The quality of mentorship in behavior analysis has a multiplicative effect on the field. Every supervisee who receives excellent mentorship becomes a practitioner who delivers better clinical outcomes to potentially hundreds of clients over the course of their career.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
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Join Free →This presentation introduces a coaching and leadership development system designed to enhance effective mentorship that is critical in preparing the next generation of behavior analysts to meet the complex demands of the profession. The system integrates Self-Determination Theory and Complex Relational Inclusive Leadership while keeping with Complex Adaptive Systems (CAS) to help navigate the strategic art of clinical decision-making, problem-solving, and supervisory leadership capacity. The presentation addresses a common practice barrier: technically skilled BCBAs are often underprepared in the strategic skills to coach others through ambiguous clinical decisions or to lead adaptively within diverse and dynamic teams (Cowan & Kodak, 2024; Graber & Graber, 2025). This framework addresses key practice barriers, including the mismatch between didactic training and field complexity and the underdevelopment of "soft skills" critical for interpersonal competence. SDT-based coaching supports autonomy, competence, and relatedness, which contribute to sound judgment and resilience (Paolillo et al., 2021). Complex Relational Leadership emphasizes mutual influence, reflection, and shifted power dynamics, while Inclusive Leadership fosters safety, equity, and shared voice (Nishii & Leroy, 2022; Younas et al., 2023). Through a CAS lens, the system treats decision-making and supervision as emergent, flexible processes shaped by environmental complexity (Wood & Wood, 2023). It also positions leadership as a tool for shaping inclusive organizational cultures (Esquierdo-Leal & Houmanfar, 2021). This framework is replicable and requires only minimal infrastructure: reflective tools, decision-mapping templates, and a shift toward learner-centered supervision. Supervisors will leave with an adaptable framework to coach BCBAs in ethical leadership and decision-making, while cultivating sustainable mentorship across organizational systems.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Ethics |
Deanna is dedicated to her passion for fostering growth and lifelong learning within all interactions. Guided by core values of trust, gratitude, and relationships she works to create plans to not only address improvements, but nuture personal and independence. With a Master's degree in ABA and as a PhD candidate in Organizational Leadership Deanna brings a strong foundation of knowledge with a humble curiosity to ongoing growth that is essential for effective and compassionate care. In addition to direct clinical work, Deanna is deeply committed to fostering a culture of learning within her practice. Whether providing parent training, mentoring fellow behavior analysts, or collaborating with interdisciplinary teams, she emphasizes open dialogue, curiosity, and shared growth. She views each interaction as an opportunity for mutual learning, ensuring that every stakeholder is equipped with the knowledge and tools they need to support the individual’s journey.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
244 research articles with practitioner takeaways
239 research articles with practitioner takeaways
239 research articles with practitioner takeaways
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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.