Supervision in behavior analysis is an exercise in applied behavioral science. The supervisor is analyzing behavior, identifying maintaining variables, and shaping new repertoires, except the behavior of interest belongs not to a client but to a professional colleague.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Culture can be defined as a collection of the contingencies of reinforcement into which individuals are born and to which they are exposed throughout their lives (Skinner, 1953). To be a culturally responsive supervisor suggests that one can tact and effectively respond to the various collection of contingencies of reinforcement into which their supervisees are born and exposed. The greater the diversity of supervisees, the greater the sensitivity is required on the part of the supervisor to effectively respond to these various collections of contingencies of reinforcement. The benefits of being culturally responsive include enhanced communication and trust, and an improved training experience for both supervisee and supervisor. This presentation will discuss various strategies for identifying culturally relevant experiences and reinforcers for supervisees to foster a trusting and collaborative relationship. Strategies for supervisees and supervisors to identify their own implicit biases will be explored.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Ethics |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Lechago – Biography Dr. Sarah Lechago is a Professor in the Behavior Analysis master’s program at the University of Houston-Clear Lake (UHCL). She directs the UHCL Verbal Behavior Clinic (VBC) and co-directs the UHCL Connecting the Dots (CTD) program. Her research interests include verbal behavior, student and caregiver training, motivating operations, and diversity, inclusion, and equity. Dr. Lechago serves as the founder and chair and is currently the co-chair of the Texas Association for Behavior Analysis (TxABA) organization’s Equity, Diversity, and Inclusion for Everyone (EDIE) committee. She has published in numerous journals including the Journal of the Experimental Analysis of Behavior, Journal of the Applied Behavior Analysis, and The Analysis of Verbal Behavior. She founded and currently directs a research lab called Behavior Analysts for Diversity, Inclusion, and Equity (BADIE) through which she directs various initiatives with the graduate students in the lab. One primary initiative is the BADIE lab High School Dissemination and Mentorship program, through which they provide mentorship in behavior analysis to high school students and provide training and supports to high school teachers in the Houston area. She and her students also provide training and supports to teachers, professionals, and parents on autism treatment who reside in border towns between Texas and Mexico. She approaches instruction, research, and clinical supervision from a scientific and equity-minded perspective.
Side-by-side comparison with a clinical decision framework
Research-backed educational guide for behavior analysts
Research-backed answers to common clinical questions
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.