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.