Supervision Behaviors of Board Certified Behavior Analysts With Trainees
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RESEARCH ARTICLE
Supervision Behaviors of Board Certified Behavior Analysts With Trainees Zahra Hajiaghamohseni 1 & Erik Drasgow 1 & Katie Wolfe 1
# Association for Behavior Analysis International 2020
Abstract The field of behavior analysis is growing rapidly, and high-quality supervision is essential to producing thoughtful and effective Board Certified Behavior Analysts. There is little empirical information about the behaviors that supervisors engage in to support trainees in developing critical skills. Therefore, our purpose in this study was to survey supervisors (n = 317) about their supervision practices to better understand how frequently they engage in recommended supervision practices and whether the frequency with which they engage in recommended practices is related to demographic characteristics. Our results suggest that there is wide variability in the extent to which individual supervisors engage in recommended practices, and that supervisors engage in practices more frequently for which there are concrete guidelines and supports in place (e.g., behavioral skills training). We discuss the implications of our results for supporting supervisors to engage in recommended practices and for future research. Keywords Recommended practices . Supervision . Supervisor demographics . Survey
Supervision is the primary means used to teach the skills required in a given profession (Storm & Todd, 1997). The supervision process necessitates a supervisor overseeing the work of a supervisee (Tyler & Tyler, 1997). The supervisory relationship entails a competent professional serving in the role of the supervisor for an untrained aspiring professional, the supervisee (LeBlanc & Luiselli, 2016). Throughout this process, the supervisee acquires and demonstrates competencies related to his or her profession (Watkins, 2012). Behavior Analyst Certification Board (BACB) supervision is a process that occurs through several aspects of the Research Highlights • There is insufficient empirical information about supervisors’ practices to inform the development of policies and procedures to support highquality supervision. • We surveyed 317 supervisors about how frequently they engaged in recommended supervision behaviors. • Results suggest variability in the use of recommended practices, both across supervisors and across types of recommended practices. • Implications include areas for future research and the identification of recommended practices for which supervisors require support to engage in more often. * Katie Wolfe [email protected] 1
Department of Educational Studies, University of South Carolina, 235B Wardlaw, 820 Main St., Columbia, SC 29208, USA
responsibilities of a Board Certified Behavior Analyst (BCBA). A BCBA may provide supervision to individuals holding or pursuing one of the BACB certifications, including (a) trainees who are accruing supervised fieldwork hours in pursuit of BCBA certification; (b) Registered Behavior Technicians™ (RBTs), who are paraprofessionals certified in behavior analysis to
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