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Supervision Practices and Predictors of Supervision Satisfaction for Clinicians Providing Behavioral Services for Individuals With Autism Spectrum Disorder |
Sunday, May 29, 2022 |
10:30 AM–10:55 AM |
Meeting Level 2; Room 204A/B |
Area: TBA |
Instruction Level: Advanced |
Chair: Katerina Ford (PENDING) |
CE Instructor: Katerina Ford, Ph.D. |
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Supervision Practices and Predictors of Supervision Satisfaction for Clinicians Providing Behavioral Services for Individuals With Autism Spectrum Disorder |
Domain: Applied Research |
KATERINA FORD (University of California, Santa Barbara), Mian Wang (University of California, Santa Barbara) |
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Abstract: Despite increasing empirical support for applied behavior analysis over several decades, little attention has been paid to the ways in which supervision is implemented among service providers for individuals with autism. In this study, a cross-sectional survey was designed based on the Behavior Analyst Certification Board (BACB) supervision guidelines and research literature. 125 clinicians from California service agencies completed a survey inquiring about supervision practices and satisfaction with (1) “typical” sessions and (2) sessions delivered through videoconferencing (VC) during the COVID-19 pandemic. Exploratory factor analyses were conducted to examine factor structure of supervision practice and satisfaction resulting in a three-factor model for supervision practice (i.e., supervision activities, supervisor proficiency, and clinician evaluation processes) and supervision satisfaction (i.e., satisfaction with supervision content, satisfaction with perceived level of support, and dissatisfaction with supervisory relationship). Supervision hours and individual and group meeting frequency were significant predictors of supervision practice, while supervision practice significantly predicted supervision satisfaction. Open-ended comments provided suggestions for improving supervision sessions and supervisor behavior in each delivery format. These findings provide a preliminary foundation of correlational evidence supporting the importance of specific supervision practices and how they predict clinician satisfaction, which can help prevent burnout and turnover intention. |
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Target Audience: Advanced: BCBA or BCBA-D, or enrolled in graduate level work while pursuing BCBA certification licensed/certified individuals experience as a supervisor or assistant supervisor |
Learning Objectives: (1) Describe the tiered-system of supervision for ABA programs for individuals with ASD, including the three components of supervision practice identified through factor analysis (i.e., supervision activities, supervisor proficiency, and clinician evaluation processes) (2) Describe the three components of supervision satisfaction identified through factor analysis (i.e., satisfaction with supervision content, satisfaction with perceived level of support, and dissatisfaction with supervisory relationship). (3) Describe the relationship between supervision practice and supervision satisfaction scores in the current study, and recall at least 3 variables that significantly predicted these scores and/or moderated the relationship between these scores (e.g., delivery format, clinician level of experience, supervision frequency). |
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