ABA506 – Selecting and Implementing Interventions, Personnel Supervision and Management Assignment 2? For this assignment, you will write a paper on the t

ABA506 Assignment 2

Your paper should present the following information:

1. A discussion of at least 3 resources that can provide information and guidance on some aspect of the supervision process in applied behavior analysis.

2. A discussion of at least 3 reasons that the supervision process is important, including the potential risks of ineffective supervision practices.

3. A discussion of at least 5 important aspects or components of a supervisory relationship and what is involved in each component (e.g., a contract,

supervision meetings, performance feedback, etc.).

4. A discussion of at least 2 potential issues or problems that might arise in the context of a supervisory relationship and suggestions for how to handle

them.

Grading item

Completely accurate

in content and

clearly articulated

Partially inaccurate

in content OR

somewhat unclear in

articulation

Partially inaccurate

in content AND

unclear in

articulation

Item is missing or

completely

inaccurate in content

Total

Discussion of

supervision resource

#1.

4 3 1 0

Discussion of

supervision resource

#2.

4 3 1 0

Discussion of

supervision resource

#3.

4 3 1 0

Discussion of reason

#1 that supervision is

important.

7 5 3 0

Discussion of reason

#2 that supervision is

important.

7 5 3 0

Discussion of reason

#3 that supervision is

important.

7 5 3 0

Explain the potential

risks of ineffective

supervision practices

(may be covered in

one of your 3 reasons

above.)

4 3 1 0

Discussion of the first

important component

of the supervision

process and what it

involves.

7 5 3 0

Discussion of the

second important

component of the

supervision process

and what it involves.

7 5 3 0

Discussion of the

third important

component of the

supervision process

and what it involves.

7 5 3 0

Discussion of the

fourth important

component of the

supervision process

and what it involves.

7 5 3 0

Discussion of the fifth

important component

of the supervision

7 5 3 0

process and what it

involves.

Discussion of

potential problem #1

and how to handle it.

7 5 3 0

Discussion of

potential problem #2

and how to handle it.

7 5 3 0

Overall writing

(clarity, APA style

formatting)

14 10 5 0

Final Grade

Page 1

ABA 506 Lesson 6

Implementation, Management, and Supervision of Behavior Analysis Services

This lesson provides an overview of BACB® Task List content area Personnel Supervision and

Management. Topics include the purpose of supervision, who is qualified to provide BCBA

supervision, potential outcomes of ineffective supervision, characteristics of effective

supervisors, effective supervision, important features of supervision and successful supervisors,

evidence-based supervision, indicators of poor supervision, supervision of direct service staff,

schedule and preparing for supervision, evaluation systems, the recommended process for

supervision evaluation, ongoing professional development, performance feedback, supervisor

goals, effective feedback, behavioural skills training, ongoing quality management, approaches

to supervision, supervision objectives, supervision contracts, and the evaluation of supervision

process.

Learner Outcomes Upon completing of this lesson, the student will be able to:

• Describe ten main reasons for effective, competency-based approaches to the supervision of others who are providing behavior analysis services

• Describe the potential outcomes of ineffective supervision • Describe or demonstrate the ten components of effective, evidence-based supervision • Describe and demonstrate ten components of behavioral-skills training of the

supervisee • Apply behavioral-skills training across relevant skill areas including, but not limited to,

those outlined in the BACB® Task List • Describe and demonstrate three components of performance feedback • Describe five ways of providing feedback • Describe three methods to evaluate supervisory effectiveness • Describe five methods for ongoing professional development as a supervisor • Describe five methods for the ongoing professional development of the supervisee

What is the Purpose of Supervision?

The purpose of supervision is to facilitate the delivery of high-quality services that result in client improvement. To provide effective supervision, learning the critical skills and elements of supervision from the start is essential. This is the main reason for this course and why it is so important to have training as part of the coursework as required by the BACB®.

During supervision, the supervisor has the responsibility of developing behavior- analytic, professional, and ethical repertoires in specific areas of behavior-analytic practice, as specified by the BACB®'s current Task List and found in the Ethics Code for Behavior Analysts at www.bacb.com.

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The supervisor also guides behavioral case conceptualization, problem-solving, decision making, and assistance seeking of the supervisee and works to improve the current repertoires of the supervisee. Other aspects of supervision include maintaining beneficial repertoires of the supervisee and modeling effective supervision practices for the supervisee.

Who is Qualified to Provide Supervision for BACB Candidates?

In this section, we will review who is qualified to provide supervision for the required experience hours for certification with the Behavior Analyst Certification Board (BACB). According to the most recent requirements by the BACB, supervisors must be one of the following:

• A BCBA/BCBA-D in active status. Supervisors who hold BCBA/BCBA-D certification must also meet an ongoing supervision CEU requirement. • A licensed or registered psychologist certified by the American Board of Professional Psychology in Behavioral and Cognitive Psychology who was tested in Applied Behavior Analysis; or • An authorized Verified Course Sequence (VCS) Instructor who is providing supervision in a Practicum or Intensive Practicum (Verified Experience Instructor).

In addition, the supervisor may not be related to, subordinate to, or employed by, the supervisee during the experience period. Note that employment does not include compensation received by the supervisor from the supervisee for purposes of providing the supervision services. It is also recommended to frequently review the BCBA Handbook for relevant and applicable standards pertaining to providing supervision of behavior analysis services.

Potential Outcomes of Ineffective Supervision

It is useful to identify the potential dangers and outcomes of ineffective supervision and how this affects the quality of services. Some of these dangers include:

• Low-quality services to clients that result in a lack of client progress or harm • Poor-performing supervisees with insufficient practice repertoires • Poor-performing supervisees unable to problem solve or who cannot make decisions in

novel or unfamiliar situations

Also worth considering are supervisees who do not become effective supervisors in their own practices and supervisees who engage in unethical behavior, which are both considerable concerns for clients and the future of the field.

Page 3

Characteristics of Effective Supervisors

Effective supervisors should model for the supervisee ethical and effective practice based on evidence from behavior analytic literature. Also, they should use up-front and clear directions. This includes the next steps for expanding knowledge, relevant experiential and practical experiences, and strategies that support positive impacts on current cases or the work of the supervisee. The effective supervisor also encourages the supervisee's growth within her/his scope of current competency and is reflective while maintaining clear and effective boundaries in the supervision sessions.

Carrying Out Effective Supervision

Supervisors' goals should include ensuring competent and comprehensive development of skills that instill a clear understanding of ethical practices. These skills should include:

• Respecting client rights and interests • Maintaining professional boundaries • Practicing only within the scope of one's competencies (as specified by the BACB)

For those they supervise, supervisors should create a model and process for skill development. This would involve establishing expectations and boundaries of the supervision relationship. These elements should be included clearly in a contract for supervision that both the supervisor and supervisee agree to and sign, which is also an expectation by the BACB for those entering supervision arrangements. The supervision relationship may include such components as:

• Completion of the required BACB supervision contract • Frequency, scheduling, and method of communication and contact • Ways of communicating the supervision relationship • Goals for supervision for the supervisor and supervisee, with expectations for each

party

The supervisor should help to create a vision for how to achieve the supervisee's goals by:

• Gaining foundational knowledge, with strategies for this (examples include experience, observation, reading the literature, and attending lectures/conferences/workshops)

• Accessing practical experience

In addition, supervisors need to provide information to the supervisee regarding essential experiences that must be incorporated throughout the course of supervision and formulate a sequential plan for achieving both required and desired goals throughout the course of supervision. This would include elements such as:

• Timelines • Practical experiences

Page 4

• Resources available and those to be acquired

It is a good idea to review with the supervisee the BACB® Guidelines and points of emphasis. This includes the purpose of supervision as previously reviewed in this lesson.

Important Features of Supervision

The supervisor should be able to describe and/or demonstrate the components of effective, evidence-based supervision. This includes such factors as:

• Establishing performance expectations for both the supervisor and supervisee • A description of how supervision will proceed according to the BACB experience

standards (which may include the frequency of individual supervision, whether it is individual or group supervision, in-person or online, and other parameters)

%3

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