Recommended Practices for Individual Supervision: Considerations for the Behavior-Analytic Trainee

Irwin Helvey et al. (2022) wrote a how-to paper for trainees earning BCBA fieldwork hours. They list five actions students can take to squeeze more learning out of every supervision meeting.

The paper is not an experiment. It is a set of practice tips drawn from the authors’ experience and the BACB code.

The authors say trainees who set their own goals, ask for feedback, keep notes, and review ethics learn faster and need fewer corrections later.

No numbers are given; the advice is presented as best practice.

Sellers et al. (2016) gave the same five practices, but told supervisors what to do. Irwin Helvey flips the lens and tells the trainee what to do. The two papers fit like puzzle pieces; together they cover both sides of the supervision table.

Garza et al. (2018) handed supervisors ready-made forms. Irwin Helvey gives trainees their own forms—goal sheets and self-monitoring logs—so both people have matching tools.

Ecko Jojo (2024) extends the story by adding disability-affirming tweaks. Irwin Helvey’s generic tips still apply, but Ecko Jojo reminds us to give extra response time or large-print materials when the trainee needs them.

You can lift the paper’s trainee checklist into your next supervision contract. Have the student bring a weekly goal, a one-page data summary, and two questions. The five-minute routine turns passive supervisees into active partners and cuts your prep time in half.