Frequently Asked Questions
General
What is the difference between university-program accreditation from the ABAI Accreditation Board and Verified Course Sequence (VCS)?
The purpose of accreditation is to promote quality control within the discipline’s training programs. This is accomplished when eligible programs periodically complete a comprehensive self-study and submit to a site visit conducted by trained peers to determine whether the program meets certain standards of excellence. Accreditation is specifically designed to convey information about a training program’s comprehensiveness, rigor, and quality. The ABAI Accreditation Board standards are comprehensive and involve evaluating the quality of all aspects of training programs undergoing review. This includes evaluation of the program’s mission, curriculum, outcomes assessment, administration, resources, public disclosure, and degree programs.
The Verified Course Sequence (VCS) system for Behavior Analyst Certification Board’s (BACB) coursework requirements does not constitute program accreditation, by design. The VCS system is simply a way to recognize educational institutions that teach the coursework required for specific BACB credentials. This administrative designation does not convey any information about the comprehensiveness, rigor, or quality of training programs.
Even when a training program already includes a VCS, accreditation would allow the program to convey to the public that it has met standards of excellence as determined by the ABAI Accreditation Board.
Are ABAI Accredited Masters-Level programs required to have a traditional thesis structure (e.g., committee, defense, etc.)?
Accredited programs may have a traditional thesis structure to meet the ABAI Accreditation Board’s thesis or equivalent standard for Masters-level accreditation. However, programs may also adopt an equivalent alternative that fulfills the same purpose of the standard. Specifically, the equivalent must, “…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.” Furthermore, the equivalent must involve a proposal and evaluative components. The Thesis or Equivalent Guidance provides further considerations and can be found on the Documents page.
The ABAI Accreditation Board allows each program to determine the number of contact hours assigned to the thesis or equivalent standard. However, programs are not allowed to use the same contact hours across standards. In other words, a program would not be able to use a project completed during another course to fulfill the thesis or equivalent standard if the contact hours from that same course are also being used to meet another coursework standard.
Are online programs eligible for accreditation?
At this time, the Accreditation Board considers programs at the bachelor’s and master’s levels that operate completely online to be eligible for accreditation. The Accreditation Board will not accept accreditation applications for entirely online doctoral programs. Doctoral programs applying for accreditation may use online technologies for coursework; research and supervised experiential learning must involve on-campus or in-person components. Online doctoral programs seeking quality recognition should apply to the ABAI Tiered Model of Education as a Tier 2a program.
Does a program need 5 years’ worth of data to apply for accreditation?
No. At minimum, a program must have one graduate from the program, as it aligns with ABAI’s accreditation standards, to be eligible for accreditation. The self-study allows programs to enter up to 5 years’ worth of data, but it is not a requirement for eligibility.
Students
When can I say I am a graduate of an ABAI accredited program?
The initial date of accreditation (for applicant programs that become accredited) will be the day of the Accreditation Board's decision meeting.
Students who are in the program on that date and subsequently complete the program are considered to be graduates of an accredited program, provided, of course, that the program maintains an accredited status through the end of the students' graduation. Accreditation is not retroactive.
How can I confirm which programs are accredited?
All ABAI-accredited programs are listed on ABAI’s website and can be found here. ABAI accredits behavior-analytic training programs; therefore, be sure to review the program name in detail to ensure it matches what is listed on ABAI’s website. ABAI-accredited programs will display the accreditation seal on their website, along with a statement disclosing their accreditation status. If a program’s website leaves doubt as to whether they are accredited, we recommend verifying the status on ABAI’s website.
What does it mean if a program I am interested in is not accredited?
The completion of a program that is not ABAI-accredited or recognized (Tier 2) may still meet the eligibility requirements for certification through the BACB until 2032 via Pathway 2. If a program is not accredited, ABAI cannot guarantee the quality of the program. However, ABAI-accredited and ABAI-recognized programs have been reviewed for quality.
How can I find what research/practicum opportunities a program offers?
Programs list their research and training opportunities in the Accredited Programs Annual Report, which are published yearly here. You may also browse the program’s website to learn more about specific research areas, practicum opportunities, funding availability, and more.
Standards
How many faculty are required for a program to be accredited? What is the required ratio of faculty to students?
ABAI’s standards do not specify a required ratio of faculty to students. The standards require the program to demonstrate (in standard area 6 and its component standards) that the faculty are sufficient in number and quality to fulfill the program’s mission. It is important for the program to provide an analysis of faculty workload and teaching requirements, supervisory roles, administrative duties, class sizes, and other information beyond a student-to-faculty ratio.
Do all faculty have to be BCBA-Ds?
No. Standard 6-100 states “The faculty consists of behavior analysts who document their expertise in the applied, experimental, or conceptual analysis of behavior. The core faculty consists of full-time doctoral-level behavior analysts. Other program faculty, full- or part-time, have master’s or doctoral degrees in behavior analysis or a related field.” The faculty standards do not specify certifications nor licenses. Not all doctoral-level behavior analysts are BCBA-Ds (though your program’s objectives may necessitate relevant training, certification, or licenses).
How are faculty defined and how do programs report qualifications?
The program must report the number of core faculty, associated faculty, and other contributors to the program. “Core Program Faculty” are faculty members who devote at least 50% of their professional time to program-related activities – this does not include broader department administration or teaching in programs outside the accredited or recognized program. “Associated Program Faculty” are faculty who do not meet the criteria for core faculty but make a substantial contribution to the program (e.g., faculty within the department that teach program courses). “Other Contributors” are individuals who have a role in the program, but to a much more limited extent than core or associated faculty and have minimal contact with students (e.g., adjunct faculty, supervisors, seminar presenters, etc.). Programs will also articulate the faculty qualifications, their full- or part-time status, provide a brief description of their roles, and submit curriculum vitaes for all faculty.
Can programs provide options for students to do a thesis or an equivalent project?
A program may offer students the option to complete a thesis or an equivalent, so long as it meets the requirements of the standard (9-109). Programs must ensure all students complete a thesis or equivalent project prior to completing the program.
Timelines
How long does it take a program to complete the self-study application?
It varies. Some programs can assemble their application within a few months, given resources and operations available in their institutions. Some programs report spending several months reviewing and refining their data-collection systems, improving their program operations, and working on the self-study report application. Programs may download the Self-Study Application Form from the Documents page (independent of eligibility and application status).
How long does the review process take?
The entire review process takes about four months; it includes the application submission, site visit, report assessment, the program’s response to the report, and the Board’s formal application decision. It is most helpful to first pinpoint when a program can arrange the site visit and plan approximately two months before and after that timeframe for an estimated “application window.”
Is a self-study application due yearly?
Programs will submit a self-study application once every recertification cycle. The board will determine the program’s recertification cycle, typically on a 3-, 5-, or 7-year cycle. Before the end of the cycle, the program will submit the self-study application for re-accreditation. On a yearly basis, the program will submit an annual report and pay sustaining fees. The annual report will be submitted online, but a Word version is available on the Documents page for advanced review.