Remote Fieldwork Supervision for BCBA® Trainees
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About this ebook
Remote Fieldwork Supervision for BCBA® Trainees prepares BCBAs for supervising certification candidates, providing structure, scope, and sequence for supervision, as well as tactical recommendations for providing independent fieldwork supervision in a distance context. The book helps to resolve common challenges in supervision arrangements, such as maintaining professional behavior and encouraging practitioner self-care.
The book follows the Behavior Analyst Certification Board’s Fifth Edition Task List, and then goes beyond the required 8-hour supervision training to teach important clinical skills, such as ACT, RFT, executive function skills, OBM, and curriculum-based measures.
- Outlines the systems required for the supervision process
- Examines fundamental elements of behavior change
- Emphasizes interpersonal skills, such as positive reinforcement
- Covers ethical issues in remote supervision
- Includes additional supports and resources for networking and brainstorming
Lisa N. Britton
Dr. Lisa Britton’s current interests revolve around the delivery of quality supervision for BCBA/BCaBA candidates and ethics within the field of behavior analysis. She obtained her B.S. from the University of North Dakota. She then completed her graduate training at the University of Nevada, Reno under the direction of Dr. James Carr. Upon graduating, she worked at Spectrum Center Schools and Programs for over 15 years where she focused on supporting the Senior Behavior Analysts who provided behavioral supports to students with Special Education needs in their educational environment. In 2015 Dr. Britton launched Britton Behavioral Consulting, a company designed to provide fieldwork supervision for people working to become a BCBA/BCaBA. Her primary focus is on the delivery of remote supervision for those who are unable to obtain quality supervision in their immediate community. Concurrently, Dr. Britton is an adjunct faculty for Touro University and The Chicago School of Professional Psychology. She teaches a variety of courses for master’s students seeking to meet the requirements to sit for the BCBA exam as well as Ph.D. students through The Chicago School. With 17 years as a BCBA, nine publications, and two decades in the field, Dr. Britton has a clear understanding of the skills necessary to be a successful behavior analyst.
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Remote Fieldwork Supervision for BCBA® Trainees - Lisa N. Britton
Remote Fieldwork Supervision for BCBA® Trainees
Lisa N. Britton
Britton Behavioral Consulting, Pinole, CA, United States
Matthew J. Cicoria
Behavioral Consultant, Positive Behavioral Outcomes, LLC, Newbury, NH, United States
Table of Contents
Cover image
Title page
Copyright
Preface
Section I: Are You Prepared to Supervise?
Chapter 1. Introduction
Abstract
The Importance of Effective, Competent Supervision
Reasons Not to Supervise
Why We Wrote This Book
References
Chapter 2. The Logistics of Supervision
Abstract
Is This a Side Gig?
Are You Protected?
Communicating Securely
Media Creation
Final Thoughts
References
Section II: A Scope and Sequence to Structure Supervision
Chapter 3. Measurement, Data Display, and Interpretation
Abstract
Introduction
Identification of the Problem
Measurement
Interobserver Agreement
Visual Display of Data
References
Chapter 4. Concepts and Principles
Abstract
Introduction
Basic Principles of Behavior Analysis
Schedules of Reinforcement
Motivating Operations
Rule Governed Behavior
Verbal Operants
Derived Stimulus Relations
References
Chapter 5. Behavior Assessment
Abstract
Introduction
Conducting Assessments of Skill Strengths and Deficits
Preference Assessments
Functional Behavior Assessment
References
Chapter 6. Behavior Change Procedures
Abstract
Introduction
Interventions to Increase Skills
Interventions to Decrease Behaviors of Concern
References
Chapter 7. Personnel Supervision and Management
Abstract
Introduction
References
Chapter 8. Beyond the Task List
Abstract
Acceptance and Commitment Therapy
Precision Teaching
Executive Function
Curriculum-Based Measures
Direct Instruction
References
Section III: Implementing Supervision Effectively
Chapter 9. Supervisory Interpersonal Skills
Abstract
Using Positive Reinforcement in Supervision
Correcting Inadequate Performance
References
Chapter 10. Ethics in Supervision
Abstract
Introduction
Conclusion
References
Chapter 11. Putting It All Together
Abstract
Appendix A. List of Recommended Videos to Develop
Appendix B. Target Behavior Labels
Appendix C. Graphing in Excel
Line Graph
Reversal Design
Multielement Design
Bar Graph
Multiple Baseline Design
Appendix D. Behavior Analytic Principles Scenarios
Appendix E. Schedules of Reinforcement Scenarios
Appendix F. Motivating Operations Versus Discriminative Stimuli
Appendix G. Conditioned Motivating Operations
Appendix H. Rule Governed Behavior
Appendix I. Verbal Behavior Scenarios
Appendix J. Stimulus Equivalence Examples
Appendix K. Determining Potential Functions of Behavior
Appendix L. Professional and Ethical Compliance Code for Behavior Analysts
Index
Copyright
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Notices
Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
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ISBN: 978-0-12-815914-9
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Preface
The field of Applied Behavior Analysis is growing at an unprecedented rate. The combination of advocacy for, and insurance funding of, behavior-analytic services has created an environment where just about anywhere in the world students are able to take classes online, receive supervision, and sit for the Board Certified Behavior Analyst (BCBA) exam. Access to behavior-analytic curricula is no longer bound by geographic or occupational factors that have traditionally served as barriers to training.
Given the societal needs for behavioral services in the world, we see this as largely a positive development in our profession. However, obtaining board certification in a remote or distance-based context presents challenges, particularly in the area of supervision, which is often the last hurdle trainees clear before sitting the exam. While most people would agree that onsite supervision with frequent feedback from mentors is ideal, we also recognize that in many cases, distance-based supervision is the only option for trainees.
This book is aimed at BCBAs who are considering adding supervision to their professional repertoires. It will also be helpful to BCBAs who are already supervising, but are looking for additional materials to best support their trainees. The purpose of this book, therefore, is to provide supervisors a clear framework with which to mentor their trainees. More broadly speaking, we want to help readers become outstanding supervisors.
Having noted this, as we began working on this book, we realized very quickly that we didn’t just want to write a how-to
book on supervision. Although we cover plenty of topics that are of this nature, we decided to include additional content to cover some aspects of supervision that are rarely discussed. For example, we begin this book by asking the question, is supervision right for you?
and walk readers through the pros and cons of deciding whether to provide supervision services. We also discuss many practical considerations for providing supervision, such as the logistical requirements of supervising in a secure manner, and how to interact with your trainee in a way that maximizes skill development. We have also included a chapter that discusses behavior-analytic topics that are not on the current version of the task list, but we feel are nonetheless important for trainees to have exposure to.
Beyond these less tangible areas of supervision, the real value of this book comes from the detailed guides to reviewing the fifth edition task list skills. Specifically, we break down the components of the task list and provide a structure for reviewing them with your trainees. In order to maximize the success of your trainees, these instructional strategies are arranged in a Behavioral Skills Training format. With each task list area, we include a discussion of the elements of the BACB Code of Responsible Conduct that are germane to those sections.
At this stage of our profession’s development, providing high quality supervision cannot be overstated. We hope this book plays a small part in ensuring that trainees receive the outstanding supervision they deserve.
Section I
Are You Prepared to Supervise?
Outline
Chapter 1 Introduction
Chapter 2 The Logistics of Supervision
Chapter 1
Introduction
Abstract
Providing supervision to board certification candidates (which we will refer to as trainees throughout this book) is an awesome responsibility. In this chapter, we discuss the evolving nature of supervision in order to help you determine whether supervising is right for you. In this context, we also discuss why this book was written, and describe the topics that will be explored in depth in later chapters.
Keywords
Supervision; 5th edition task list; scope of practice; scope of competence
The phone call went really well. The potential trainee seemed like a bright person with a promising future. He not only wanted to accrue supervision hours, but was interested in conducting applied research with a population that was near and dear to my heart. The director of his program was a professional acquaintance of mine who would support the supervision process wholeheartedly. I felt like I could help him become an effective clinician, and the work we would do together would also have positive, collateral effects in the program that he worked in. After some agonizing consideration, I turned down the opportunity to supervise.
The societal need for behavior analytic services has led to an incredible period of growth for our young field. In response to these needs, higher education institutions have developed behavior analytic training programs to fulfill the demand at a rapid pace (LeBlanc & Luiselli, 2016). As of this writing, there are over 300 training programs that offer the Behavior Analysis Certification Board’s Verified Course Sequences around the world. From Beijing to Birmingham, and from New Hampshire to New Zealand, one can participate in a graduate program that meets the course requirements for board certification. Moreover, numerous programs are offering these programs in formats that are completely online.
The growing number of students pursuing graduate education in Applied Behavior Analysis creates a corresponding increase in supervision needs. If you are reading this book, the chances are good that you already understand this dynamic quite well. If you have gone through the board certification process, you probably also know that coursework alone does not adequately prepare someone for clinical practice, and therefore the need to have effective, competent supervision is integral to developing our young field. The chances are also good that if you are reading this book, you are either contemplating providing supervision, or you have already done so, and are looking for additional resources. Before diving into the latter, we feel it is important to talk