA

Play is an essential part of working with children with autism in ABA.

As a behavior technician (BT), play helps build trust and comfort between you and your client. That process starts with play, having fun, and being a kid. Getting your clients in a state of play builds this foundation for trust, which we refer to as “rapport.” When starting to work with a new client, your supervisor and/or client’s caregiver will provide you with some of your client’s special interests and activities. You can incorporate these into your sessions to make learning fun and personalized. Using rapport in combination with their preferred activities leads to successful pairing with your client.

In a Learning Center setting, for example, your supervisor may suggest activities such as playing with toys or board games or interacting with peers. Your client may quickly find interest in a Learning Center toy, game, or other activity without prompting. But, if your client doesn’t give you a direct response, give them choices based on what you know about them. For example, say “We can play with train tracks or do a puzzle. What would you like to do?” Give them different choices until they choose something.

As soon as they give you an answer or show signs of interest in something, reinforce the toy or activity by showing interest in it yourself, e.g., clapping or showing praise. In my experience, this part of the pairing process varies. Sometimes it may take a while for a client to warm up in a social environment. Other times, it happens quickly. It just depends on the individual. As a BT, this process teaches you to be patient. When you find out what interests your clients, it makes pairing with them in sessions more fun.

Natural Environment Teaching (NET) While Pairing

Playing and pairing as a BT is essential because it creates opportunities for natural environment teaching (NET). Playing with your clients encourages an environment in which they’re motivated to participate.

In my first week working with a client, we played Memory*, a matching game. This was the first time we actively played together, and I saw him deeply engaged in an activity. I learned that he has a great memory, making the game more engaging for both of us. He became more receptive to responding once his attention was directed toward the game. Playing the game created opportunities to reinforce his behavior like waiting his turn, following the rules, and using his words when he had questions. This was essential to pairing early on in our tech-to-client relationship.

Playing Memory aided me in building rapport with my client. It built trust and comfort that’s pertinent to his learning environment. I could tell he was having a good time and vice versa. This environment motivated my client to learn. He enjoyed engaging in the fun activity with me and a group of peers. Participating in group games encourages patience, following instructions, and communication between clients.

Let Play Be Your Guide

Gaining your client’s trust before you place any demands is key. They are less likely to listen to you if they don’t know who you are. That’s why it’s important to take the time to play and pair with your client and show them that you’re safe and fun to be around.

Learning to play with your clients teaches you their interests. It shows you their likes and dislikes. It also points you to different games or activities in the Learning Center or teaching environment that may trigger them. Knowing their interests allows you to identify their reinforcers and see behavior patterns that their board certified behavior analyst (BCBA) can implement into future programming.

Time Flies When You’re Having Fun

Playing can be a lot of fun for BTs. There are several Learning Center games and activities that I enjoy implementing during sessions. I do my best to engage clients in activities that we mutually like. Once we find something we both enjoy, it doesn’t feel like work.

It’s rewarding to see clients make progress on their goals. Seeing them motivated to work for their preferred activities is also reassuring. This sense of accomplishment reinforces your work as a BT and motivates a continued state of play of learning and developing communication skills.

Incorporating play into your sessions fosters meaningful connections and creates a fun and engaging environment. It builds the foundation of trust between the client and their BT. We get to play an important role in each client’s learning and development. We can help nurture each child’s unique potential through dedication – one game at a time.

Additional Resources:

*Other games for pairing with a client can be found in the Play and Learning Addendum, 2.

5 Back-to-School Blogs Every Parent of a Child with Autism Should Read

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Returning to school from summer break can be challenging for children, especially those with autism. In our top five back-to-school blogs, you can find information on everything from homework tips to making friendships to reducing school anxiety. The resources below will help your family to ensure your child has a successful school year ahead.

Tips for Reducing Back to School Anxiety

Returning to school from summer break can be overwhelming and cause anxiety for children on the autism spectrum. This blog provides practical tips for parents and caregivers to ease their child’s transition back to school, reduce stress, and promote a smoother start to the new school year.

Back to School: Homework Tips

Establishing effective homework routines can ease the transition and reduce stress for kids with autism as the school year begins. We provide actionable tips to help parents support their children in managing homework, fostering a more successful academic experience.

Five Steps to Help Your Child with Autism Make Friends

Many parents and caregivers worry about their children with autism making friends and how they can help them foster friendships. In this blog, we outline five practical steps you can take to support your child in developing meaningful connections with peers.

Understanding Your ABA Provider’s Partnership with Schools

Collaboration between ABA providers and schools is crucial for delivering consistent support to children with autism across different settings. This blog explores how these partnerships enhance therapy outcomes by ensuring aligned strategies and effective communication between educators and therapists.

The Importance of Sticking to Consistent ABA Therapy

Consistent ABA therapy is essential for reinforcing positive behaviors and ensuring steady progress in children with autism. This blog highlights why maintaining a regular ABA therapy schedule year-round is vital to achieving long-term success in school and life.

By exploring these insightful blogs, you’ll be better equipped to support your child with autism through the challenges and triumphs of the school year. With the right tools and knowledge, you can help create an environment where your child can thrive in both school and life.

House Bill 872 Allows Students Across Louisiana to Access ABA Therapy in School

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Louisiana Gov. Jeff Landry signed HB 872 into law, which seeks to expand access to ABA therapy in public schools.

Earlier this May, Louisiana Gov. Jeff Landry signed HB 872 into law. The bill, written by Rep. Dustin Miller (D-Opelousas), amends an existing Louisiana law (Act 696) passed in 2018. Act 696 was designed to make sure families of children with autism and other conditions requiring behavioral health therapy services could access those services in the public school setting.

HB 872 amends Act 696 by providing more detail on how school leaders must work with families and providers. It gives the state rulemaking authority to create a dispute resolution process to be used when families and school leaders disagree on access to behavioral health services, such as applied behavior analysis (ABA) therapy.

HB 872 came about because many Louisiana families were frustrated that some school districts were unwilling to allow outside ABA therapists into schools.

Other districts had policies that allowed outside therapists but put up other roadblocks to access. Those setbacks included:

  • Delays in approving criminal background checks for licensed and registered ABA therapists
  • Overly burdensome insurance requirements for providers
  • Strict limits on the time and duration of ABA therapy
  • Rules that prevented board certified behavior analysts (BCBAs) and behavior technicians (BTs) from adhering to treatment plans

The new law helps families get ABA therapy faster. HB 872 says that school districts can’t force ABA providers who are licensed, certified, or registered by the Louisiana Behavior Analyst Board to do another background check. This is if they show they passed a check by the Louisiana State Police and are in good standing with the board.

The bill also stops school districts from denying families the ability to have an outside behavioral health provider come into the school. That provider can conduct an evaluation, assessment, or implement a treatment plan at school to establish medical necessity or delivery of medically necessary services. The legislation further clarifies that therapy services can happen during any part of the school day, including during instructional time.

If school administrators and parents disagree about delivery of services or a treatment plan, the law requires them to use the dispute resolution process. The state Department of Education will develop the process.

The Louisiana Coalition for Access to Autism Services (LCAAS) is a statewide coalition of ABA therapy providers. It was instrumental in helping to craft the language in HB 872 and getting it across the finish line. The organization worked with families of children with autism. They made sure the law will protect access to ABA therapy services in schools. They also worked with the Louisiana School Boards Association and other public education stakeholders to alleviate their concerns. Rep. Dustin Miller, who chairs the House Health and Welfare Committee, was also an advocate for access to autism therapy services.