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Abstract

High quality professional service to developmentally disabled persons is contingent upon the quality of training the professionals receive. Members of a graduate psychology program in developmental disabilities systematically examined the relevance and importance of the competencies expected of the students. First, experts working in the field of disabilities were interviewed and 14 areas of competence identified. Second, a large pool of respondents rank ordered the 14 areas in terms of importance. Third, another group of professionals evaluated the importance of the specific competencies subsumed under each area. Finally, the areas and competencies were revised. A finished curriculum of 15 areas and 149 specific competencies was subsequently identified as crucial to psychologists in the field of developmental disabilities. Implications of the content and validation procedure are discussed.

Keywords

personnel training developmental disabilities social validation behavior analysis higher education

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Validation of a Competency-Based Training Program in Developmental Disabilities

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