Supervision in ABA: Preparing Future Behavior Analysts in Professional
Presented by: Susan A. Ainsleigh, BCBA-D®
Associate Professor and Program Director Graduate Program in Applied Behavior Analysis
Bay Path University
Definition of Supervision
Supervision is an intervention that is provided by a senior member of a profession to a junior member or members in the same profession. This
intervention is evaluative, extends over time, and has the simultaneous purposes of enhancing
professional functioning of junior members, monitoring the quality of professional services offered to clients, and serving as a gatekeeper to those who enter a particular profession
Top 10 Rules for Successful
Supervision
Rule #1: Have a Plan (Curriculum)
• Identify desire outcomes
• Develop a Scope and Sequence of
Supervision Experience – in advance
• Connect Supervision content to
classroom content
• Build in frequent practice (not just
one time demonstration)
• Target mastery, fluency,
generalization, and maintenance
• Course outcomes aligned with BACB
Task List/ approved by Assessment Committee
• 4-semester scope and sequence • Flexible syllabus, to allow for
variations in settings and course sequence
• Supervision proposal – individualized
application with consents secured in advance
• Semester content outline
– Target skills – Sample activities – Proposed methods
Rule #2: Make a Schedule
• Schedule in advance
– 2 week supervision periods – Account for breaks/
holidays • Fixed meeting/ observation times – May be in addition to intermittent, spontaneous opps • Plan B/ cancellations
Rule #3: Make Thoughtful Supervisee/ Supervisor Matches • Consider logistics – Location – Schedule – Flexibility/ Availability • Consider experience • Dual relations – be aware
Rule #4: Train Supervisors for Supervision • Requirements of BACB® and organization/ university • Supervision methodologies – Modeling – Observation – Feedback • Ethical responsibilities
Rule # 5: Prepare the Supervisor and Supervisee for Supervision
• Develop and review a
contract in advance • Secure necessary consents • Complete required training • Pre-Supervision/ Orientation
Rule #6: Use a Variety of Methods and Select Intervention/ Methods & Match
Method to Target Skills
• Didactic methods (lecture/ discussion)
– influence verbal behavior only;
– limited effect in generalized setting (DeNann, 1976; Jahr, 1998;
McLannahan & Klantz; Smith, 1982)
• Role-play/ rehearsal:
– influence verbal and physical skills;
– more promising re: generalization (Jahr, 1998; Sarakoff & Sturmey,
2004)
• Modeling:
– successful with skill mastery, generalization, maintenance (Catania,
2009)
• Observation/ Performance feedback
– Successful with skill mastery, generalization, maintenance (with
Different methodologies for different types of skills • Non-verbal skills – Using PECS – Physical blocking – Delivering a token – Prompting • Performance-based training • Competency-based training • Verbal Skills – Describing steps of DTT
– Listing types of prompts
– Explaining phase 1 of
PECS
• Lecture/ presentations
Methodologies, continued:
Incorporate more modeling!
Methodologies (continued):
Utilize Simulation Training for Extra Practice (or before implementation)
• Supervisor models the procedure/ provides
opportunity for practice (in simulated setting)
• Effective at influencing behavior change in
instructional setting; inconclusive re: generalization (Jahr, 1998)
Methodologies, continued: Provide Consistent Performance
Feedback • Continuous, frequent initially) • Variety of formats – Verbal – Written – Email/ typed
Encourage Talk-Aloud (Target Verbal Skills and take the listener role)
• Development of verbal
behavior critical
• Incorporate exercises
requiring verbal behavior
– Talk aloud procedures
– Compare and contrast
procedures
Behavioral Skills Training: Combining Methods for Effectiveness
1. Verbal description of target skill 2. Written description of target skill 3. Demonstration of target skill
4. Observation of performance of target skill 5. Feedback
6. Repeat until mastery
7. Observe in natural setting
Methodologies, continued: Plan and Use Direct Observation Meaningfully
• Select specific skills to
observe – Communicate expected performance • Compare performance to a standard – Provide standard in advance • Consider videotaping
– Replay and watch together
• Combine live (in-vivo)
observation with video observation
Rule #7: Use Short, Frequent Assessments of Performance (Including Independent Ratings)
• Session rating
– Rate performance during
session
– Rate written
assignments
– Rate professional and
ethical behavior
• Incorporate direct
Rule #8: Assess Foundational
Knowledge, Behavioral Concepts and Professional Skills
• Use a variety of measures • Include independent
measures
• Plan successively more
difficult assessments • Series of Foundational Knowledge tests – Terms/ definitions – Compare/ Contrast – Scenario-based/ problem solving • Comprehensive exams • Graded each semester
– Criterion for additional
supervision requirement included
Rule # 9: Document Consistently
• Prepare documentation
procedures in advance
• Monitor quality and
completeness of documentation
• Store and maintain
documentation
• Experience
Documentation Form (EDF)
• TPRA and Feedback
Forms
• Grading Rubrics
(mid-semester and final)
Rule #10: Measure the effect of Supervision
• Supervision is an
intervention
• Effectiveness should be
evaluated for continuous improvement and quality assurance
• Effective models and
methods should be shared