Exploring Current Applied Behaviour Analysis Practices in Canada: A Survey on Skill Acquisition Approaches for Autistic Individuals
Date and Time of the Event
Monday June 15, 2026
7pm Atlantic, 730pm Newfoundland
Monday June 15, 2026
7pm Atlantic, 730pm Newfoundland
Name of Presenters
Kristin Gunby, MS, BCBA, R.B.A. (Ont)
Liliana Scatozza, MSc
Kristin Gunby, MS, BCBA, R.B.A. (Ont)
Liliana Scatozza, MSc
Number of CEs: .5 Learning CEs
Cost:
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With CEUs:
Members - $0 Non-Members - $7.50 |
Without CEUs:
Members - $0 Non-Members - $7.50 |
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Event Details:
Behaviour analytic practices across Canada are largely undocumented. Love et al. (2009) surveyed early and intensive behavioural intervention programs and reported substantial variability in practices while recommending that clinicians use their findings to inform clinical self-evaluation, training priorities, and identify areas for future research. We extended this work to document Canadian behaviour analytic practices focused on skill acquisition for autistic individuals across the lifespan by distributing a 43-item Internet survey to clinicians providing these services across Canada. A total of 129 participants from 12 provinces and territories completed the survey. Participants reported on program demographics; program practices related to skill acquisition; and neurodiversity affirming practices. Results will be discussed within the context of similarities and differences in practices across Canada, and how these findings may inform clinician self-evaluation on their current practices, training priorities, and future research.
Behaviour analytic practices across Canada are largely undocumented. Love et al. (2009) surveyed early and intensive behavioural intervention programs and reported substantial variability in practices while recommending that clinicians use their findings to inform clinical self-evaluation, training priorities, and identify areas for future research. We extended this work to document Canadian behaviour analytic practices focused on skill acquisition for autistic individuals across the lifespan by distributing a 43-item Internet survey to clinicians providing these services across Canada. A total of 129 participants from 12 provinces and territories completed the survey. Participants reported on program demographics; program practices related to skill acquisition; and neurodiversity affirming practices. Results will be discussed within the context of similarities and differences in practices across Canada, and how these findings may inform clinician self-evaluation on their current practices, training priorities, and future research.
Learning Objectives
1. Describe patterns of consistency and areas of variability in behaviour analytic skill acquisition practices for autistic individuals across Canada.
2. Identify examples of alignment and gaps between current practices and evidence-based approaches.
3. Identify areas in which Canadian behaviour analysts are incorporating client and stakeholder involvement, including the use of neurodiversity-affirming practices, to inform goal selection and intervention planning.
1. Describe patterns of consistency and areas of variability in behaviour analytic skill acquisition practices for autistic individuals across Canada.
2. Identify examples of alignment and gaps between current practices and evidence-based approaches.
3. Identify areas in which Canadian behaviour analysts are incorporating client and stakeholder involvement, including the use of neurodiversity-affirming practices, to inform goal selection and intervention planning.
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