Certification in Applied Behavior Analysis is a minimum qualification. At least one full calendar year (full-time equivalent of 1000 clock hours [25 hrs/wk for 40 weeks]) of hands-on training in providing ABA services directly to children and/or adults with autism under the supervision of a Board Certified Behavior Analyst or the equivalent with at least 5 years of experience in ABA programming for individuals with autism. The training and supervision should assure competency in the following areas: 1.        ABA programming for individuals with autism. The experience should involve designing and implementing individualized programs to build skills and promote independent functioning in each of the following areas: "learning to learn" (e.g., observing, listening, following instructions, imitating); communication (vocal and nonvocal); social interaction; self-care; school readiness; academics; self-preservation; motor; play and leisure; community living; self-monitoring; and pre-vocational and vocational skills. 2.        Providing ABA programming to at least 8 individuals with autism spectrum disorders who represent a range of repertoires and ages. 3.        Employing an array of scientifically validated behavior analytic teaching procedures, including (but not limited to) discrete trial instruction, modeling, incidental teaching and other "naturalistic" teaching methods, small group instruction, activity-embedded instruction, task analysis, and chaining. 4.        Incorporating the following techniques into skill-building programs: prompting; error correction; reinforcement and manipulation of motivational variables; stimulus control (including discrimination training); preference assessments; and choice procedures. 5.        Employing a wide array of strategies to program for and assess both skill acquisition and skill generalization. 6.        Modifying instructional programs based on frequent, systematic evaluation of direct observational data. 7.        Conducting functional assessments (including functional analyses) of challenging behavior and becoming familiar with the array of considerations that would indicate certain assessment methods over others. 8.        Designing and implementing programs to reduce stereotypic, disruptive, and destructive behavior based on systematic analysis of the variables that cause and maintain the behavior and matching treatment to the determined function(s) of the behavior. 9.        Incorporating differential reinforcement of appropriate alternative responses into behavior reduction programs and efforts to teach replacement skills, based on the best available research evidence. 10.        Modifying behavior reduction programs based on frequent, systematic evaluation of direct observational data. 11.        Providing training in ABA methods and other support services to the families of at least 8 individuals with autism. 12.        Providing training and supervision to at least 5 professionals, paraprofessionals, or college students providing ABA services to individuals with autism.