Recommendations for Detecting and Addressing Barriers to Successful Supervision
Catch supervision problems early with a simple checklist before they become ethics headaches.
01Research in Context
What this study did
Sellers et al. (2016) wrote a how-to guide for BCBA supervisors. They listed red flags that show when supervision is going wrong.
The paper gives checklists and self-reflection forms. You can use them to catch problems early.
What they found
The authors say most supervision fails because of small, fixable barriers. Examples are tardy paperwork, shy supervisees, or unclear roles.
If you spot these signs early, you can fix them before they grow into ethics complaints.
How this fits with other research
Hartley et al. (2016) published the same year. They offer an apprenticeship model to meet BACB standards. Sellers gives you the warning lights; Hartley gives you the engine tune-up.
Leaf et al. (2017, 2020) later warned that RBT supervision can slip. Sellers’ barrier-spotting tools still work for RBTs. Check their professionalism skills first.
Shepley et al. (2018) found that more supervision hours do not raise BCBA exam pass rates. Sellers agrees: quality beats quantity. Use their checklists to keep each hour useful.
Why it matters
You can print the one-page barrier checklist and review it during every supervision meeting. When a supervisee starts arriving late or avoids tasks, tick the box and teach the missing skill right then. This front-end work prevents bigger headaches like consumer complaints or failed exams.
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02At a glance
03Original 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.
Behavior Analysis in Practice, 2016 · doi:10.1007/s40617-016-0142-z