Allen Karsina, PhD, BCBA‐D, LABA

1 3/27/2018. BCBA Supervision: Or How I Learned Common to Stop Worrying Problems and and Love the Five Solutions Recommended Allen Karsina, PhD, BCBA D, LABA. Practices Disclaimer: The BACB does not endorse this presentation, and is not responsible for its content. About Me Director of Professional Development, New England Center for Children, Inc. Clinical Adjunct, Western New England University Introduction Adjunct Professor, Regis Now, who are you? 1. 3/27/2018. World Domination? What are the Purposes of Benefits? Supervision? Competencies of Supervisors? Assumed benefits of effective BCBA supervision Effective and ethical practitioners Protection of clients Advances in the field Improvements in client target behaviors 2. 3/27/2018. Competencies required by BCBA supervisors Fluency with ethical guidelines related to supervision Effective training techniques across simple and complex tasks Fluency with performance feedback methods Supervisor Supervisee Common Relationship Problems of Supervision: Structuring Curriculum Three Categories Evaluating Effects of Supervision 3.

2 3/27/2018. Five Recommended Practices 1. Establish effective supervisor supervisee relationship Overview 2. Establish a structured approach with specific content and competencies 3. Evaluate the effects of your supervision 4. Incorporate ethics and professional development into your supervision 5. Continue the professional relationship post certification Sellers, Valentino, and LeBlanc (2016). Category 1: S S Relationship Problem Solutions Ineffective Supervisor Supervisee Preventative Measures Relationship Steps to take establish effective Supervisor Supervisee Problems arising from: Relationship proactively vague or misaligned expectations Monitor relationship closely communication gaps Reactive Measures lack of professionalism competing contingencies Steps to take address existing ineffective feedback problems etc. 4. 3/27/2018. Provide effective Build a working Establish clear feedback and rapport expectations support S S Relationship Part 1.

3 The supervisor and supervisee should function as Supervisor as Discriminative Stimulus for Generalized Reinforcement mutual discriminative stimuli SD Response Class Reinforcement for generalized reinforcement Supervisor Professional and ethical Praise from supervisor, more behavior of supervisee effective responding, satisfactory completion of supervision requirements, advancing Part 2. The S S relationship depends career goals, etc. upon the degree to which the supervisor and trainee generate Supervisee as Discriminative Stimulus for Generalized Reinforcement mutually agreed upon SD Response Class Reinforcement Supervisee Coaching/mentoring, More effective responding expectations and goals and building skills and repertoires of supervisee, appreciation, engage in behavior consistent of supervisee more effective coaching of supervisor, financial with those expectations and and professional goals reinforcers, etc.

4 Turner et al. (2016), p. 288. 5. 3/27/2018. Supervisor Professional Behavior Approachability Provide Establish Build a working Responsiveness effective rapport clear More positive statements than feedback expectations critical statements and support Undivided attention to trainee during meetings Others? Turner et al. (2016). Supervisee Professional Behavior Completes assignments and takes Provide Establish responsibility Build a working effective Communicates issues and needs rapport clear feedback Takes initiative in identifying expectations and support problems and suggesting solutions Incorporates feedback Others? Turner et al. (2016). 6. 3/27/2018. Tools for Establishing Clear Expectations Contract Provide Establish Independent Supervision (link to BACB Sample). Establish clear effective Within Agency Supervision expectations clear (link to BACB Sample). feedback expectations Define Relationship and support ( , ).

5 Clear criteria for remediation and description of remediation ( ). Limits of confidentiality ( ). Operationalize supervisor and Conditions for termination ( ). supervisee professional behavior Consider time allotment ( ). Tools for Establishing Clear Expectations Provide Have supervisee submit agenda 24 Establish Establish clear effective hours before meeting expectations clear feedback expectations Encourages active participation and support Encourages effective preparation Allows supervisor to prepare more effectively 7. 3/27/2018. Sample Individual BCBA Supervision Meeting Agenda Template Key Components This is a very generic sample form. It may be modified by adding or omitting sections and/or changing expectations as desired. Directions. This template is to be used for your supervision meetings with me. Supervisee responsibility to complete 24 1. It is your responsibility to complete the agenda and e mail it to me 24 hours prior to our meeting.

6 It is my responsibility to have read the agenda prior to our meeting to facilitate an effective and efficient meeting. hours prior to meeting 2. If the agenda is not completed and sent out, we will not meet. 3. After you complete the template, save it to your folder on , in a separate folder for meetings. You may email me a link to the document or the actual document. 4. When we meet, update the agenda with items from our meeting, and save the updates over the original meeting minutes on Content Summary of behavior analytic activities completed since our last meeting Behavior analytic activities . Briefly summarize your behavior analytic activities over the last week. Progress on assignments Progress on assignments Summarize progress on assignments here. Indicate any obstacles you are encountering, and suggest Observations potential solutions. Indicate any aspects of your assignments you would like to discuss in our meetings.

7 Attach or link to any permanent products you have completed. Competencies Observation(s) Link to videos of you performing assigned tasks here. Submit feedback on your own performance and Professional Development areas you would like specific feedback on from me, if applicable. Ethical Issues Physical or Verbal Competencies Indicate here if you would like to role play any of the physical competencies related to the Task List that Feedback to supervisor we have reviewed earlier, or practice any of the verbal competencies. Assignments for next time Additional Topics/Professional Development Indicate areas you wish to discuss outside of the assignments you are working on. This includes topics from a class you would like to discuss, training on a skill that you would like, getting involved in other projects, working on public speaking, advancing your career, and so on. Ethics/Issues (if any). This section is reserved for any issues you wish to discuss.

8 These may be ethical dilemmas you are faced with, or they may be other issues related to school, your work, your research, or your personal life. This is important in order to identify issues that may interfere with your ability to be successful with your supervision and address them. Recommendations Establish feedback expectations at Provide onset of relationship (contract). Provide effective Establish Types of feedback effective feedback and clear Frequency of feedback support feedback expectations Who receives feedback and support High ratio of positive:constructive feedback [4:1?]. Providing effective feedback is an ethical requirement of supervision ( ). 8. 3/27/2018. If the relationship is not established with clear guidelines, mutual agreements, mutual respect, the remaining recommended practices will be difficult to follow and dysfunction may develop in the relationship . (Sellers, Valentino, & LeBlanc, 2016, p.)

9 275). Barriers to Supervision 9. 3/27/2018. Frequent Check ins Start each meeting with a check in Early detection of potential issues Sets up SD for identifying, discussing Detecting Barriers to Pay Close Attention to Supervision Nonverbal behavior Cancelled meetings Preference for phone over live meetings Changes in supervisee behavior Past Histories Discuss past histories of supervision Address potential barriers Preventing Specifically Barriers to What type of feedback was used? Was it Supervision effective? What expectations were there around meetings, assignments? What type(s) of communication were preferred, effective? Others? 10. 3/27/2018. Supportive Feedback Start with feedback in less sensitive areas Increase support during feedback (empathic statements, rationales). Provide opportunities for practice with support Addressing (performance feedback). Barriers to Check in after providing feedback, frequently Supervision Feedback should always be high quality, prescriptive, and presented in a supportive manner (DiGennaro Reed et al.

10 , 2013). It's Not You, It's Me Starting meetings late, canceling meetings Not modeling active listening Not providing effective structure Not providing effective feedback Addressing Barriers to Is it You? Do something about it! Clearly define problem in context of an apology Supervision Describe how behavior has affected supervisee and supervisor supervisee relationship Indicate what supervisor will do instead of problem behavior Have a follow up discussion 11. 3/27/2018. Skill Operationally define the problem Deficits Determine the maintaining variables Intervene Carr, Wilder, Majdalany, Mathisen, and Strain Addressing PDC Supervisee (2013). HS. Interview with direct observation components Performance Issues Sellers, LeBlanc, and Valentino (2016). Training, Task Clarification, Resources, Competing Consequences Common Supervisee Performance Problems Poor Organization Universal? GTD, planners, task analyzing, etc.