Site Visitor Training Information - PowerPoint Presentation

Site Visitor Training Information

Overview Accreditation Board: General InformationAccreditation ProcessAccreditation StandardsRoles and Responsibilities of a Site Visitor By the time you finish this training, you should be able to:Define accreditation.Identify the steps required to become a Site Visitor.Describe the accreditation process.Articulate the role and responsibilities of a Site Visitor.

Mission The mission of the ABAI Accreditation Board is to establish and implement standards for the accreditation of educational programs in behavior analysis.

Number of Accredited Programs

Number of Accredited Programs by Degree Type

The ABAI Accreditation Board The ABAI Accreditation Board is the governance body responsible for the accreditation of post-secondary training programs in behavior analysis at the bachelor’s, master’s, and doctoral levels.

Board Members and StaffVoting Members Sharon Brush, Community Representative (2015–2020)Claudia L. Dozier (2015–2019)Mitch Fryling (2015–2021)Michael Perone, Coordinator of the Board (2015–2020)Jonathon Pinkston (2015–2019)Non-Voting MembersPer Holth, ABAI Council Liaison (2019–2021) Maria E. Malott, ABAI Council Liaison (2015–2021)StaffJenna Mrljak, ABAI Education Manager

The ABAI Accreditation Board Comprehensive Accreditation StandardsThe ABAI Accreditation Board’s accreditation process is designed to encourage, support, and recognize exemplary training of behavior scientists and scientist-practitioners in the experimental and theoretical foundations of behavior analysis and in ethical and evidence-based practice, and to promote continuous improvement through voluntary accreditation.

The ABAI Accreditation Board Relationship with ABAIThe ABAI Accreditation Board operates as a board of the Association for Behavior Analysis International (ABAI) and carries out its responsibilities in a manner consistent with the ABAI bylaws and articles of incorporation.

Participants in the Accreditation Process

Accreditation* Aims to assure academic quality and accountability, and to encourage improvement.Is a collegial process based on self- and peer review for quality assurance, accountability, and improvement of academic quality in higher education. Is a status granted by a recognized accrediting body to higher education programs that voluntarily submit a self-study and open their training to peer review. *Council for Higher Education Accreditation (2010). Recognition of accrediting organizations: Policy and procedures. Retrieved from http://www.chea.org/pdf/Recognition_Policy-June_28_2010-FINAL.pdf

Site Visitor Qualifications Individuals interested in applying to become an ABAI Accreditation Board Site Visitor must meet one or more of the following qualifications*:Faculty member in an ABAI accredited program;ABAI Fellow with a university or college affiliation; Current or past Full Member of the ABAI Executive Council with a university affiliation. *When bilingual site visitors are needed for non-U.S. site visits, Site Visitors must be senior behavior analysts at universities who are Full members of ABAI. If needed, a professional translator will be provided at the expense of the program.

Site Visitor Application Process Applicants must complete the following steps before being approved as a site visitor:Submit a résumé or CV to the ABAI Education Manager.Review the required Site Visitor Training Manual. Review the guidelines for Site Visits.Submit a Site Visitor attestation form.Complete the Conflict of Interest form when requested, per program.

Accreditation Process After the Site VisitSharing the Site Visit Report Response to the Site Visit ReportDocument Submission to the ABAI Accreditation Board MembersAccreditation Decision(s) Notification of Accreditation Decision(s) Public Disclosure of Accreditation Status Eligibility Letter Self-Study Submission Site Visitor Invitations Site Visit Team Formation Scheduling the Site Visit Preparation for the Site Visit During the Site Visit

Accreditation Process 1. Eligibility Letter 2. Self-Study Submission3. Site Visitor Invitations4. Site Visit Team Formation 5. Scheduling the Site Visit 6. Preparation for the Site Visit Program Director submits a letter requesting a preliminary review to determine eligibility for accreditation. Domestic Programs Must be housed in a public or private institution authorized to confer degrees Institution must be accredited by an organization recognized by the U.S. Dept. of Ed. or CHEA Must have at least one graduate

Accreditation Process 1. Eligibility Letter 2. Self-Study Submission3. Site Visitor Invitations4. Site Visit Team Formation 5. Scheduling the Site Visit 6. Preparation for the Site Visit Non-Domestic Programs Determined by the ABAI Accreditation Board on a case-by-case basis and upon a showing that the program falls within the scope of the ABAI Accreditation Board’s activities Program has legal authority to confer higher education degrees Accreditation will be beneficial to the programs and their students Commitment by program administrators to remain current on changes to accreditation standards and policies and to participate in continuing professional development opportunities afforded by the ABAI Accreditation Board. Must have at least one graduate

Accreditation Process 1. Eligibility Letter 2. Self-Study Submission3. Site Visitor Invitations4. Site Visit Team Formation 5. Scheduling the Site Visit 6. Preparation for the Site Visit Eligible training program submits a self-study and application fee(s) to the Education Manager. Education Manager verifies all content is included.

Accreditation Process 1. Eligibility Letter 2. Self-Study Submission3. Site Visitor Invitations4. Site Visit Team Formation 5. Scheduling the Site Visit 6. Preparation for the Site Visit The Education Manager identifies and invites at least two Site Visitors to serve on the site visit team. Assignments are based on geographic location, experience, last site visit, conflicts of interest, etc. Site Visitors must sign a conflict of interest form.

Accreditation Process 1. Eligibility Letter 2. Self-Study Submission3. Site Visitor Invitations4. Site Visit Team Formation 5. Scheduling the Site Visit 6. Preparation for the Site Visit The Education Manager submits a roster of the proposed site visit team and a site visit quote to the program administrator. Program administrators may object to one or more of the proposed Site Visitors on the basis of a conflict of interest by notifying the Education Manager within three business days of receiving the roster.

Accreditation Process 1. Eligibility Letter2. Self-Study Submission 3. Site Visitor Invitations4. Site Visit Team Formation5. Scheduling the Site Visit6. Preparation for the Site Visit The Education Manager puts the program administrator and site visit team in contact with one another to schedule a mutually agreed upon date for the site visit. Site visits generally last two full days. All communications between program administrators and the site visit team must include the Education Manager. If site visit dates cannot be decided an updated roster of potential Site Visitors is put together.

Accreditation Process 1. Eligibility Letter2. Self-Study Submission 3. Site Visitor Invitations4. Site Visit Team Formation5. Scheduling the Site Visit6. Preparation for the Site Visit Site Visitors are expected to make their own arrangements for travel after confirming the site visit schedule with the program administrator. Site Visitors have a responsibility to select the most reasonable travel option available and may not be reimbursed the full cost of their travel if they choose a more expensive option. Site Visitors are reimbursed by the ABAI Accreditation Board following submission of all applicable receipts and approval of the site visit report.

Accreditation Process 1. Eligibility Letter2. Self-Study Submission 3. Site Visitor Invitations4. Site Visit Team Formation5. Scheduling the Site Visit6. Preparation for the Site Visit Site Visitors are responsible for: Studying the policy and procedure documents provided by the ABAI Accreditation Board, including the Guidelines for Site Visits document and policies on confidentiality, conflict of interest, and document retention. Reviewing the self-study report to gain a general understanding of the program applying for accreditation. Identifying points in the self-study report requiring clarification and formulating questions and review tasks for addressing these topics. Participating in any meetings with other Site Visitors as needed. Responding in a timely manner to any queries related to their role.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit ReportDocument Submission to the ABAI Accreditation Board Members Site Visitors are responsible for: Verifying the representations in the self-study report. Collecting data by interviewing, observing, and reviewing documentation as appropriate. Meeting with the other Site Visitor(s) periodically to discuss preliminary findings. Conferring with the program administration to allow the opportunity for additional information and/or clarification regarding issues and concerns identified by the Site Visitors.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit ReportDocument Submission to the ABAI Accreditation Board Members Site Visitors are responsible for: Conducting an exit briefing and providing a brief summary of strengths and weaknesses under each of the standards of accreditation to the program faculty, and other administrators as appropriate. Meeting with the other site visitor(s) to achieve consensus on findings and ratings pertinent to the standards of accreditation. Drafting a site visit report that contains pertinent facts that outline areas where the program has met, has not met, or has exceeded the standards. Conducting the site visit in all respects in accordance with the Guidelines for Site Visits and other policies and procedures of the ABAI Accreditation Board.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit Report11. Document Submission to the ABAI Accreditation Board Members The site visit team reaches consensus and submits a site visit report to the Education Manager within 30 days. The Education Manager verifies the site visit report fits the ABAI Accreditation Board’s reporting template and, if necessary, requests modifications from the site visit team before approving. The Education Manager sends a survey to each member of the site visit team. Site Visitors are reimbursed for travel, lodging and per diem* after submitting the approved site visit report and all applicable receipts (e.g., flight, hotel). *Per diem is determined using the (meals) rates published on the U.S. Department of State website at the time of travel, per location of the site visit.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit Report11. Document Submission to the ABAI Accreditation Board Member The Education Manager sends the site visit report to the program administrator within 30 days of the visit.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit Report11. Document Submission to the ABAI Accreditation Board Member The program administrator acknowledges receipt of the report and sends a written response back to the Education Manager within 30 days of receiving the site visit report. The program administrator’s written response should include any comments regarding the site visit report, a narrative description of its plans to address any concerns raised in the report about compliance with standards and policies, documentation of corrective action where required, and a response to any recommendations for improvements to the program. Upon written request from the program administrator and upon good cause shown, the Education Manager may extend the period for responding an additional thirty days.

Accreditation Process 7. During the Site Visit8. After the Site Visit 9. Sharing the Site Visit Report10. Response to the Site Visit Report11. Document Submission to the ABAI Accreditation Board Member The Education Manager shares the site visit report and the program administrator’s response with the ABAI Accreditation Board Members and assigns a primary and secondary reader responsible for presenting the report at the next board meeting.

Accreditation Process 12. Accreditation Decision(s)13. Notification of Accreditation Decision(s) 14. Public Disclosure of Accreditation Status The ABAI Accreditation Board Members make an accreditation decision based on the site visit report and the program administrator’s response. Accreditation Board Members may vote to grant accreditation or re-accreditation, grant provisional accreditation, defer their decision, deny accreditation, or withdraw accreditation.

Accreditation Process 12. Accreditation Decision(s)13. Notification of Accreditation Decision(s) 14. Public Disclosure of Accreditation Status The Education Manager notifies the program administrator and the site visit team of the ABAI Accreditation Board’s decision. Program administrators have the option, at their expense, to appeal the board’s decision.

Accreditation Process 12. Accreditation Decision(s)13. Notification of Accreditation Decision(s) 14. Public Disclosure of Accreditation Status The Education Manager sends the program administrator the annual report form in preparation for the following year, all applicable accreditation seals, and the ABAI Accreditation Board’s policy on public disclosure of accreditation status.

Accreditation Standards Mission CurriculumOutcomes Assessment AdministrationResourcesFaculty Student Services Public Disclosure Degree Programs

Accreditation Standards Mission The program has a mission which is its specific purpose for existing CurriculumThe program implements a clear and coherent curriculum plan that provides the means whereby all students can demonstrate substantial understanding and competence in areas pertinent to the program’s mission, and recognize the value of life-long learning.

Accreditation Standards Outcomes AssessmentEssential to the accreditation review process are the outcomes of the program’s training efforts. Fair and reasonable outcomes assessment protects the interests of the program and the public. The program’s overall outcomes are assessed in the context of various outcome measures. Administration The program is an integral part of its sponsoring institution and it is governed by its faculty as led by a qualified core member of the faculty.

Accreditation Standards ResourcesThe program has fiscal, physical, and learning resources adequate to fulfill its mission. Faculty Program faculty are sufficient in number and quality to fulfill the program’s mission. Student Services Students enrolled in the program have the academic credentials, experience, and skills necessary to successfully complete the program in a timely fashion. Policies and procedures facilitate completion of the program.

Accreditation Standards Public DisclosureThe program demonstrates its commitment to public disclosure by providing written materials and other communications that appropriately represent it to the relevant parties. Degree Programs Programs are accredited at the doctoral, master’s and bachelor’s level. Each program has objectives appropriate to its level as well as requirements for instruction in specific content areas. In each area the scope of training is expressed in terms of hours of contact with the instructor. Programs are allowed flexibility in terms of how they achieve the prescribed contact hours.

Content Area Purpose Principles of Behavior To develop students’ competence in the use of technical terminology pertaining to the concepts and principles of behavior analysis. Research Methods To develop competence in measurement of behavior, data collection analysis and graphic representation, experimental design with particular emphasis on single subject design, and applicable statistical procedures. Conceptual Analysis To develop competence in the history and philosophy of behaviorism, theoretical approaches to understanding behavior, and interpretation of behavior in terms of the concepts and principles of behavior analysis. Applied Behavior Analysis To develop competence in the application of the principles of behavior and multiple areas of investigation and practice. Basic Behavior Analysis To develop competence in understanding how principles of behavior are discovered and described in the context of basic research. Ethics To understand legal constraints and ethical guidelines as pertinent to behavioral research and practice. Specialized Elective To develop competence in one or more specialized areas of behavioral investigation. Supervised Experiential Learning To develop skill in professional practice or research. Work to complete a thesis (or equivalent) and/or a dissertation may fulfill this requirement Thesis or Equivalent To develop competence in defining a research problem, designing a method to address the problem, and conducting and reporting an investigation that carries out the method to conclusion. Dissertation To demonstrate independent scholarship in the context of an investigation that produces an original contribution to the basic, applied, or conceptual analysis of behavior.

Accreditation Standards Content Area Bachelor’s Contact Hours Master’s Contact Hours Doctoral Contact Hours Principles of Behavior 45 45 45 Research Methods 45 45 90 Conceptual Analysis 45 45 90 Applied Behavior Analysis 45 90 90 Basic Behavior Analysis 45 45 90 Ethics 45 45 45 Specialized Elective -- -- 45 Supervised Experiential Learning 45 90 90 Thesis or Equivalent -- As required by the institution As required by the institution Dissertation -- -- As required by the institution Total Hours of Instruction 315 405 585

Site Visit ReportSite Visitors begin completing the report (together) during the visit. The report provides details to the Accreditation Board on site-visit observations and representation of standards from the self-study.Contains:TitleIntroductionSubstantive Standards Summary and Recommendations

Site Visit ReportTitle Program name and degree(s) offeredUniversity nameSite visitors and their affiliationsDates of the visit

Site Visit ReportIntroduction Provide a brief overview of the site visit process, including:Advance preparation by the team, including the review of the Self-Study ReportTime on campus Tenor of the visit including cooperation received from faculty and administratorsDocuments and evidence reviewed on-siteList of Interviewees: faculty, administrators, students, others

Site Visit ReportIntroduction Provide a brief description of the program and its history:The program’s mission statementWhen the program was startedThe program’s administrative structure (e.g., the academic department that houses the program; if the program is a consortium, a summary of the participants in the consortium)Record of ABAI accreditation or attempts at accreditation Other information that helps put the application for accreditation/reaccreditation in context.

Site Visit ReportSubstantive StandardsBegin this section with the heading “Adherence to Substantive Standards of Accreditation.” Then repeat each standard and: Summarize the evidence regarding the program’s adherence to the standard and;Offer a judgment about whether the standard is met.

Site Visit Report Example of site visit report template: Site visitors make a judgement as to whether each standard is met and provides relevant evidence.

Site Visit Report Example of site visit report template: Site visitors make a judgement as to whether each standard is met and provides relevant evidence.

Site Visit Report 0 Example of description for an unmet standard.

Site Visit Report Example of decision for an unmet standard.

Site Visit Report 0 Example of description for a met standard.

Site Visit Report Example of a decision for a met standard.

Site Visit Report Summary and RecommendationsQuality And Consistency With Accreditation StandardsInclude a general comment concerning the extent to which the program is aligned with the ABAI Accreditation Board’s standards and is effectively accomplishing its mission. Note any areas requiring the attention and focus of the program. Describe the evidence reviewed to reach the conclusions contained within the report. CommendationsNote areas that exceed the expectations of the Standards in specific aspects of the program including student achievement, program design, faculty, administration, space and facilities, special recognition.RecommendationsNote areas that are meeting standards, but would benefit from additional attention, focus or modification.Requiring Improvement Describe in detail any aspects of the program that are not meeting the standards and require modification.

Site Visitors Site Visit Dos Do collect data relevant to ABAI accreditation standards and based on the self-study reportDo provide a summary of the strengths and weaknesses under each accreditation standardDo take notes and begin drafting the site visit report with the site visit team in the evenings Site Visit Do Nots Do not share personal opinions about the likelihood of the program being accredited Do not provide personal judgements and opinions about the quality of the program Do not socialize with program representatives outside the scope of collecting data related to accreditation Adapted from: Network of Schools of Public Policy, Affairs, and Administration (NASPAA) Accredited Site Visitor Training Guidelines

Site Visitors Site Visit Dos Do dress in professional attireDo seek consistency between documents and interviewsDo clarify and review accreditation standards Do listen. Be collegial and supportive during the visit Site Visit Do Nots Do not dress in casual wear Do not assume the program is hiding something Do not write something in the report that doesn’t directly link to a standard Do not tell a program what to do and how to do it Adapted from: Network of Schools of Public Policy, Affairs, and Administration (NASPAA) Accredited Site Visitor Training Guidelines

Site Visitors Main roles and goals during the visit:Verify components of the self-studyBe descriptive, not prescriptive Collective evidence about how the program worksEyes and ears for the ABAI Accreditation BoardPhilosophy is about helping programs improve

Thank You! Jenna Mrljak, Ph.D., BCBA Education ManagerThe Association for Behavior Analysis InternationalABAIaccreditation@abainternational.org (269) 492-9310 The Importance of Accreditation: Through external peer review conducted by qualified Site Visitors, accreditation encourages confidence in a program’s educational activities. Behavior analysts should support accreditation as it offers the field protection against fraud and abuse from programs offering sub-standard training in the field. Site Visitors serve on the front line of this effort and are a much needed resources for the Board to achieve its mission. Eligible behavior analysts interested in supporting the Board’s mission by applying to become a Site Visitor should contact the Education Manager