Advance Your Career in Behavior Analysis with
IBAO® Certification

Become a globally recognized behavior specialist. Join our upcoming International Behavior Therapist (IBT®) and International Behavior Analyst (IBA®) cohorts.

Why Choose IBAO Certification?

Globally Recognized Credential

Stand out in the growing field of special education and behavioral health. The IBAO credential allows you to practice evidence-based behavior analysis anywhere in the world.

Culturally Responsive Curriculum

Learn from experienced bilingual instructors who understand the unique cultural, family, and clinical dynamics of practicing behavior analysis in Vietnam.

Accelerated Career Growth

Equip yourself with high-demand skills. Whether you are a teacher, therapist, clinic supervisor, or a dedicated parent, this certification opens doors to new professional opportunities and better clinical outcomes.

Upcoming Courses

  • COURSE NAME
    International Behavior Analyst (IBA®)
  • FORMAT
    Online via Zoom
  • DATE
    October 2026
  • LANGUAGE
    Vietnamese
  • BEST FOR
    Busy professionals, clinic directors, ABA experts, and practitioners located anywhere
    Enroll now
  • COURSE NAME
    International Behavior Therapist (IBT)
  • FORMAT
    Online via Zoom
  • DATE
    October 2026
  • LANGUAGE
    Vietnamese
  • Best For
    High School Graduates, Front-Line Workers & Therapists, Career Transitioners & Beginners, Educators & Support Staff, and practitioners of ABA located anywhere
    Enroll now
  • COURSE NAME
    International Behavior Analyst (IBA®)
  • FORMAT
    Live In-Person (Hanoi)
  • DATE
    October 2026
  • LANGUAGE
    Vietnamese
  • Exclusive Cohort for
    Forward Steps
    Enroll now
  • COURSE NAME
    International Behavior Therapist (IBT®)
  • FORMAT
    Live In-Person (Hanoi)
  • DATE
    July 2026
  • LANGUAGE
    Vietnamese
  • Exclusive Cohort for
    Forward Steps
    Enroll now

What you will learn

Learning Objectives

Explain and demonstrate the concept of Automatic Reinforcement
Explain and demonstrate examples of Operant Behavior
Explain variations and applications of Establishing Operations
Explain variations and applications of Abolishing Operations
Explain variations and applications of Extinction
Explain and recognize variations of Stimulus Classes
Explain Operant Conditioning
Explain Respondent Conditioning
Explain different types and behavioral patterns related to Schedules of Reinforcement
Explain and use Positive Reinforcement to increase behavior
Explain and use Negative Reinforcement to increase behavior
Explain and use Positive Punishment to decrease behavior
Explain and use Negative Punishment to decrease behavior
Explain different Types of Reinforcers and their advantages
Explain the concept of Stimulus Control and how it applies to behavior acquisition and reduction
Explain how to establish and teach Stimulus Discrimination
Explain how to establish and teach Stimulus Generalization
Explain how Verbal Behavior is conceptualized and the different functional categories

Create Behavioral Definitions
Evaluate Permanent Products as a data collection method
Demonstrate data collection with Frequency Recording
Demonstrate data collection with Rate
Demonstrate data collection with Partial and Whole Interval Recording
Demonstrate data collection with Momentary Time Sampling
Explain the importance of Accuracy Based on Observing Behavioral Definitions
Demonstrate data collection with Percentage Accuracy
Explain the importance and considerations in choosing Appropriate Measurement Systems
Demonstrate data collection with Trial by Trial Data
Demonstrate data collection with Cold Probe Data

Use Reversal/Withdrawal designs
Use Multi-element/Alternating Treatments designs
Use Multiple Baseline designs
Interpret and make accurate determinations when comparing Phase Change Designs
Explain the Dependent Variable and how it is used
Explain the Independent Variable and how it is used
Explain what defines Functional Relationships

Explain the concept of Functions of Behavior
Explain Appropriate Observation Techniques and how and when they are used
Explain the difference between Correlation vs. Causation and how they each apply to behavioral assessment
Conduct a Functional Analysis of problematic behavior
Conduct Developmental Language Assessments (e.g.ABLLS and VB-MAPP)
Conduct Functional Skill Assessments (e.g., AFLS)

Use Shaping to change the topography of a behavior
Use Forward Chaining to teach a complex behavior
Use Backwards Chaining to teach a complex behavior
Use Behavioral Momentum to increase compliance
Use Differential Reinforcement of Other Behavior to decrease a behavior
Use Differential Reinforcement of Alternative Behavior to decrease a behavior
Use Differential Reinforcement of Incompatible Behavior to decrease a behavior
Use Functional Communication Training to increase appropriate requests and decrease problem behavior
Explain, set up, and use Multiple Schedules
Use Tokens to reinforce behavior
Use Video Modeling to model appropriate behavior
Use appropriate Extinction procedures based on function to decrease behavior
Use Antecedent Modifications to increase and decrease behavior
Use Noncontingent Reinforcement to decrease behavior
Use Common Punishment Strategies to decrease behavior

Teach with Discrete Trials
Teach with Natural Environment Teaching
Teach with Behavioral Skills Training
Teach with Pivotal Response Training
Use Discrimination Training
Teach Stimulus Equivalence of various stimuli
Use the concepts of Verbal Behavior to increase language
Teach with Least-to-Most Prompting
Teach with Errorless Learning (e.g., Most-to-Least Prompting)
Use Group/Class-wide Strategies to increase appropriate behavior/decrease problem behavior
Teach in ways that promote Generalization
Teach in ways that promote Maintenance in natural environments
Use Data Analysis strategies to make decisions regarding behavior change
Use data to make Treatment Changes and Modifications
Determine when to implement Treatment Fading

Knowledge of the IBAO Ethical Guidelines
Knowledge of the IBAO Ethical Problem-Solving Model

Learning Objectives

1.1 Characteristics of Autism Spectrum Disorder: Definition, Language and communication, Social, Behavior, Neurodiversty issues.

1.2 Common Presentation of Characteristics: Variations in language and communication, Variations in social delays and deficits, Variations of behavioral presentations

1.3 Intellectual Disabilities: How ID are determined, How intelligence is categorized, Mild-Moderate-Severe-Profound

1.4 Down Syndrome: Definition, Physical traits, Typical presentation, Typical variations in presentations

1.5 Attention Deficit/Hyperactivity Disorder: Definition, Subtypes, Typical presentation

2.1 Increasing Behavior: Effects of adding and removing stimuli, How it works, Examples in practice

2.2 Decreasing Behavior: Effects of adding and removing stimuli, How it works, Examples in practice

2.3 Extinction (Theoretical): What is it, How it works

2.4 Establishing Operations: What they are, How it works, Examples in practice

2.5 Discriminative Stimulus: What they are, How it works, Examples in practice

2.6 Schedules of Reinforcement:
Continuous: What is it, How to arrange, Behavioral effects
Fixed ratio: What is it, How to arrange, Behavioral effects
Fixed interval: What is it, How to arrange, Behavioral effects
Variable ratio: What is it, How to arrange, Behavioral effects
Variable interval: What is it, How to arrange, Behavioral effects

2.7 Conditioned Reinforcers/Tokens: Definitions, Pairing, What is and what is not “conditioned”, What these are, How they are used, Variations and common arrangements

3.1 Preparatory activities: Starting with behavioral definitions, Importance of precise definitions, Importance of accurate measurement, What is needed for data collection, Matching data collection (measurement) to the situation, Typical data sheets, Creating data sheet

3.2 Frequency: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.3 Duration: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.4 Latency: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.5 Partial interval: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.6 Whole Interval: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.7 Permanent Products: What is it, Which behaviors is this appropriate for, Which behaviors is this not appropriate for, How to collect

3.8 Graphing: Types of graphs common in ABA, Parts of a graph, Level, variation, trend, Basic decision making from graphs, Importance of visual analysis

 

4.1 Preference Assessments: What they are, What the outcomes are useful for, Benefits over not using one
MSWO Preference Assessment
What it is, Data sheet examples, How to set it up and conduct it
Paired/Forced Choice Preference Assessment
What it is, Data sheet examples, How to set it up and conduct it

4.2 Functional Behavioral Assessment
What it is, What are the goals, Correlation versus causation, Indirect measures, Interviews, Rating scales, Scatterplots, Direct measures, Narrative recording, ABC data collection, Common conditions of functional analysis, Attention, Escape, Access to tangibles, Automatic, Control conditions, IBT role in functional analysis

4.3 Language and Functional Skills Assessments: Importance in program development, Importance as progress monitoring tools
Popular assessments such as:
Assessment of Basic Language and Learning Skills (ABLLS): Overview and what is assessed, How to conduct, Grids
Verbal Behavior Milestones and Placement Program (VB-MAPP): Overview and what is assessed, How to conduct, Results, Assessment of Functional Living Skills (AFLS), Overview and what is assessed, How to conduct, Grids

5.1 ABA Protocols and Plans
What they are, Importance for consistency, Common/critical features

5.2 Discrete Trials Therapy
What it is, Components, How to arrange

5.3 Natural Environment Teaching
What it is, Components, How to arrange

5.4 Verbal Behavior
History and BF Skinner
Concept of functional language
Echoic: What is it, How to teach
Tact: What is it, How to teach
Mand: What is it, How to teach
Intraverbal: What is it, How to teach

5.5 Task Analyses: What it is, Importance

5.6 Choice and Discrimination Learning
Arrangement of items for success, Discriminative stimuli, Simple, Conditional, Physical arrangement, Number of items in the field

5.7 Prompting Strategies: Trial and error and errorless differences, Typical trial and error prompts, Typical errorless arrangements

5.8 Generalization
What it is, Importance, How to arrange in teaching, How to assess

5.9 Maintenance
What it is, Importance, How to arrange in teaching, How to assess

6.1 Functions of Behavior
What they are, Importance of matching function to intervention, Examples of matching treatment to function, Examples of not matching treatment to function

6.2 Antecedent Modifications
What this means, How they work to change behavior, Common antecedent modifications, NCR: What this is and how it is arranged, Behavioral momentum: What this is and how it is arranged, Choice

6.3 Differential Reinforcement
What this means, Common arrangements, DRO: What it is and how it is arranged, DRI: What it is and how it is arranged, DRA: What it is and how it is arranged

6.4 Functional Communication Training (FCT): What this means, Common arrangements

6.5 Extinction (In practice): What this looks like in practice based on function, Behavioral effects, Minimizing bursts, Planning for bursts, Variations, Ethical use and consideration of client rights

7.1 Ethical Guidelines
Responsibility to know the guidelines, Responsibility to practice ethically, Responsibility to resolve ethical dilemmas, Expectation to not misrepresent yourself, Understand and use the problem-solving model

7.2 Role of the IBT: Practice boundaries, Competence

7.3 Confidentiality/Privacy
IBT roles, What IBTs should communicate to other professionals, How IBTs should communicate with other professionals, Confidentiality, Dealing with common situations, What IBT should communicate to caregivers, How IBT should communicate to caregivers

7.4 How IBTs are Viewed by Others: Punctuality, Professional boundaries, Representing the field

7.5 Supervisor Relations: Understanding roles, Communication

7.6 Reporting About Clients: Neglect/abuse, Behavioral changes, Medical issues

7.7 Client/Family Relations: Respect differences, Cultural understanding/bias, Neurodiversity considerations