The demand for behavior analysts has grown dramatically, and with it the demand for qualified supervisors. Yet the field has historically treated supervision as a role that naturally follows clinical competency — assuming that a BCBA who is skilled with clients is automatically equipped to supervise others.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →As the number of clients with Autism Spectrum Disorders increase, and more states accept legislature for Behavior Analysis service coverage, the need for BCBA's, RBT's and BCaBA's also increases. Presently, passing an exam and completion of field experience hours are the only standardized measures for competency at each of these levels. As a supervisor for BCBA and BCaBA practicum students as well as RBT candidates, it is imperative to identify and define the skills that need to be taught at each of these levels and the spectrum of knowledge that is expected for each of these roles. In addition, as a field experience supervisor, competency-based skills assessments should be developed and implemented to determine mastery of such skills. Behavior Analysis Certification Board ethical guidelines define obligations to appropriate, competency-based supervision. Putting guidelines into practice through education and interactive activities will be the primary focus of this presentation. Behavior Analysis Certification Board ethical guidelines do not include criteria for determining when a Board Certified Behavior Analyst has met criteria for providing adequate supervision. Therefore, discussion will entail a supervisor's "readiness" supervise students including competency-based assessment criteria for potential supervisors and ongoing evaluation of student performance as criteria for supervisor assessment.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
Michelle Fuhr is a Director of University Pediatrician's Autism Center. She received her bachelors and master's degrees from Western Michigan University. Michelle currently teaches at Capella University. Michelle also currently teaches in the graduate and undergraduate ABA programs at Wayne State University and has participated in the curriculum development of both of these programs. She has also participated in curriculum development and teaching at Baker College and Oakland University. Michelle has been in the field of autism since 2005 and her primary interests in the field include teaching early learning skills, teaching communication skills, and reducing problematic behavior. She is currently seeking her PhD through Capella University in Behavior Analysis to pursue research and contribute to evidence-based practices.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.