The predominant model for credentialing behavior analysts has been organized around supervised hours — a specified number of fieldwork hours logged, documented, and verified before a candidate is eligible for certification. This model has the virtues of clarity and verifiability, but it rests on an implicit and largely untested assumption: that time spent in supervised fieldwork reliably produces the competencies required for independent practice.
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Join Free →What is the best way to train capable, well-rounded behaviour analysts? What is the best way to spend time with supervisees and how will we know they are ready to practice independently? Supervising for competence is different than simply assuming that hours spent in fieldwork will result in a capable behaviour analyst; it also constitutes a huge conceptual leap for supervisors and supervisees who may only be familiar with hours-based systems. Borrowing from experience in safety-critical industries like aviation, maritime, and healthcare, this presentation will review the concepts and methods necessary to work successfully in any competence-based system. This information is helpful not only for training future behaviour analysts but will also improve understanding of the characteristics and contingencies unique to technical and nontechnical skills and, therefore, how best to provide feedback, training, and assessment for these skills. Learning Objectives 1) Understand the conceptual differences between traditional hours-based training and competence-based training 2) Understand the unique characteristics and contingencies related to knowledge, technical skills, and nontechnical skills 3) Understand the impact of these characteristics on the best ways to train and assess both nontechnical and technical skills
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
Leah is a behavioural scientist, researcher, and consultant with extensive experience supporting organisations and individuals to meet their unique goals. She is a Director of Lux Consulting, which offers organisational performance improvement services specialising in systems alignment, behaviour change, leadership development, coaching, and transformation in safety critical and other industries. She has a Bachelor of Science degree in Behaviour Analysis and a Master of Science degree in Psychology. As a Board Certified Behaviour Analyst, Leah is a Director of the Board of the UK Society for Behaviour Analysis where she chairs the Board’s Strategic Planning Committee and Organisational Behaviour Management Special Interest Group and is a member of the Executive and Marketing and Communications committees.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
239 research articles with practitioner takeaways
194 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.