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| Supervisory Skills: Ethical Behavior, Technology, and Integrity |
| Saturday, May 27, 2017 |
| 10:00 AM–11:50 AM |
| Convention Center 401/402 |
| Area: TBA |
| Instruction Level: Basic |
| Chair: Katie Garza (Western Michigan University) |
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| Survey of Needs for BCBA Supervisors |
| Domain: Service Delivery |
| KATIE GARZA (Western Michigan University), Heather M. McGee (Western Michigan University), Stephanie M. Peterson (Western Michigan University) |
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| Abstract: Five hundred fifty-five Board Certified Behavior Analysts® (BCBAs®) with supervision experience began, and 375 BCBAs® finished a 36-question survey designed to gather information about their supervision practices. Participants were asked about their level of experience in the field and with supervision, their assessment processes, barriers to assessment, and use of behavioral skills training (BST). For each item on the BACB® Fourth Edition Task List, participants were asked whether BST is an appropriate training methodology, whether it would be helpful to have materials to facilitate teaching the skill, and how often they need to provide extra coaching on the skill. The majority of participants reported using assessment methodologies, the most common of which was direct observation. Most participants also reported using BST as part of supervision and indicated that it is appropriate for teaching most items on the Task List. Responses also indicated that additional training materials would be helpful for all items on the Task List. |
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Twenty-First Century Technology and Applied Behavior Analysis Training: Moving Forward With Integrity |
| Domain: Service Delivery |
| SETH KING (Tennessee Technological University), Alicia Mrachko (Bowling Green State University) |
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| Abstract: Due to the critical role of supervision and training of service intermediaries in applied behavior analysis (ABA), effective and efficient models of training and supervision are critical. There is a clear role for technology in enhancing training practices. This presentation provides an overview of the characteristics and limitations of common training arrangements for personnel frequently enlisted in ABA training programs (e.g., teachers, parents, residential staff, paraprofessionals). Issues with current practice include: an emphasis on factual knowledge rather than evidence-based adult learning models with opportunities to practice skill development, expert resource availability, and creating the potential for harm to clients in training contexts. The potential for current and forthcoming technological developments to improve existing practices are described, specifically simulated clients, online activities and immersive virtual reality. Ethical and practical issues of application will also be discussed. Effective practices in training and supervision and technological application will be provided. Examples of virtual training will be given. Content provided has the potential to improve training and inspire greater integration of technology into practice. |
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| The Utilization of Professional Learning Communities to Build Stronger Supervision |
| Domain: Theory |
| MARY ANNETTE LITTLE (Lipscomb University) |
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| Abstract: The idea of Professional Learning Communities (PLCs) evolved out of a national reform movement to improve professional development in the field of education (Vescio, Ross, & Adams, 2008). PLCs are characterized by the assumption that critical reflection with those with shared experiences will translate into increased knowledge and improved outcomes. The Behavior Analyst Certification Board has put efforts into improving the supervision of students working toward board certification by mandating supervision training via an on-line module, an 8-hour training, and continued education units in supervision. There is very little research on specific approaches to supervision that yield increased student knowledge and fluency in practicing behavior analysis in the field of Applied Behavior Analysis (ABA). This presentation will present a proposal for implementing PLCs in the area of supervision of students in the field of ABA. |
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Supervising Ethically: A Clinician's Model for Supervision and Training of Practicum Students |
| Domain: Service Delivery |
| MICHELLE FUHR (University Pediatricians Autism Center), Krista M. Clancy (University Pediatricians Autism Center) |
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| Abstract: As the number of clients with Autism Spectrum Disorders increase, and more states accept legislature for Behavior Analysis service coverage, the need for BCBA's, RBT's and BCaBA's also increases. Presently, passing an exam and completion of field experience hours are the only standardized measures for competency at each of these levels. As a supervisor for BCBA and BCaBA practicum students as well as RBT candidates, it is imperative to identify and define the skills that need to be taught at each of these levels and the spectrum of knowledge that is expected for each of these roles. In addition, as a practicum supervisor, competency-based skills assessments should be developed and implemented to determine mastery of such skills. Behavior Analysis Certification Board ethical guidelines define obligations to appropriate, competency-based supervision. Putting guidelines into practice through education and interactive activities will be the primary focus of this presentation. Behavior Analysis Certification Board ethical guidelines do not include criteria for determining when a Board Certified Behavior Analyst has met criteria for providing adequate supervision. Therefore, discussion will entail supervisors "readiness" to be a practicum supervisor including competency-based assessment criteria for potential supervisors and ongoing evaluation of student performance as criteria for supervisor assessment. |
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