One of the most important aspects of IBI is the selection of the supervisor of the treatment. With the demand for IBI, there are many individuals without training or experience who are offering this service. What should you look for in a behavior analyst. The Special Interest Group of the Association for Behavior Analysis suggests that the supervisor of an ABA program be a Board Certified Behaviour Analyst. This credentialing requires that the individual has adequate educational background (Masters' or Ph.D. degree in the social sciences with specific course work in behaviour analysis), adequate experience (at least 1000 hours of supervised experience) and has passed a written credentialing exam. The Ontario Government guidelines for the Autism Initiative calls for IBI services to be supervised by a clinical psychologist The directors of BI, Dr. Nicole Walton-Allen and Dr. are both registered psychologists and Board Certified Behaviour Analysts. You can look for BCBA's at http://www.bacb.com/CertRegistry/certlist-index.html

The following is a checklist that we developed to help parents evaluate that they are receiving adequate IBI services.
1	The supervisor of the child’s program has acceptable educational background, has had specific training in Applied Behaviour Analysis, and has had acceptable experience that is suitable to the position that they hold.	yes	no
2	Staff receive ongoing direct supervision by qualified Behaviour Analysts that provides them with feedback on their skills.	yes	no
3	The supervision is frequent, direct and specific.	yes	no
4	The child’s ABA program is based on a direct assessment of the child’s skills, stimulus preference and directed toward longer term goals.	yes	no
5	Goals for the child are set with parent input and reflect relevant functional areas of adjustment for the child.	yes	no
6	Goals are written in terms of measureable objectives, describing the behaviour that will occur, the conditions under which it is to occur, and the criteria at which they should occur.	yes	no
7	The program is individualized to the child’s level, interest, etc.	yes	no
8	The level of intensity of the program both in terms of the number of hours, as well as the delivery of services is appropriate to the child.	yes	no
9	The program is based on systematic teaching procedures using applied behaviour analysis.	yes	no
10	There are means in place to ensure consistency across the staff who are working with the child.	yes	no
11	There are strategies in place to probe for generalization of skills across setting, people, stimuli and over time and also ways of promoting generalization.	yes	no
12	There are means to ensure coordination of the IBI services with other services this child is currently receiving.	yes	no
13	Data is routinely collected on the child’s progress and used to make program changes.	yes	no
14	Regular “team” meetings are held to review the child’s progress and to make revisions.	yes	no
15	A systematic curriculum of programs is in place that is comprehensive in scope and developmental in sequence.	yes	no