Board Certified Behavior Analysts supervise diverse service providers, those working toward their initial certification and those needing ongoing supervision (e.g., BCaBAs, RBTs), in different settings. Supervision may include behavior skills training with students at universities, teachers in schools, BCaBAs and RBTs in clinics and homes, and parents in homes and in the community. Effectiveness of the supervision may vary across these settings and supervisees (Dixon et al. 2016; Neely, Rispoli, Gerow, & Hong 2016; Stahmer et al., 2015). Thus, supervisors need to plan appropriate means of teaching and assessing in the various circumstances (Carr & Nosik, 2017). While the BACB provides extensive training and resources on the standards for effective supervision of those seeking certification, we have less information on how to adapt to the changing supervision needs across settings, especially for those who are receiving on-going supervision. Panelists will share their experience on various supervision scenarios they have encountered with diverse service providers in different settings. Panelists will discuss ethical issues that may arise during supervision and guidance on how to uphold the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2016). Participants are encouraged to ask questions and seek recommendations about their own experiences.