As the demand for qualified behavior analysts continues to outpace the supply of available supervisors, technology-mediated supervision has emerged as both a practical necessity and a clinically validated approach to supporting trainee development. This course examines how video technology — particularly video feedback — can be used to provide high-quality, evidence-based supervision to BCaBAs, RBTs, and BCBA candidates without sacrificing the rigor that supervision requires.
Provider: BehaviorLive
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Join Free →A growing body of published literature is forming a research base to inform supervisors on how, when, and why to use technology-based supervision and training. In order to meet the ever-increasing need for clinical supervision services, supervisors are turning towards technology as a mechanism for supervision. The evolution, affordability, and mobility of technology provide opportunities to implement evidence-based supervision, evaluate staff competencies, and provide feedback to shape effective interactions between supervisees and clients. Video feedback technology has proven to be effective in helping to deliver feedback to improve staff performance in a variety of learning domains and skill areas. However, giving personalized feedback often takes more time than most supervisors have. This course will show participants how to use an interactive cloud-based online platform designed to provide video feedback that's time-coded to precise moments within the videos, utilize markers for identifying key competencies, and develop rubrics for evaluating the overall performance of the supervisee skills. Incorporating video feedback components into the supervisory experience can be a game-changer for effectively evaluating performance-based competencies and a tool every behavior analyst should consider adding to their supervisory toolbox. Learning Objectives After completing this course, participants will be able to: ● Identify different types of technology, ranging from simple to complex, to enhance supervision ● Identify common barriers to providing supervision and incorporate technology that can remediate such barriers ● Develop rubrics and assignments for video performance-based competencies ● Develop a quality assurance (QA) system for delivering feedback and monitoring supervisee performance
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
Dr. Hughes-Lika is a Board Certified Behavior Behavior Analyst at the doctoral level (BCBA-D), a licensed behavior analyst (LBA), an International Behavior Analyst (IBA), and an Early Start Denver Model Certified Therapist and Trainer. She has been providing evidence-based services for children with autism and related disorders for over 29 years, and for the past 14 years, she has specialized in interventions for young autistic children (0-4 years). She completed her Bachelor of Arts degree in Psychology and Sociology from Saint Ambrose University, her Master of Arts degree in Applied Behavior Analysis from The Ohio State University, and her Ph.D. in Intellectual and Developmental Disabilities from the University of Kent in Canterbury, UK. She has taught both undergraduate and graduate courses on behavior analysis, positive behavior support, ASD, and supervision in the US and abroad. She is passionate about the dissemination of behavior analysis. In 2015, she was the recipient of the Society for the Advancement of Behavior Analysis (SABA) International Development Grant for her work to promote research, education, training, and behavior analysis for professionals and families in Albania. She presents her research at national and international conferences and her research studies are published in peer-reviewed journals. Her current research interests and publications are focused on the use of technology to disseminate evidence-based behavioral training to parents and caregivers of children with ASD (OPT-In-Early), the implementation of Naturalistic Developmental Behavioral Interventions (NDBIs) for infants and toddlers with ASD, and competency-based supervision systems. She is the founder of The NDBI Navigator, an organization dedicated to supporting professionals working with young autistic children. Rooted in the principles of Naturalistic Developmental Behavioral Interventions (NDBIs), it offers accessible, evidence-based, and developmentally appropriate resources to help clinicians, educators, and behavior analysts turn knowledge into meaningful practice.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
233 research articles with practitioner takeaways
231 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.