Why You Shouldn't Move into Behavioral Gerontology Without Training

It genuinely worries me when I see behavior analysts transitioning into behavioral gerontology without additional training, supervision, or education. This is not about gatekeeping or limiting access to the field. It is about ethics and responsibility.

Our professional guidelines are very clear that when we begin working in a new area, we are expected to obtain the appropriate training and supervision to ensure competence. Behavioral gerontology is no exception. In fact, it is an area where this matters even more. While it is true that finding supervision in this specialty can be challenging due to how small the field is, that does not mean we can bypass that requirement. It simply means we may need to be more proactive, whether that involves seeking remote supervision or connecting with specialists in the area.

There are fundamental differences between working with older adults and working with other populations that many behavior analysts are more familiar with, such as children or individuals with autism. These differences impact how we conceptualize behavior, how we conduct assessments, and how we design interventions. For example, when working with individuals with dementia, it is essential to understand how the condition affects stimulus control. This has significant implications for our programming. It influences not only how we assess behavior but also the types of interventions we prioritize. In many cases, rather than relying primarily on reinforcement-based strategies, we need to place greater emphasis on antecedent interventions and motivating operations. This represents a meaningful shift from what many behavior analysts are often initially trained to do.

Assessments also require careful adaptation. Standard approaches such as preference assessments and functional analyses may not produce valid or useful results when applied in the same way they are used with other populations. Older adults, particularly those with dementia, often respond differently under artificial contingencies. For instance, preference patterns may shift, with leisure items displacing edible items, and individuals may respond more effectively to verbal rather than visual modalities. Without understanding these nuances, it is easy to misinterpret assessment outcomes and design ineffective interventions.

Another critical consideration is the social repertoires of older adults. Individuals with dementia have lived full lives and often retain strong social awareness. They may not remember specific events, but they are highly sensitive to the behavior of others. They can detect when someone is being patronizing or when interactions feel inauthentic. This has a direct impact on how interventions are received and whether they are successful.

In addition to these clinical considerations, it is also important to recognize the role of ageism. Ageism is a pervasive and often overlooked form of discrimination that can influence both care practices and individual experiences. As behavior analysts, we have a responsibility to identify and challenge ageism, both in our own work and in the environments in which we operate. This includes addressing internalized ageism that may affect the individuals we support.

Finally, when working with individuals with dementia, it is essential to understand that not all dementias present in the same way. Different types of dementia have different patterns of progression and behavioral impact. For example, a sudden change in behavior may be interpreted very differently depending on the type of dementia a person has. This knowledge directly informs how we respond, how we plan interventions, and how we support both the individual and those around them.

All of these examples (and there's many more which I haven't included here) highlight a central point. Behavioral gerontology is a specialist area within behavior analysis. It requires specific knowledge, skills, and experience that go beyond general ABA training.

There is a significant and growing need for behavior analysts in this field, and it is an incredibly rewarding area to work in. However, that need must be met with a commitment to ethical, informed practice. Entering the field without the appropriate preparation does a disservice to the individuals we aim to support.

For those who are interested in working in behavioral gerontology, the path forward should focus on building competence through education, supervision, and ongoing learning. This is exactly why I developed my CEU courses, to provide behavior analysts with the foundational knowledge they need to move into this area confidently and ethically.

If this is a field you are considering, take the time to do it properly. The impact you can have is significant, but only if you are equipped with the right knowledge and skills.