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| Reconsidering Our Approach to Supervision: What Every Behavior Analyst Needs to Know About Delivering Effective Supervision |
| Tuesday, November 14, 2017 |
| 7:00 AM–9:00 AM |
| Loft GH, Niveau 3 |
| Area: OBM/PRA; Domain: Service Delivery |
| CE Instructor: Alyssa N. Wilson, Ph.D. |
| ALYSSA N. WILSON (Saint Louis University), HEATHER LYNN LEWIS (Saint Louis University) |
| Description: Behavior analytic research on supervision has identified the effectiveness of using behavioral applications (e.g., behavioral skills training) to teach competent trainees. Supervisors may need additional assistance with identifying evidence-based practices when it comes to implementing effective and competency-based supervision, particularly when supervising large groups of trainees. Therefore, the current experiential workshop seeks to assist supervisors who a) work with multiple trainee's in a given period of time, and b) collaborate with outside corporations, including Universities, in order to provide attendee's an opportunity to refine their supervision skill sets. The workshop will highlight 5 domains of the supervision process: (1) supervisor-trainee relationship during and after supervisory period, (2) delivering competency-based supervision, (3) successful tips for managing independent and group supervision, (4) organization strategies (e.g., evaluation rubrics, mapping clinical projects, goal setting, etc.), and (5) shaping professional behavior. Attendees will be provided supplemental materials during the workshop, to practice the skills presented. The workshop will use in-vivo training paired with problem-based learning paradigms to assist attendee's with acquiring skills discussed during the workshop. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) List important features and elements of supervision; (2) Determine best-practices for supervision; (3) List aspects of appropriate supervisor-trainee relationships throughout various phases of supervision; (4)Demonstrate competency-based supervision skills; (5)Demonstrate skills for conducting individual and group supervision; (6) Design and implement organization strategies. |
| Activities: The workshop will use lecture, discussion, video observation, in-vivo modeling, rehearsal, and feedback to assist trainees with achieving the learning objectives. Problem-based learning (e.g., small groups work through a supervision issue/problem) will be used to assist attendees with putting the discussed skills into practice. In-vivo and video demonstrations of strategies will be conducted with group discussions and role-play to ensure skill acquisition. Supplemental materials will be provided to support attendee learning during the workshop. Attendees will also be able to use the supplemental materials after the workshop, as an example/guide for the supervision process. |
| Audience: The nature of the workshop is geared towards behavior analysts who are new to supervision or whom have previous supervision experience. The content of the workshop will be focused on the foundation of all effective supervision strategies (i.e., reliance on basic concepts of behavior), and will be tailored to establishing best practices. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): behavior analysis, Supervision |
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| Pragmatic Supervision: Evaluate, Analyze, Change, and Repeat |
| Tuesday, November 14, 2017 |
| 11:30 AM–1:30 PM |
| Loft GH, Niveau 3 |
| Area: OBM/EDC; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Pragmatic supervisors collect frequent, accurate, sensitive measures of client progress, and when clients are not meeting their progress goals, those supervisors make changes. A pragmatic supervision process includes the following steps: 1) Pinpoint performance problems worth solving. a. Collect frequent, accurate, sensitive measures of client progress. b. When clients are not meeting their progress goals, evaluate staff performance at the system, process, and individual levels. 2) Analyze causes of inadequate client progress and staff performance. 3) Recommend solutions, which may include changes in staff a. Resources b. Training c. Management. 4) Design and implement those solutions. 5) Evaluate Improvements in a. Client Progress b. Staff Performance. This 2-hour workshop includes a workbook with practice materials, practice cards, a tool for evaluating client progress and staff performance, andpractice and discussion of the pragmatic supervision process. I have taught longer versions of this workshop at ABAI conferences, Swiss ABA, Australia ABA, British Columbia ABA and at numerous agencies across the U.S., during the last several years. Participants should bring laptops and smartphones or tablets to the workshop to practice using a new application. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) define desired client results and necessary performance, then measure and evaluate current client results and performance, including measures of client progress called celeration efficiency; (2) define desired staff performance at the system, process, and individual levels; (3) measure and evaluate current staff performance at each level; (4) perform a data-based analysis of staff performance problems to identify their causes; (5) recommend solutions to staff performance problems with the best return on investment. |
| Activities: This 2-hour workshop includes a workbook with practice materials, practice cards, a tool for evaluating client progress and staff performance, practice and discussion of the pragmatic supervision process, and counts toward the Behavior Analysis Certification Board continuing education requirements for supervisors. |
| Audience: This workshop is for supervisors, staff trainers, and directors of educational and clinical organizations who serve students or clients with learning difficulties. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): analysis, evaluation, pragmatism, supervision |
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| Making it Work: Ethical Considerations and Solutions for Behavior Analytic Supervision of Individuals Seeking Certification |
| Tuesday, November 14, 2017 |
| 11:30 AM–1:30 PM |
| Studio DE, Niveau 2 |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Jennifer Yakos, M.A. |
| JENNIFER YAKOS (Institute for Behavioral Training (IBT)), CECILIA KNIGHT (Institute for Behavioral Training) |
| Description: As more individuals enter the field of Behavior Analysis, defining parameters for appropriate supervision to those seeking BCBA, BCaBA and RBT certification is an important topic of discussion. Specifically, our ethical codes, which define our responsibilities to our supervisees, as well as the public they serve, give rise to certain considerations that must be addressed regarding appropriate and ethical supervisory practices. Supervising a paid employee, providing remote on-line supervision to a student, or contracting with an international student who is not your employee are several examples of situations faced by BCBA supervisors which often present practical and ethical challenges. Furthermore, as BCBAs start to assess and then mentor RBTs, there are many unexplored areas of concern that a BCBA must consider; how many RBTs should a practitioner supervise while maintaining other responsibilities, how can a BCBA remotely assess RBT candidates with confidence, and what should a BCBA do when the RBTs performance in the workplace is subpar? This presentation will review ethical concerns that may arise in various supervisory situations as well as present solutions for BCBAs who are trying to provide ethical and appropriate supervision to those pursuing certification as BCBAs and BCaBAs, as well as those currently certified as an RBT. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to: (1) identify several ethical issues which commonly arise within supervision of BCBA/BCaBA candidates and RBTs, including confidentiality, dual relationships and conflict of interest, scope of expertise and ensuring quality of service; (2) identify and discuss solutions to address common ethical dilemmas faced by BCBAs offering supervision to those seeking to gain and/or maintain certification; (3) identify specific factors that should be considered and addressed when deciding to commence supervision of a candidate; (4) identify and review components of effective behavior analytic supervision according to BACB guidelines. |
| Activities: The workshop format will combine lecture, large group discussion, and small group breakout activities. |
| Audience: This workshop would be appropriate for BCBAs providing behavior analytic supervision to students, educators, or other professionals seeking certification as a BCBA or BCaBA, as well as to individuals certified as RBTs. It would also be appropriate for those involved in the organization and arrangement of BCBA supervision for individuals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Development of Competent Board Certified Behavior Analysts (BCBA) |
| Tuesday, November 14, 2017 |
| 4:00 PM–4:50 PM |
| Forum ABC, Niveau 1 |
| Area: PRA/TBA; Domain: Service Delivery |
| CE Instructor: Dana Garner, Ph.D. |
| Chair: Dana Garner (Penn State
Garner Behavior Services, LLC) |
| CHERICE R. CARDWELL (Association Francaise Les Professionnels de l'Anal) |
| NICOLE TURON-DIAZ (Learning By Design, LLC) |
| Abstract: This panel will briefly review ethical supervision of BACB applicants based on the BACB Professional and Ethical Compliance Code for Behavior Analysts. Supervised experience provides BACB applicants with guidance in the application of behavior analytic procedures. Panel will discuss the importance of ethical, effective and efficient supervision of BACB applicants and how the supervised experience lays the groundwork for provision of home programming services once applicants become certified BCBAs. Panel will also briefly discuss ethics as they relate to the provision of delivering home programming services to clients and respond to questions from the audience. |
| Instruction Level: Intermediate |
| Keyword(s): supervision, consultation |
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| 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 |
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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. |
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| 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. |
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| 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. |
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| Strategies for Clinical Supervisor Success, Succession Planning and Performance Feedback |
| Wednesday, November 15, 2017 |
| 3:00 PM–3:50 PM |
| Scene DEF, Niveau 0 |
| Area: PRA/OBM; Domain: Service Delivery |
| CE Instructor: Paula Pompa-Craven, M.S. |
| Chair: Paula Pompa-Craven (Easterseals Southern California) |
| RICK GUTIERREZ (Easterseals Southern California) |
| ALYSSA KAVNER (Easterseals Southern California) |
| JACQUELINE B. GANLEY (Easterseals So Cal) |
| Abstract: Easterseals Southern California has been serving individuals with Autism and other developmental disabilities for many years. The recent growth in ABA based services has led to the growth of the supervisor position for both BCBAs and mid-tier managers. This panel will consist of several members of the Easterseals Autism Leadership team who have experienced personal growth in the field and now lead a team of hundreds of supervisors. The panel will discuss factors that have led to supervisory growth, development, succession planning and strategies that Easterseals has taken to retain supervisors. Topics include but are not limited to: Leadership Structure Supervisor Engagement Supervision of Managers A Formal Mentorship Program Professional Growth of Leaders through University Partnerships Educational Advancement for Supervisors Job Enhancements through Research, Workgroups and other Opportunities Measurement and Feedback of Leaders through Scorecards Training and Feedback for Supervisors The presentations/discussion will be followed by a question/answer period. |
| Instruction Level: Intermediate |
| Keyword(s): Leadership, Practice Management, Retention, Supervisor Growth |
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