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| BCBA Supervision: A framework for the Real World |
| Saturday, May 28, 2022 |
| 10:00 AM–10:50 AM |
| Meeting Level 2; Room 204A/B |
| Area: TBA |
| Instruction Level: Intermediate |
| Chair: Hana Lynn Jurgens (Positive Behavior Supports) |
| CE Instructor: Nicole Stewart, M.Ed. |
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| Shaping Future Behavior Analysts: Reimagining the Framework of BCBA Supervision |
| Domain: Theory |
| NICOLE STEWART (Supervision Reimagined), Gabriella Davila (Supervision Reimagined), Megan Dennehy (Supervision Reimagined) |
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| Abstract: Fieldwork for board certified behavior analyst (BCBA) certification has continued to become more rigorous over time. With the exponential growth of the field, the quality and experience of supervisors can vary greatly, particularly in settings that lack university affiliations. As a result of many factors to be discussed, uneven development of behavior analytic repertoires occurs across the field while fieldwork remains highly variable. This paper proposes a model that incorporates previous recommendations for supervision (e.g. contracts, establishing expectations), as well as additional behavior analytic principles to create a fieldwork sequence. The three-part sequence starts with fluency with direct care skills ensuring pre-requisites are met early. Next, a clinically applied project embeds motivating operations, self-management and behavior analytic professionalism. Finally, the third phase focuses on mentorship from a current BCBA utilizing a job-model for training. Threaded throughout this framework are competencies, behavioral skills training, opportunities for feedback, task list connections and suggestions to ensure all standards are closely adhered to as a trainee progresses. The further dissemination and adaptation of a framework such as this can support the continued push for ethical development of BCBA fieldwork across many types of settings; improving outcomes for trainees and clients alike. |
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| Supervising Beyond the Tasklist: Preparing Your Supervisee to be a Real-World BCBA |
| Domain: Service Delivery |
| HANA LYNN JURGENS (Positive Behavior Supports), Yulema Cruz (Rutgers University), Karly L. Cordova (KHY ABA Consulting Group, Inc.) |
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| Abstract: For the most part, supervision has primarily focused on teaching items from the task list. However, as supervisors, we often receive feedback regarding‚ soft skills‚ (known as common skills or core skills, including critical thinking, problem solving, public speaking, professional writing, teamwork, leadership, professional attitude, work ethic, career management and cultural competency, among others) that supervisees are lacking. Additionally, supervisors are often at a loss regarding how to systematically fade their supervisory support. Until now, there has not been a sequential means for supervisors to accomplish this, leaving students ready to pass the exam, and ready to work as a BCBA. This paper will highlight a competency-based approach to guiding and measuring soft skills. This includes how to systematically supervise, manage cases, build skills to demonstrate professionalism, as well as how to fade supervision ethically; thus, ensuring supervisees demonstrate competency, readiness, and independence. |
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| Target Audience: Intermediate |
| Learning Objectives: At the conclusion of this presentation, participants will be able to: (1) identify the importance of developing a sequence and flow for effective supervision (2) classify beginner, intermediate and advanced skills for fieldwork trainees (3) define and provide examples of trainings that adhere to the job-model of training; (4) navigate supervisees’ soft skill deficits; (5) identify supervisory targets beyond the task list; (6) problem solve to help supervisees gain competency. |
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