The Evidenced Centered Design

The Evidenced Centered Design

The Evidence-Centered Design (ECD) is a construct for the development of evidenced based examination instruments used in credentialing. This design helps to clarify the rational and intended purpose of the examination and the psychometric empirical evidence required to make appropriate conclusions about the instruments validity, in accordance with the universally accepted Standards for Educational and Psychological Testing, developed jointly by the: American Education Research Association (AERA), the American Psychological Association (APA) and the National Council on Measurements in Education (NCME).

National Accreditation Standards

The NACCFI credentialing program is developed in compliance with the accreditation standards of the National Commission for Certifying Agencies (NCCA). The NCCA is responsible for promoting and enforcing regulatory standards of excellence for voluntary and statutory credentialing programs. The NCCA was established in 1977 in cooperation with the federal government.

Credentialing Core Requisites

There are three primary core requisites considered essential for all professional certification applicants.  They include; evidence of practice competency, good moral character and a commitment to maintain and enhance their practice skills.

Practice Competency

Practice competency requires the applicant to show evidence of having the entry level core knowledge competencies and skill sets believed necessary to do the work of the profession safely and effectively. Competency is typically evidenced by the applicant showing proof of actual work experience, professional training related to the practice and the application of a performance or competency examination designed to credibly measure the applicant’s knowledge competency.

Good Moral Character

Good moral character requisites are designed to provide the general public some reasonable assurances that the applicant is of good moral and ethical character, particularly when their practice involves working with children. Moral character is typically measured by a requisite for character endorsements from the applicant’s professional peers and supervisors,  a criminal history background check,  a commitment by the applicant to abide by a code of professional principles, values and code of ethical conduct and a process  designed to allow the general public a means of reporting unethical or harmful.

Credentialing Renewal Process

Certifications applicants are required to renew their credentials every two years in order to show that they are active in the work of the profession and are committed to enhance their skill sets by showing evidence of participating in continuing education training, supervision, mentoring or peer review by other more experienced practitioners.

To Download the;

2008 Practice Job Analysis Study [Click Here]

2012 Competency Examination Distractor Analysis [Click Here]

The Competency Examination Task Force Bios [Click Here]

 

 
 Home
 Applicant Handbook
 Application Forms
 Scheduled Practicums
 Evidence Based 
 Training Courses
 Certified Trainers 
 How to Report  
 Examination
 Member Registry
 Wall Certificate

      

 Certification Board Bios

 Hector M. Campos LCSW 
 Clinical Social Worker
 Fredericksburg, Virginia
 Board Chairman
 
 Joan Carter JD, MSW
 Attorney
 Arlington, Virginia
 Board Vice Chairman
 
 Kelly Bober DCFI
 CAC Executive Director
 Winchester, Virginia
 Board Secretary
 
 Naomi Lau  LCSW
 DoD Program Analyst
 Arlington, Virginia
 Board Treasurer
 
 Sylvia Aldaz DCFI, LSAA
 CAC Director /
 New Mexico /
 Professional Member/
 
 Kristen E. Webb LCSW
 Child Forensic Interviewer
 Bethesda, Maryland
 Professional Member
 
 Daryl B. Leach, LCSW, DCFI
 Child Forensic Interviewer
 Rockville, Maryland
 Professional Member
 
 Lisa Mitton, LCSW
 Child Forensic Interviewer
 Twin Falls, Idaho
 Professional Member
 
 Barbara Craig MD, FAAP/
 Director AFCCP
 Bethesda, Maryland
 Professional Member
 
 James J. Laster, MA
 Teacher
 Ashburn, Virginia
 Public Member
 
Examination Task Force Bios
 
Johanna Hager  LCPC, DCFI
CAC Executive Director
Morison, Illinois 
 
Hector M. Campos, LCSW
Clinical Social Worker
Fredericksburg, Virginia
  
Christina Copland M.S. Ed.
Child Forensic Interviewer
Maryville, Tennessee
 
Ann D. Goodall LBSW, ACFI
Social Work Specialist
Child Forensic Interviewer
Topeka, Kansas
 
Leslie Vassilaros, LSW, DCFI
CAC Executive Director
Wheeling, West Virginia
 
Michele Thames, DCFI
Child Forensic Interviewer
Norfolk, Virginia
 
Kelly Bober, DCFI
CAC Executive Director
Winchester, Virginia
 
Paul D. Naylor, PhD
Psychometric Consultant
Durham, North Carolina

Daryl B. Leach LCSW, DCFI
Child Forensic Interviewer
Rockville, Maryland
  
Lisa Mitton, LCSW
Child Forensic Interviewer
Twin Falls, Idaho