New behavior technician training is among the most consequential responsibilities a BCBA undertakes. The quality of technician preparation directly determines client outcomes — a well-trained technician delivers programs with high procedural fidelity, responds effectively to challenging behavior, and collects data that meaningfully informs clinical decisions.
Provider: CASP CEU Center
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Join Free →Increasing Your Effectiveness Training and Supervising New Technicians Short Title: Training and Supervising New Technicians Original Air Date: January 27, 2026 CEU offered: 1.0 BACB Supervision CEU Webinar Duration: 60 minutes Instructors: Joseph Cihon, PhD, BCBA-D Abstract: p.p1 {margin: 0.0px 0.0px 12.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} li.li2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} ol.ol1 {list-style-type: decimal} Training and supervising new behavior technicians presents persistent challenges, including limited time, competing contingencies, and variability in entry-level repertoires. This presentation examines common pitfalls encountered during technician training and supervision and outlines evidence-supported strategies to increase training effectiveness. Emphasis is placed on identifying prerequisite skills, selecting appropriate training targets, and developing foundational repertoires that support high-quality implementation across clients, programs, and domains. Key technician competencies are reviewed within a systematic training framework. The presentation concludes with a discussion of the role of ongoing supervision in maintaining treatment integrity, promoting professional growth, and supporting long-term technician effectiveness. Learning Objectives Identify common challenges associated with training and supervising new behavior technicians, including limited entry repertoires and competing contingencies. Describe evidence-supported strategies for assessing technician skill needs prior to training across clients, programs, and domains. Select and prioritize foundational training targets that support early technician success. Define critical technician repertoires that contribute to high-quality service delivery. Explain the role of ongoing supervision in sustaining technician performance, professionalism, and learner progress over time.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | Supervision |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
195 research articles with practitioner takeaways
159 research articles with practitioner takeaways
156 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.