Cultivating positive relationships with supervisees and trainees can be difficult. Based on this week’s lecture, what do you think your greatest strength will be when developing

Reflection Paper Rubric (25 points) Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. During the following week, students will be required to provide feedback on a peer’s reflection paper, and will be required to paste the text of their completed peer review into their own submission comments in Canvas, which will allow for the instructor to grade more easily. Reflection paper assignments will be graded as follows:

Category 5 points 3 points 0 points Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)

Reflection paper content was greater than 150 words.

Reflection paper content was between 100-149 words.

Reflection paper content was less than 99 words.

Grammar, Usage, and Spelling

Reflection paper contained less than 2 grammar, usage, or spelling errors.

Reflection paper contained 3-4 grammar, usage, or spelling errors.

Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.

References and Utilization of Outside Resources

The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.

The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.

The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference.

Addressing the Prompt

The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing.

The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing.

The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas.

Application The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic.

The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application.

The author’s post does not demonstrate application of the week’s assigned topic/reading.

Peer Review – Your peer review text must be copied and pasted into the comments of your own reflection paper submission to receive credit.

Completes peer-review of colleague’s reflection paper and provides well-thought- out, thorough feedback.

Completes peer-review of colleague’s reflection paper, but provides only vague, non-specific feedback or input.

Does not complete peer- review of a colleague’s reflection paper or does not copy the text into the comments section of their own submission to allow for grading.

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.

Supervision – Relationships Biagi

Supervision Essentials for Behavior Analysts With Shannon Biagi, MS, BCBA (she/her)

Note: This training program is based on the BACB® Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB®.

This content is protected and may not be shared, uploaded, or distributed other than what has been authorized by the University of West Florida.

Please sign here upon completion of these guided notes to agree to the statements below: I attest that the content filled in this document is only my own original work. I understand that copying information into this document or representing another's work as my own is academic misconduct and a violation of UWF's Student Code of Conduct. I will not share this document or any answers therein with any other party, as this is also a violation of UWF's Student Code of Conduct.

Printed Name:

Signature:

Supervision – Relationships Biagi

Relationships, Feedback, and Conflict in

Supervision

Supervision – Relationships Biagi

Objectives

The goals of this lesson are to: • Identify the difference between rapport

building and positive feedback delivery

• Select strategies to establish cultural competency and humility in supervision

• Determine the differences between appreciation, coaching, and evaluative feedback

• Identify issues in feedback delivery that can impact relationships with supervisees/trainees

• Select examples of high-quality feedback receipt

• Determine effective strategies for mitigating and managing conflicts in supervision

Supervision – Relationships Biagi

Building Supportive Relationships in

Supervision

Supervision – Relationships Biagi

Why Establish Positive Relationships Leblanc, Sellers, and Ala’i, in their 2020 publication, Building and Sustaining Meaningful and

Effective Relationships as a Supervisor and Mentor, posit that supervision is not simply a process that we go through, but as a ________________ we create with others.

Thinking about supervision as a ____________, instead of just a series of tasks and to-dos, result in a different approach to supervision – one that takes into account the long-term impacts of supervisory

behavior and the influence of their actions on other people and the relationship itself.

Supervision – Relationships Biagi

We will discuss 4 factors of building and maintaining relationships in supervision:

Rapport Culture Feedback Conflict

Supervision – Relationships Biagi

Developing Positive Rapport

Supervision – Relationships Biagi

Building Rapport Establishing positive relationships, or building rapport, has been identified as a critical component of

supervision (Eubanks, et al, 1990; Taylor, LeBlanc, and Nosik, 2018).

Developing these relationships must go beyond simply providing positive _______________ on the supervisees/trainees work and contributions to the organization. Providing positive ___________ is often

confused for developing ____________, but these are two distinct behavior classes.

Rapport acts as a ”_______________” – an antecedent for much of what needs to occur in a supervisory relationship.

Supervision – Relationships Biagi

Example: Naomi is a newly-hired BCBA supervisor who is working with August, a highly-skilled trainee. As Naomi is still working to get a grip on her new caseload, she has been focusing on case-related tasks much more than supervision-related tasks. This has included repeatedly cancelling August’s meetings, and trusting them to “hold down the fort” while Naomi takes time to get familiar with her cases.

August feels abandoned and unsupported. Even when Naomi sends an email with positive feedback for August, because the relationship is stressed and on shaky foundations from the start, August discounts the feedback because of Naomi’s absence and lack of understanding of who August is and their preferences for feedback.

Supervision – Relationships Biagi

Curry et al. (2019)

• Asking open-ended questions to learn about the person’s experiences and MOs

• Making positive statements related to the person (not just _________________)

• Indicating general ___________ in the person through statements

• Eye contact*

• Sitting up

• Orienting or leaning towards the individual

• Nodding

• Smiling

*Caution, the necessity of eye contact is rightfully debated, but is cited in this reference

Non-VerbalVerbal

Types of Rapport-Building Behaviors Verbal and Non-verbal

Supervision – Relationships Biagi

Does the Research Support Rapport? Curry et al. (2019)

In a lab-based study, the difference in performance (check processing tasks) between groups with whom the lab assistant spent time building relationships with the participants vs. those who

did not were analyzed.

Additionally, they tested for increased _________________ – participation in tasks that weren’t required (completing an optional survey afterward).

Rapport group was _____% more productive on required tasks and significantly more likely to engage in discretionary tasks!

Supervision – Relationships Biagi

• Take time to learn about your supervisees/ trainees • Ask about their pets/children/partners, and

remember their __________ when you check in again

• Learn about their ____________ and passions

• Share about yourself as well (appropriate disclosure, and don’t dominate the discussion)

• Provide ____________________________ • I set aside between 5-10 minutes at the beginning

of supervision meeting specifically for building rapport and learning about the supervisee/trainee as a person

Rapport Practices in Supervision

Supervision – Relationships Biagi

The Marble Jar From Dr. Brene Brown

Supervision – Relationships Biagi

True or false: Providing positive feedback and building rapport are the same

behaviors.

Checking in:

a. True

b. False

Supervision – Relationships Biagi

Cultural Considerations in Supervision

Supervision – Relationships Biagi

BACB® Ethics Code Cultural Responsiveness and Diversity

Behavior analysts actively engage in professional development activities to acquire knowledge and skills related to cultural

responsiveness and diversity. They evaluate their own biases and ability to address the needs of individuals with diverse needs/

backgrounds (e.g., age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic

status). Behavior analysts also evaluate biases of their supervisees and trainees, as well as their supervisees’ and trainees’ ability to

address the needs of individuals with diverse needs/backgrounds.

Supervision – Relationships Biagi

Cultural Competence As a field, we discuss our scope of competence frequently – determining whether we have the

___________, supervised __________, and practical _______________ to practice ABA with specific populations.

We need the same components in place when we work and supervise within and across ___________.

And it needs to be systemic – in the organizational and field values, policies, structures, administration… Cultural competence is not a solo sport.

Supervision – Relationships Biagi

Culture “The extent to which a group of individuals engage in overt and verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, and predicting how individuals within the group act in specific setting conditions”.

• We have to understand our own ___________, and understand that what is normal in our culture may be different than what is normal in another.

• Many tools used in our profession contain _________ and often do not integrate cultural variables, like the parenting styles or development patterns of other cultures.

Fong et al.

(2016)

Supervision – Relationships Biagi

Behavior Analysts’ Training and Practices Regarding Cultural Diversity: the Case for Culturally Competent Care

Beaulieu, Addington, & Almeida (2019)

Amount of Training vs. Perceived Competency

0

50

100

150

200

250

300

350

None at all A little A moderate amount

A lot A great deal

Master’s ABA Coursework on Diversity

Master’s ABA coursework on diversity

0 50

100 150 200 250 300 350 400 450 500

Not skilled Slightly skilled

Neither skilled or unskilled

Moderately skilled

Extremely skilled

Skill Level Working with Individuals from Diverse Backgrounds

Skill level working with individuals from diverse backgrounds

Supervision – Relationships Biagi

Developing Cultural Awareness • Start with self-awareness

• Our culture, monitoring how we react to behaviors that deviate from our culture, having ______________ about cultural issues

• Never assume your experience is the norm • Consider using a ___________________ tool to

gather data

• Learn about your trainees’ cultural systems • Think function, not form • Responses to ____________, for example • Communication norms

• Do not assume all members within one culture are _______________!

Fong et al.

(2016)

Supervision – Relationships Biagi

• We also cannot simply engage in ____________________ and consider the hard work done

• “We have a policy against discrimination!” • “We have a value of inclusiveness here.” • “BUT THE CODE SAYS…”

• Each person must reflect on their own: • Biases • Responsible actions and research • Role in oppression of others • Role in power imbalance

• Doing that work is ______________________.

Cultural Humility

Supervision – Relationships Biagi

Wright (2019)

Supervision – Relationships Biagi

Harvard’s Implicit Association Tests • After a short survey, these tests prompt folks to

sort members across various cultures and demographics VERY QUICKLY to determine any potential implicit biases towards a specific group

• Groups for evaluation include race, gender, sexuality, skin tone, religion, age, disability, weight, and more

• Data sets are freely available for analysis

• If biases are uncovered, this may act as a prompt for further professional development in competency with that group

Greenwald, Banaji, & Nosek

Supervision – Relationships Biagi

Harvard’s Implicit Association Tests: Example Greenwald, Banaji, & Nosek

Supervision – Relationships Biagi

LeBlanc, Sellers, and Ala’i (2020)

Opportunities for Learning: Culture Supervisors should acknowledge that: • People have different ______________ and values

• There are ________ differences between people

• We make incorrect __________________ about people

• People respond differently to ______________

• People communicate in different ways

• There are different notions of _________

• People express ____________ differently

• Religious and moral practices are expressed differently

Supervision – Relationships Biagi

Engaging in self-reflection and analysis of one’s role in power imbalances while

striving to make systemic change is known as:

Checking in:

a. Cultural awareness

b. Cultural humility

c. Cultural competence

d. Cultural sensitivity

Supervision – Relationships Biagi

In order for a supervisor to engage in opportunities for learning about culture of

their supervisees/trainees, they should:

Checking in:

a. Learn about their supervisee/trainee’s culture and treat them as the research indicates their group would like to be treated

b. Have the supervisee/trainee take assessments on bias and determine where they can further develop their cultural awareness

c. Observe the supervisee/trainee’s responses to authority, communication strategies, emotion expression, and adapt the supervision strategies as needed

d. Treat all supervisees/trainees the same, regardless of their cultural backgrounds

Supervision – Relationships Biagi

Functional Feedback

Supervision – Relationships Biagi

Why We Deliver Feedback Feedback is the process of providing a performer specific information about how they are doing, in an effort

to impact their behavior in the future.

With _____________ feedback, we reinforce the behavior of interest. With ____________ feedback, we decrease one behavior, while providing guidance on establishing

another.

Feedback is a highly effective tool to accelerate learning, help others succeed, and retain top performers… …when delivered in a skilled manner.

Supervision – Relationships Biagi

Feedback, in sum…

Less of what we don’t want

More of what we do want

Or Low performance

Quality performance

Supervision – Relationships Biagi

Poor Feedback

Vague/ Non-specific

Subjective

Delivered after long delays

On issues that you can’t control

Negative/ Critical

Mixed MessagesNon-actionable

Comparing to others

Supervision – Relationships Biagi

Many of these issues are a result of not fully determining the function of the feedback

you are attempting to provide, and planning what to say!

Supervision – Relationships Biagi

Stone & Heen (2014)

Thanks for the Feedback • From the author’s of Difficult Conversations, this book

approaches feedback from the receiver’s perspective

• However, the concepts are useful from both sides of the feedback equation, allowing us to put ourselves in the shoes of those receiving the feedback

• How can we deliver our feedback in a way that is more _______________ to the recipients?

• A section of this book served as the base of this lecture, and is highly recommended reading/listening!

Supervision – Relationships Biagi

Stone & Heen (2014)’s 3 Types of Feedback:

• Function: Maintain or increase performance, build rapport and relationships

• Often, this is what folks refer to when they say they don’t get enough feedback in the workplace – they want to feel seen, like they matter. “I know how hard you’ve been working.”

• Function: Establish new repertoires, often paired with ____________

• Designed to help staff learn and grow – staff will often request “more direction” in their work, and that often means making changes in current behaviors or building new ones.

• Function: Provide information related to _________________ and benchmarks

• This could be comparison to policies, comparison to standards, but often slips into judgements, “You aren’t very good at this.”

• Note: There is almost always some evaluation in coaching…

______________ ____________________________

Supervision – Relationships Biagi

“I noticed an abnormal number of errors on your session documentation with your new client from last week, and I had to take extra time to proofread the submission before sending it on to the billing department. Reviewing the document more thoroughly next time will help save everyone on the admin team some effort in making those corrections.”

Scenario:

What type of feedback is

this? Appreciation, Coaching, or Evaluation

Supervision – Relationships Biagi

“I was super impressed with how you conducted your caregiver training last week. You used caregiver-friendly language, provided clear and accurate models of the specific behaviors, and addressed all of their questions in full. I love how effectively you run your caregiver sessions!”

Scenario:

What type of feedback is

this? Appreciation, Coaching, or Evaluation

Supervision – Relationships Biagi

“Given your excellent performance on your last session observation, you’re on track for promotion to lead technician!”

Scenario:

What type of feedback is

this? Appreciation, Coaching, or Evaluation

Supervision – Relationships Biagi

“Hey, you forgot to retry the missed target during your last error correction procedure. It’s really important that we revisit the target that was missed after a couple mastered targets so the client has a chance to demonstrate the skill before we move on. Can we run a couple trials together in supervision today?”

Scenario:

What type of feedback is

this? Appreciation, Coaching, or Evaluation

Supervision – Relationships Biagi

Common Issues in Feedback Delivery

Supervision – Relationships Biagi

Appreciation Issues Stone & Heen (2014)

• Often perceived as the least ____________ of the 3 types of feedback – “You still have a job, that should be enough to let you know you’re doing ok.”

• This type sets the stage for the other two to land without being entirely _________, so especially early on in a relationship, you want to emphasize this!

• Must be ____________ – “Good job” is not sufficient

• Important: Does behavior __________? Just because you think it is a reinforcer doesn’t mean it is!

Supervision – Relationships Biagi

Coaching Issues • Some staff need more coaching than others –

let the ________ be your guide • Many folks get frustrated during coaching

feedback, especially as the performer establishes their skills and they’re looking for a different type of feedback – more on this momentarily

• Having issues in coaching feedback delivery can be incredibly detrimental to organizations, because it leads to _____________ and increased productivity

Stone & Heen (2014)

Supervision – Relationships Biagi

Evaluation Issues Stone & Heen (2014)

• People often want to know where they stand – in the absence of some kind of evaluative feedback, performers are often ___________

• “I need to know where I need to be. Should I be concerned about my job?”

• People will try to determine where they stand from the other two, which will not lead to a clear picture of their overall standings

Supervision – Relationships Biagi

Feedback Mismatches Stone & Heen (2014)

Sometimes the people we work with want a different type of feedback than we provide. Sometimes our feedback is not clear enough and is

misinterpreted to be another type.

This is a huge source of conflict in relationship to feedback delivery!

Supervision – Relationships Biagi

Trainees request feedback from their supervisor, Jamie:

Arin requests feedback on their general work performance, and Jamie is happy to provide suggestions on how Arin can better manage their time, better organize the client stimuli on their team, and how to set more concrete boundaries.

Arin feels that they work incredibly hard, and leaves the conversation distressed.

Scenario:

What type of feedback did

Jamie deliver? Appreciation, Coaching, or Evaluation

Why is Arin distressed?

Supervision – Relationships Biagi

Trainees request feedback from their supervisor, Jamie:

Dennis requests feedback on a specific behavior program, hoping for tips on how to select developmentally-appropriate targets as he s

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.