Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


48th Annual Convention; Boston, MA; 2022

Event Details

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Invited Panel #72
CE Offered: BACB — 
Diversity submission Students' Perspective on Diversity and Culturally Responsive Supervisory Practices and Feedback
Saturday, May 28, 2022
12:00 PM–12:50 PM
Meeting Level 2; Room 253A-C
Area: OBM; Domain: Service Delivery
Chair: Fernande Deguenon (Brooklyn Autism Center)
CE Instructor: Tanya Lopez, M.S.
Panelists: MAJDI BUZOOR (Arab American University-Palestine; Florida Institute Technology), ANNABEL GARZA (The University of Texas at Austin), TANYA LOPEZ (Positive Behavior Supports)

A critical step in the preparation toward certification as a Behavior Analyst is supervision (Turner et al., 2016). The purpose of supervision is to equip applied behavior analysis (ABA) students with behavior analytic, professional, and ethical skills necessary for effective client treatment in practice (BACB, 2021). The rules for supervision are found in the BACB Professional and Ethical Compliance Code for Behavior Analysts, also known as “the Code” (Sellers et al., 2016b). A successful supervision experience involves clearly defined expectations at the onset of the relationship (Sellers et al., 2016a), and accurate training and feedback by the supervisor (Sellers et al., 2019). Factors that are considered include the supervisees’ beliefs and values originating from previous supervision experiences (Turner et al., 2016). Supervisees from different linguistic and cultural backgrounds may also require unique interactions with the supervisors while still satisfying the BACB’s objectives. One aspect of supervision that should be discussed and explored further are the modifications made to the supervision experience for supervisees from different linguistic and cultural backgrounds. These candidates may require unique interactions with supervisors while still satisfying the BACB’s objectives. This panel discussion will explore the importance of cultural diversity and responsiveness in the supervision experience, challenges that may be experienced by relevant supervisees, and suggested solutions to address them. References Behavior Analyst Certification Board (2016). 2022 Eligibility Requirements. Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016a). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286. Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. F. (2016b). Taking full responsibility: The ethics of supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536-546. Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical, and socially valid approach to the supervision of applied behavior analytic trainees. Behavior Analysis in Practice, 9(4), 287-298.

Instruction Level: Basic
Target Audience:

Board certified behavior analysts

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) describe current and future states of BCBAs’ perceptions of supervisory practices; (2) identify at least three challenges and three practical solutions to supervisory practices; (3) describe components of supervisory practices that support cultural diversity and responsiveness.
MAJDI BUZOOR (Arab American University-Palestine; Florida Institute Technology)
Majdi Buzoor graduated in 2006 as an Occupational Therapist from Arab American University-Palestine. He is a certified Sensory Integration Specialist from USC 2012 and started his BCaBA course program at FIT last May and his fieldwork supervised experience with three “amazing” supervisors. Majdi loves his job as an OT, however, the field of applied behavior analysis (ABA) has significantly augmented his professional practice, enriched, and improved the quality of his service delivery, which in turn has supported his passion to help many more children who need specialized, individualized effective interventions based on the science of ABA.
ANNABEL GARZA (The University of Texas at Austin)
Annabel Garza graduated from The University of Texas at Austin with a master’s degree in special education with a concentration in autism and developmental disabilities. She is currently working on finishing up her fieldwork experience hours at an early intervention center for children with autism in Austin, Texas. She is planning on sitting for the BCBA exam in the fall of 2022. Annabel enjoys working closely with families and coaching parents/caregivers during direct therapy sessions.
TANYA LOPEZ (Positive Behavior Supports)
Tanya Lopez graduated from Bay Path University with a master’s degree in applied behavior analysis (ABA). She is currently working as a board-certified behavior analyst (BCBA) for Positive Behavior Supports (PBS), providing in-home services for children diagnosed with autism in the state of Massachusetts. In her free time, Tanya enjoys spending time with her husband and son, shopping at Target and ordering Starbucks.



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