|
| Practice Recommendations and Resources for Supervision in Behavior Analysis |
| Wednesday, November 15, 2017 |
| 9:00 AM–9:50 AM |
| Forum EF, Niveau 1 |
| Area: PRA/TBA; Domain: Service Delivery |
| Chair: Tyra P. Sellers (Utah State University) |
| CE Instructor: Tyra P. Sellers, Ph.D. |
| Abstract: The demand for employment in behavior analysis has more than doubled from 2012 to 2014 according to a recent report produced by Burning Glass Technologies for the Behavior Analyst Certification Board®. This shifting landscape means that more individuals are in need of supervision as they pursue becoming certified or registered through the BACB® and once they are employed in the field. In this symposium the speakers will cover a variety of considerations and practice recommendations for providing supervision in the field of behavior analysis. We will discuss the rationale for, and potential risks of failing to follow, our specific ethical code covering supervision (Professional and Ethical Compliance Code for Behavior Analysts 5.0, Behavior Analyst Certification Board®, 2014). We will present a series of recommendations and resources for establishing and maintaining high quality supervision. Finally, we will discuss strategies for detecting and addressing barriers that may develop within the supervisory relationship. |
| Instruction Level: Intermediate |
| |
Considering Ethics and Supervision in Behavior Analytic Practice |
| Shahla Ala'i-Rosales (UNT), Tyra P. Sellers (Utah State University), Rebecca P. F. MacDonald (New England Center for Children), LINDA A. LEBLANC (LeBlanc Behavioral Consulting LLC) |
| Abstract: Supervision of professionals in the field of Behavior Analysis is multifaceted. The BACB® Professional and Ethical Compliance Code for Behavior Analysis provides guidance for effective supervisory practices, as supervision impacts both the supervisee and consumers. The purpose of this article is 1) to discuss rationales and consequences relative to supervision issues, 2) to provide directions for professional development in each of the seven identified supervisory areas within the code and 3) to set the occasion for critical discourse relative to supervision. Case examples are used to illustrate each of the seven supervisory subcomponents of the “Behavior Analysts as Supervisors” section of the Code. A rationale is provided for each component, as well as a discussion of possible undesirable consequences resulting from not following the rule. While the code provides clear expectations of the desired behavior, this article explores more of the subtle nuances inherent in each section of the supervision code, with the goal of achieving a better understanding of the Code and enhancing supervisory skills. |
| |
| Recommended Practices for Individual Supervision in Practicum and Fieldwork Experiences in Preparation for Certification as a Behavior Analyst |
| LINDA A. LEBLANC (Trumpet Behavioral Health), Amber Valentino (Trumpet Behavioral Health - Monterey Bay), Tyra P. Sellers (Utah State University) |
| Abstract: Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its’ practice. The Behavior Analyst Certification Board recently instituted several new requirements including training in supervisory practices prior to supervising those who are accruing hours towards the experience requirement for certification. However, few published resources exist to guide supervisor activities and recommended practice. We summarize five overarching recommended practices for supervision. For each practice, we will discuss detailed strategies and resources for structuring the supervisory experience. |
| |
| Identifying and Addressing Barriers in the Supervisory Relationship: Recommendations for Supervisors |
| TYRA P. SELLERS (Utah State University), Linda A. LeBlanc (Trumpet Behavioral Health), Amber Valentino (Trumpet Behavioral Health - Monterey Bay) |
| Abstract: Behavior analysts who supervise staff are responsible for establishing a healthy supervisory relationship and for teaching basic behavior analytic skills (e.g., verbal repertoires, technical repertoires, clinical decision-making). In addition, supervisors should prepare their supervisees to succeed in their subsequent professional activities by developing their interpersonal skills and professionalism repertoires. Difficulties in the supervisor relationship and problematic personal and professional skills often become the focus of targeted supervision efforts after the effects of deficits (e.g., avoidance of supervision, complaints from consumers, persistent tardiness) are detected. The primary purpose of this paper is to provide guidance to the supervisor’s effort to identify and address barriers to successful supervision related to a damaged supervisory relationship and persistent interpersonal and professional skills of the supervisee. A secondary purpose of this paper is to act as a general call to supervisors to continually and thoughtfully reflect on their own history, repertoires, and behavior, such that they may continue professional growth as supervisors. |
|
| |