Gordon Bourland, PhD, BCBA-D Regina Crone, PhD, BCBA-D Founder .

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Gordon Bourland, PhD, BCBA-DFounder/ DirectorTrinity Behavioral AssociatesRegina Crone, PhD, BCBA-DFounder/CEOTherapy & Beyond

OBJECTIVES Attendees will state the 3 levels of personnel to whom BCBAsmay provide supervision. Attendees will state at least 2 requirements of supervisingBCBA-trainees Attendees will state at least 2 requirements of supervisingBCaBAs Attendees will state at least 2 requirements of supervising RBTs. Attendees will state at least 1 challenge encountered by BCBAsin providing supervision. Attendees will state at least 1 acceptable resolution of achallenge encountered by BCBAs in providing supervision

AGENDA Philosophy & Environmental Variable of Supervision Effective Training Components Purpose of Supervision Break Supervision shapes the future of our Profession

PHILOSOPHY OF SUPERVISIONDr. Gordon BourlandWhat about me?How was I supervised?How has supervision changed?How do I think supervision is most effective?

Dr. Regina CroneWhat about me?How was I supervised?* Mailing VHS* Paying for supervision* Driving to Austin, TX monthly for face to faceHow has supervision changed?* More Supervisors available* BACB guidelinesHow do I think supervision is most effective?* Hands-on*Immediate Feedback

Perspective of the Trainee:Seeking BCBASeeking BCaBASeeking RBTBCaBARBT

Perspective of the BCBA Supervisor

AntecedentBehaviorConsequenceBACB criteria required to beeligible for credentialBecome a Credentialed bythe BACBLicensure in Texas required topractice in the StateLicensed to Practice in TexasIncreased IncomeMO wants to learn skills tobe an amazing BehaviorAnalystTrainee Behavior?Become a quality provider ofABA.

AntecedentBehaviorBACB criteria required to beeligible for credential-Licensure in Texas required topractice in the State-Need for additional providers- atprogram-Company/agency directiveMO Support and promotion ofBehavior AnalysisConsequenceMore People Credentialed by theBACBSupervisor Behavior?-More Persons Licensed toPractice in Texas-More trained providers atcompany/agency-Recognition by company/agency-Appreciation of supervisee-Expanded behavior analyticverbal community-Increased work &responsibilitiesMore providers of ABA,potentially increasing societalimpact

Supervision R * Improve quality in treatment* Legacy of providers* Shaping the craft & art of treatment that goes beyond content

ms G. L., Tallon R. J., Rimell P. A comparison of lecture versus role-playing in the training of the use of positive reinforcement. Journal of Organizational Behavior Management. 1980;2:205–212. Alavosius M. P., Sulzer-Azaroff B. Acquisition and maintenance of health-care routines as a function of feedback density. Journal of Applied Behavior Analysis. 1990;23:151–162. [PMC free article][PubMed] Austin J. Performance analysis and performance diagnostics. In: Austin J., Carr J. E., editors. Handbook of applied behavior analysis. Reno, NV: Context Press; 2000. pp. 321–349. (Eds.) Casey A. M., McWilliam R. A. The impact of checklist-based training on teachers' use of the zone defense schedule. Journal of Applied Behavior Analysis. 2011;44:397–401. [PMC free article] [PubMed] Catania C. M., Almeida D., Liu-Constant B., Reed F. D. D. Video modeling to train staff to implement discretetrial instruction. Journal of Applied Behavior Analysis. 2009;42:387–392. [PMC free article][PubMed] Clark N. M., Cushing L. S., Kennedy C. H. An intensive onsite technical assistance model to promote inclusive educational practices for students with disabilities in middle school and high school. Research & Practice for Persons WithSevere Disabilities. 2004;29:253–262. Collins S., Higbee T. S., Salzberg C. L. The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of Applied Behavior Analysis. 2009;42:849–854. [PMC freearticle] [PubMed] Daniels A. C. Bringing out the best in people: How to apply the astonishing power of positive reinforcement. New York: McGraw-Hill; 1994. Detrich R., Keyworth R., States J., editors. Advances in evidence-based education: Volume 1, a roadmap to evidence-based education. Oakland, CA: The Wing Institute; 2008. (Eds.) Fitzgerald J. R., Reid D. H., Schepis M. M., Faw G. D., Welty P. A., Pyfer L. M. A rapid training procedure for teaching manual sign language skills to multidisciplinary institutional staff. Applied Research in Mental Retardation. 1984;5:451–469. [PubMed] Frazier T. W. Training institutional staff in behavior modification principles and techniques. In: Ruben R. D., Fensterheim H., Henderson J. D., Ullmann L. P., editors. Advances in behavior therapy: Proceedings of the fourth conference of theAssociation for Advancement of Behavior Therapy. New York: Academic Press; 1972. pp. 171–178. (Eds.) Frieder J. E., Peterson S. M., Woodward J., Crane J., Garner M. Teleconsultation in school settings: Linking classroom teachers and behavior analysts through web-based technology. Behavior Analysis in Practice. 2009;2:32–39. [PMC freearticle] [PubMed] Gardner J. M. Teaching behavior modification to nonprofessionals. Journal of Applied Behavior Analysis. 1972;5:517–521. [PMC free article] [PubMed] Lattimore J., Stephens T. E., Favell J. E., Risley T. R. Increasing direct care staff compliance to individualized physical therapy body positioning prescriptions: prescriptive checklists. Mental Retardation. 1984;22:79–84. [PubMed] Lerman D. C. An introduction to the Volume 2, Number 2 of Behavior Analysis in Practice. Behavior Analysis in Practice. 2009;2:2–3. [PMC free article] [PubMed] Lerman D. C., Tetreault A., Hovanetz A., Strobel M., Garro J. Further evaluation of a brief, intensive teacher-training model. Journal of Applied Behavior Analysis. 2008;41:243–248. [PMC free article][PubMed]

Step #1 Describe Target Skill Step #2 Written Description of Target skill Step #3 Supervisor Demonstrate Target Skill Step #4 Require Trainee to Practice Skill Step #5 Provide FeedbackEvidence-Based Staff Training: A Guide for PractitionersMarsha B. Parsons, Jeannia H. Rollyson, Dennis H. ReidBehav Anal Pract. 2012 Winter; 5(2): 2–11.

Talk it throughGive examplesGive non-examplesEncourage questionsAsk questions

Example

(Alternative: role-play)

The purpose ofSupervision

BECOME A CREDENTIALED SUPERVISOR“December 31, 2014, only individuals who completea training experience based on this curriculumoutline will be permitted to supervise individualspursuing the BCBA or BCaBA credentials orpracticing BCaBAs”.

QUALITY SUPERVISION QUALITY ABA

WHAT ARE THE ENVIRONMENTALCONTINGENCIES?- SUPERVISORAntecedentBACB criteria required to beeligible for credential Licensure in Texas required topractice in the StateNeed for additional providersat programCompany/agency directiveTarget Behavior MO Support and promotion ofBehavior Analysis Develop behavior-analytic,professional, and ethicalrepertoires in specific areas ofbehavior-analytic practiceGuide behavioral caseconceptualization, problemsolving, decision making, andassistance seeking of thesuperviseeImprove current repertoires ofthe superviseeMaintain beneficialrepertoires of the superviseeModeling of effectivesupervision practices for thesuperviseeConsequenceMore People Credentialed by theBACB More Persons Licensed toPractice in TexasMore trained providers atcompany/agencyRecognition bycompany/agencyAppreciation of superviseeExpanded behavior analyticverbal communityIncreased work &responsibilitiesMore providers of ABA,potentially increasing societalimpact

WHAT ARE THE ENVIRONMENTALCONTINGENCIES?- SUPERVISORAntecedentAt Risk BehaviorBACB criteria required to be eligiblefor credential Licensure in Texas required topractice in the StateNeed for additional providers- atprogramCompany/agency directive MO Valuing Supervisionprocess for the purpose ofcreditionaling only. Lackingquality & accountability Poor-performing superviseeswith insufficient practicerepertoiresPoor-performing superviseesunable to problem solve andmake decisions in novel orunfamiliar situationsLimited analytical repertoireSupervisees lacking fluencyin training others and inpresenting behavior analysisSupervisees who do notbecome effective supervisorsin their own practicesSupervisees who engage inunethical behaviorConsequenceMore People Credentialed by theBACB More Persons Licensed to Practicein TexasMore trained providers atcompany/agencyRecognition by company/agencyAppreciation of superviseeIncreased work & responsibilitiesLow-quality services toclients that result in lack ofclient progress or harmReduced Client retentionPoor findings in Audits &OutcomesEthical Breaches

IMPORTANT FEATURES OF SUPERVISION Establishment of performance expectations of both supervisor and supervisee Description of how supervision will proceed according to the BACB ExperienceStandards (e.g., frequency of individual supervision, group supervision) Description of potentially appropriate activities as described in the BACBExperience Standards Description of competency tests of understanding Development and review of contractual agreement of the nature of supervision andperformance expectations Assessment of initial skills of supervisee - Interview - Observation Behavioral skills training of supervisee

SUPERVISION CONTRACTSExamples

DYNAMIC SUPERVISION Scheduled observations that may include in-vivo, video, web-based, computer-assisted observations - Before, during, and after training Review of written materials developed by the supervisee, including written plans,data sheets, and reports Ongoing scheduled supervision meetings - Individual - Group - Web-based,computer assisted Performance evaluations (formal & informal) of the supervisee - Meetings - Writtenevaluations Evaluation of the supervision process and the supervisor by the supervisee -Meetings - Written evaluations

RBT REQUIREMENTMUST A RBT BE SUPERVISED BY SOMEONE CERTIFIED BY THE BACB?

RBT REQUIREMENTMUST A RBT BE SUPERVISED BY SOMEONE CERTIFIED BY THE BACB?YESBy a Responsible Certifiicant, either BCBA or BCaBA

RBT REQUIREMENTHOW OFTEN MUST A RBT BE SUPERVISED?

RBT REQUIREMENTHOW OFTEN MUST A RBT BE SUPERVISED?AT LEAST two face-to-face meetings per monthAt least 5% of the time the RBT provides behavior analyticservices per month

RBT REQUIREMENTWHAT TYPES OF SUPERVISION OF RBTs ARE ACCEPTABLE?

RBT REQUIREMENTWHAT TYPES OF SUPERVISION OF RBTs ARE ACCEPTABLE?Group supervision2-10 superviseesGroup supervision time cannot exceed monthly individualsupervisionIndividual supervisionMeeting of supervisor and RBTEach month MUST have at least one individual observationwhile RBTprovides behavior analytic services

RBT REQUIREMENTWHAT DOCUMENTATION OF SUPERVISION IS REQUIRED?

RBT REQUIREMENTWHAT DOCUMENTATION OF SUPERVISION IS REQUIRED?The RBT is responsible for keeping documentation that therequiredsupervision was provided each month (i.e., at least5% of timeproviding behavior analytic services, at least 2face-to-facemeetings with responsible certificant, at least 1directobservation per month during service provision)

RBT REQUIREMENTWho can supervise an RBT?

RBT REQUIREMENTWho can supervise an RBT?A BCaBA or BCBA who agrees to do so (“responsiblecertificant”) and has completed the BACB required supervisiontraining.

RBT REQUIREMENTCAN A RBT RECEIVE SUPERVISION FROM MORE THAN ONECERTIFIED PERSON?

RBT REQUIREMENTCAN A RBT RECEIVE SUPERVISION FROM MORE THAN ONE CERTIFIEDPERSON?YES, but only one person is shown as the responsible certificantIf the RBT provides behavior analytic services in more than oneorganization,theMUST have a responsible certificant in each and receiveappropriate amount and types of supervision in eachorganization

BEHAVIOR ANALYST TRAINEEREQUIREMENTNOTE: Applies to prospective BCBAs & BCaBAa unless otherwise specified

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT IS REQUIRED BEFORE SUPERVISION BEGINS?

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT IS REQUIRED BEFORE SUPERVISION BEGINS?1. Both parties review together the BCBA’s EXPERIENCE STANDARDSdocument2. Both parties complete BCBA’s online competency-based unitregarding experience standards (NOTE: BCBA responsible forensuring that supervisee has done so)3. Development of and both parties sign supervision contract. Bothparties are to have and keep copies of the contract.

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT DOES APPROPRIATE SUPERVISION INCLUDE?

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT DOES APPROPRIATE SUPERVISION INCLUDE? Development of performance expectations Observation, behavioral skill training, and delivery of performancefeedback Modeling technical, professional, and ethical behavior Guiding behavioral case conceptualization, problem-solving, anddecision-making repertoires Review of written materials (e.g., behavior programs, data sheets,reports Oversight and evaluation of the effects of behavioral service delivery Ongoing evaluation of the effects of supervision(from BACB EXPERIENCE STANDARDS document)

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW OFTEN MUST A TRAINEE BE SUPERVISED?

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW OFTEN MUST A TRAINEE BE SUPERVISED?AT LEAST once each supervisory period that the trainee providesbehavior analytic services, preferably in-person and on-siteThe supervisor MUST be available for consultation with the traineebetween regular supervisory interactions.

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT TYPES OF SUPERVISION OF TRAINEES ARE ACCEPTABLE?

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT TYPES OF SUPERVISION OF TRAINEES ARE ACCEPTABLE?Group supervision2-10 superviseesGroup supervision time cannot exceed hours of individualsupervision each supervisory periodIndividual supervisionMeeting of supervisor and superviseeIndividual supervision time must equal or exceed groupsupervision time each supervisory period

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW IS SUPERVISION TO BE DOCUMENTED?

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW IS SUPERVISION TO BE DOCUMENTED?With the Experience Supervision Form (or an alternate formincorporating all the required components)To be completed for EACH supervisory period- NObackdatingBoth parties retain copies of the signed, completed formsCompleted forms to be kept for at least 7 years after the finalsupervision meeting

BEHAVIOR ANALYST TRAINEEREQUIREMENTMAY A TRAINEE HAVE MORE THAN ONE SUPERVISOR?

BEHAVIOR ANALYST TRAINEEREQUIREMENTMAY A TRAINEE HAVE MORE THAN ONE SUPERVISOR?YESBut, all parties are to make sure that the supervision contract includesALL parties involved in the supervision, indicating the roles andresponsibilities of each

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW MANY HOURS PER WEEK OF EXPERIENCE CAN BE ACCUMULATED?

BEHAVIOR ANALYST TRAINEEREQUIREMENTHOW MANY HOURS PER WEEK OF EXPERIENCE CAN BE ACCUMULATED?10-30 hours weekly, including supervision time

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT COUNTS AS ACCEPTABLE EXPERIENCE (and, thus,eligible for supervision?

BEHAVIOR ANALYST TRAINEEREQUIREMENTWHAT COUNTS AS ACCEPTABLE EXPERIENCE (and, thus,eligible for supervision?ONLY behavior analytic activitiesRestricted activities- providing therapy or instructionno more than 50% of total supervised experienceUnrestricted activities- activities that “ best exemplifythe work of a behavior analyst who developsprograms and systems for others to implement.”(from BACB Experience Standards)

BEHAVIOR ANALYST TRAINEEREQUIREMENTDOES THE FREQUENCY AND INTENSITY OF SUPERVISION VARYDEPENDING ON THE TYPE OF SUPERVISED EXPERIENCE?

BEHAVIOR ANALYST TRAINEEREQUIREMENTDOES THE FREQUENCY AND INTENSITY OF SUPERVISION VARYDEPENDING ON THE TYPE OF SUPERVISED EXPERIENCE?YES

BEHAVIOR ANALYST TRAINEEREQUIREMENT CAUTIONARY NOTES:1. The supervisor is responsible and can be held accountableunder the BACB Professional and Ethical Compliance Code forBehavior Analysts (Compliance Code) for the servicesprovided by the trainee.2.The supervisor may not be related to, subordinate to, oremployed by the trainee. Employment does not includecompensation received by the supervisor from the trainee forsupervision services. While not required, it is preferable thatthe supervisor be someone who works most closely with thetrainee in implementing behavior analytic services.

BCaBA REQUIREMENTHOW MUCH SUPERVISION IS REQUIRED FOR A BCABA?

BCaBA REQUIREMENTHOW MUCH SUPERVISION IS REQUIRED FOR A BCABA? The amount of supervision required for a BCaBA depends upon thenumber of service-delivery hours in a month and how long theBCaBA has been certified. Newly certified BCaBA must have moresupervision during their first 1,000 hours of post-certification work(i.e., at least the first 25 weeks of full time employment). First 1,000 hours of post-certification practice: supervision mustbe at least 5% of the total number of behavior-analytic servicehours provided per month, with no less than one hour ofsupervision every two weeks (emphasis added). Ongoing supervision (after the first 1,000 hours): supervisionmust be at least 2% of the total behavior analytic service hoursprovided per month. Note: BCaBAs certified before January 1, 2017are exempt from the initial 5% period. The supervision percentages above should be considered aminimum. Supervisors may require additional supervision(emphasis added).(Information adapted from BACB Standards for Supervision of BCaBAs)

BCaBA REQUIREMENTHOW OFTEN MUST A BCaBA BE SUPERVISED?

BCaBA REQUIREMENTHOW OFTEN MUST A BCaBA BE SUPERVISED?AT LEAST once per month that the BCaBA provides behavioranalytic servicesThe supervisory MUST be available for consultation with theBCaBA between regular supervisory interactions.

BCaBA REQUIREMENTWHAT TYPES OF SUPERVISION OF BCaBAS ARE ACCEPTABLE?

BCaBA REQUIREMENTWHAT TYPES OF SUPERVISION OF BCaBAS ARE ACCEPTABLE?Group supervision2-10 superviseesGroup supervision time cannot exceed monthly individualsupervisionIndividual supervisionMeeting of supervisor and superviseeIndividual supervision time must equal or exceed monthlygroupsupervision time

BCaBA REQUIREMENTWHAT CAN SUPERVISION INVOLVE?

BCaBA REQUIREMENTWHAT CAN SUPERVISION INVOLVE?Discussion between supervising BCBA and BCaBA (could be ina group or individually)Direct observation of the BCaBAtheREQUIREDAt least once every 3 months the supervisor MUST observeBCaBA providing behavior analytic services in “thenatural environment.” The superivsor might observemore frequently.Preferably in person and on-siteNOTE: Informal communication such as phone conversations, email,or mail exchanges DO NOT count as supervision

BCaBA REQUIREMENTMAY A BCaBA HAVE MORE THAN ONE SUPERVISOR?

BCaBA REQUIREMENTMAY A BCaBA HAVE MORE THAN ONE SUPERVISOR?YESBut, the BCaBA is responsible for making sure that each supervisortakes responsibility for each case and provides appropriatesupervisionNOTE: A BCaBA with multiple supervisors must be directly observedproviding behavior analytic services be each supervisor at least onceeach quarter.

BCaBA REQUIREMENTWHAT DOCUMENTATION IS REQUIRED?

BCaBA REQUIREMENTWHAT DOCUMENTATION IS REQUIRED?Supervision contractBCaBA Supervision meeting form

BCaBA REQUIREMENTCAUTIONARY NOTES:1. The supervisor is responsible and can be held accountableunder the BACB Professional and Ethical Compliance Code forBehavior Analysts (Compliance Code) for the servicesprovided by the BCaBA.2.The supervisor may not be related to, subordinate to, oremployed by the BCaBA. Employment does not includecompensation received by the supervisor from the BCaBA forsupervision services. While not required, it is preferable thatthe supervisor be someone who works most closely with theBCaBA in implementing behavior analytic services.

ASSUME MOTIVATION OF THE TRAINEEMO Provide quality ABA to changesocially significant behaviorsthat improve quality of life

ENVIRONMENTAL CONSIDERATIONSAntecedent Factors that Shape the Nature of Supervision Ethical guidelines vs. Organizational Rules In home vs. Clinic Insurance vs. Private Pay Educational vs. Medical

ENVIRONMENTAL CONSIDERATIONSConsequence Factors that Shape the Nature of Supervision Our own R delivered BACB Ethical Board response Licensing Board response

Using the tools of the BACB Ethical Guidelines address the challenges presentedand how as a supervisor you should respond.

ETHICAL GUIDELINES VS. ORGANIZATIONALRULES Some companies/ agencies VERY strongly insist that the work hours of BCBAs bealmost entirely billable (e.g., to insurance, Medicaid waiver program). Insurancecompanies and Medicaid waiver programs typically do NOT specifically pay fortime that BCBAs provide supervision. Companies/ agencies sometimesdesperately need additional BCBAs and BCaBAs, a need more likely to be filled bytrainees who receive supervision there. A supervisor is very aware of the BACB’srequirements regarding supervision and the ethical standards. How might the BCBA expected to provide supervision to trainees address theseapparently incompatible expectations?

IN HOME VS. CLINICFor a supervisee working in a clinic, typically the supervisor works for the companyor agency. This makes observing and meeting with the supervisee fairly easy for thesupervisor, with daily interaction readily possible. But, what about the situation inwhich the supervisee provides home-based ABA services? Typically the supervisorywill work from an office that often is not be near the home(s) where the superviseeprovides ABA services. In fact, depending upon traffic, the drive one way from theoffice to the home might take the better of an hour. The supervisee often does noteven go into the office daily. (In some situations the travel time might not be paid orbe be paid at a reduced rate.) Consider: how does the supervisor meet the BACBsupervision requirements in home-based services when access to the supervisee islimited?

INSURANCE VS. PRIVATE PAY A Supervisor is providing training to a individual seeking their RBT credential.During the supervision session feedback is given to the Trainee that there areseveral remediation skills regarding reinforcement delivery. The Supervisor wantsto schedule an immediate follow up as this procedure is crucial to the success ofthe patience’s progress. However, as she goes to schedule another overlap theElectronic Medical Records and scheduling system blocks her for the rest of themonth due to authorizations not being available for additional overlaps. Accordingto the system and organizational guideline the Supervision overlap will need towait until next month.What should the BCBA supervisor do and what are some possible solutions?

EDUCATIONAL VS. MEDICAL A parent is seeking services at a clinic and states that the their child has been inSpecial Education as a student with Autism. The new BCBA looks over the IEP(Individual Education Plan) and submits it to an insurance company for serviceauthorization. What errors has the new BCBA made? How could supervision hadbetter prepared the new BCBA?

REFLECTION ON COMPONENTS OF BEING ABEHAVIOR ANALYST- IN GENERAL

REFLECTION ON COMPONENTS OF BEING ABEHAVIOR ANALYST- IN GENERALScientistAnd What Else?

ARTISTRY OF BEHAVIOR ANALYSTSWhat does Dr. Richard Foxxhave to say about this andABA?

Sticky note activitiesStrengths: ABA terminology, graphing, analyzing, great with kidsWeaknesses: have only worked in one setting, never written a treatment plan, havehad little opportunity to collaborate with others, parent training vs. clinical stafftraining

Supervision should ensure ABA Providers to Individuals include:1.Trainee has diverse experiences across patients and settings2.Writes an Effective Treatment Plan3.Collaborates with other Professionals4.Demonstrates proficiency with training staff vs. families

1. Trainee has diverse experiences acrosspatients and settings & defining yourscope of practice

Trainee has diverse experiences across patientsand settings & defining your scope of practiceExamples of diverse patient populations/ behaviors supervisee mightpossibly address?

Trainee has diverse experiences across patientsand settings & defining your scope of practiceExamples of diverse patient populations/ behaviors superviseemight possibly address? Persons with/ who have/ who are:-autism-academically gifted-homeless-intellectual disabilities -suicidal-not native-neurological injury-schizophreniaspeakers of English-young children-ADD-sensory limitation-adolescents-”emotional disturbance” –bipolar disorder-senior citizens-incarcerated-highly aggressive-abuse substances-eating disorder-life threatening-Prater Willi syndrome -Lesch-Nyhan syndromeSIB

Trainee has diverse experiences across patientsand settings & defining your scope of practiceExamples of diverse settings supervisee where might possibly work?

Trainee has diverse experiences across patientsand settings & defining your scope of practiceExamples of diverse settings supervisee where might possibly work?Clinic- public/ privateSchool- public/ privateResidential program- public/ privatePrivate homeBusiness setting

Trainee has diverse experiences across patientsand settings & defining your scope of practiceHow prepare supervisee for dealing with such diversity?

Collaborates with other Professionals

Collaborates with other ProfessionalsCommon examples of professionals with whom supervisee couldexpect to collaborate?

Collaborates with other ProfessionalsCommon examples of professionals with whom supervisee couldexpect to ncipalsBureaucratsPTsSurveyors/ reviewersSLTsCourt al workersClinic managersInsurance peer reviewers

Collaborates with other ProfessionalsRepertoire to address with supervisee for effective collaboration?

Collaborates with other ProfessionalsRepertoire to address with supervisee for effective collaboration?RespectAttack person or professionPolitenessCompromise on non-essentials“Know” point of viewRefer to evidence baseHumility (arrogance)Disagree respectfullyFocus on consumerListenPatronizing/ condescendingMinimize technical jargonCharlie Sheen “Winning”

Behavior Intervention Plan

Educational RecordLegal DocumentDemonstrates Historical ProgressLiving Document (updates)Created to justify educational ServicesFocuses on Services to address anEducational need or eligibility

Texas Education Agency : IEP Model IDEA Manual : IEP process

Behavior Intervention Plan Explanation of ABA proceduresProcedural Behaviors definedMay include examplesCreated to guide Interventionist BehaviorsParents, Educators, PractitionersLiving Document

Medical RecordLegal DocumentDemonstrates Historical ProgressLiving Document (updates)Created to justify medical necessityFocuses on Prescribed Therapeutic Servicesto address medical need

Insurance guidelines

Report Writing & Quality Assurance Rubric1.Train using clear criteria & examples (rubric)2.Set clear expectations & Goals3.Use a Rubric to give Performance Feedback4.Set new goalsProfessional Writing is Key!

AntecedentBehaviorBACB criteria required to beeligible for credential- Employer requires TrainingMO Support and promotionof Behavior AnalysisConsequenceMore People credentialed bythe BACBDemonstratingIntervention Procedures- Completion bonus orcompensation for hours- Progressive DisciplineSatisfaction in seeingtherapeutic change

AntecedentBehaviorValues the behavior changeDemonstratingIntervention ProceduresThis is key?ConsequenceSatisfaction in seeingtherapeutic change withintheir child Makes life easier New skills developed More CommunityOpportunities

Engaging with family respectfully & compassionatelyHow to answer questions based on their scopePrescribing procedures to familyNever be afraid to say “I’ll get back to you”Consent levels (ex. In-home trainer during session)(Differs from RBT- BCBA)

Measures parent and child behavior Creates a Plan to shape and prompt both parent and child behavior Reinforces both child and parent behaviorswww.therapyandbeyond.com

1.Understand the perspective of the Family2.Meaningful parent Training goals within natural routines3.Create a Parent Training Plan4.Measure progresswww.therapyandbeyond.com

LESSONS IN COMPASSION TO FAMILIES Share your stories withTrainees. Supervisor has theresponsibility to introducecompassion to families Listening is Key!

You can not be an effective parent trainer if you do not take the time to understandwho you are training. Take the time to get Parent Training history: has past training been effective? Are they excited or already feeling defeated when you start parent training? Are they willing participants in parent training or do they avoid parent trainingsessions?www.therapyandbeyond.com

Get specific about their routines?Dinner skills:Where do they eat dinner: couch, table, bar stools, in the car, at sister soccer games?Getting dressed:Where do they get their clothes: dresser, folded from kitchen table, clean laundry basketParent Training often fails because the routines we teachare idealistic and not real life.www.therapyandbeyond.com

Capture parent motivationBest question:“what is one thing that would make your life easier?” Transitions Accepting No Sitting for a meal Getting into the car Bedtime routineKeep it simple but start herewww.therapyandbeyond.com

Be Specific Keep it simple Pick one behavior per goal Parent need to come in contact with success quickly to buy in Have a different goal for Mom & Dadwww.therapyandbeyond.com

Mom’sDad’sBath-time routineWalk to get mail

Both parties review together the BCBA's EXPERIENCE STANDARDS document 2. Both parties complete BCBA's online competency-based unit regarding experience standards (NOTE: BCBA responsible for ensuring that supervisee has done so) 3. Development of and both parties sign supervision contract. Both parties are to have and keep copies of the .

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BCBA certification is the leading behavior analyst credential and is required by many funders and licensure boards. BCBA certification is offered by the first certifying entity in behavior analysis, the BACB, which has been certifying behavior analysts for over 20 years. BCBA certification shows that you have met certain requirements .

BCBA certification is the leading behavior analyst credential and is required by many funders and licensure boards. BCBA certification is offered by the first certifying entity in behavior analysis, the BACB, which has been certifying behavior analysts for over 20 years. BCBA certification shows that you have met certain requirements .

Joanne Freeman – The American Revolution Page 3 of 265 The American Revolution: Lecture 1 Transcript January 12, 2010 back Professor Joanne Freeman: Now, I'm looking out at all of these faces and I'm assuming that many of you have