What Makes a Quality Behavior Analyst Part 2 | Supervision is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of supervision meetings, staff training, clinic systems, and performance review. In What Makes a Quality Behavior Analyst Part 2 | Supervision, for this course, the practical stakes show up in better performance, lower drift, and more sustainable team development, not in abstract discussion alone.
Provider: Autism Partnership Foundation
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Training and supervising staff to implement effective behavioral interventions for children diagnosed with autism spectrum disorder (ASD) requires effective techniques. This training can occur on a scale from one-on-one, group based, all the way to large scale internship models. The purpose of this presentation is to present the audience with what skills are important to train staff on and the rationale why these skills are important to teach. The skills that will be discussed go above and beyond the skills that are commonly taught to behavior analysts or registered behavior technicians. The presenter will also provide information about the training that goes into teaching these skills and preliminary data from empirical investigations. Finally, the presenter will discuss some common pitfalls in training staff.
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | General |
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
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
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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.