Remote Fieldwork Supervision for BCBA® Trainees

By Lisa N. Britton and Matthew J. Cicoria

Remote Fieldwork Supervision for BCBA® Trainees prepares BCBAs for supervising certification candidates, providing structure, scope, and sequence for supervision, as well as tactical recommendations for providing independent fieldwork supervision in a distance context. The book helps to resolve common challenges in supervision arrangements, such as maintaining professional behavior and encouraging practitioner self-care.

The book follows the Behavior Analyst Certification Board’s Fifth Edition Task List, and then goes beyond the required 8-hour supervision training to teach important clinical skills, such as ACT, RFT, executive function skills, OBM, and curriculum-based measures.

• Outlines the systems required for the supervision process
• Examines fundamental elements of behavior change
• Emphasizes interpersonal skills, such as positive reinforcement
• Covers ethical issues in remote supervision
• Includes additional supports and resources for networking and brainstorming

• Language: English
• Publisher: Academic Press
• Release date: Feb 20, 2019
• ISBN: 9780128162743

Lisa N. Britton

Dr. Lisa Britton’s current interests revolve around the delivery of quality supervision for BCBA/BCaBA candidates and ethics within the field of behavior analysis. She obtained her B.S. from the University of North Dakota. She then completed her graduate training at the University of Nevada, Reno under the direction of Dr. James Carr. Upon graduating, she worked at Spectrum Center Schools and Programs for over 15 years where she focused on supporting the Senior Behavior Analysts who provided behavioral supports to students with Special Education needs in their educational environment. In 2015 Dr. Britton launched Britton Behavioral Consulting, a company designed to provide fieldwork supervision for people working to become a BCBA/BCaBA. Her primary focus is on the delivery of remote supervision for those who are unable to obtain quality supervision in their immediate community. Concurrently, Dr. Britton is an adjunct faculty for Touro University and The Chicago School of Professional Psychology. She teaches a variety of courses for master’s students seeking to meet the requirements to sit for the BCBA exam as well as Ph.D. students through The Chicago School. With 17 years as a BCBA, nine publications, and two decades in the field, Dr. Britton has a clear understanding of the skills necessary to be a successful behavior analyst.

Book preview

Remote Fieldwork Supervision for BCBA® Trainees

Lisa N. Britton

Britton Behavioral Consulting, Pinole, CA, United States

Matthew J. Cicoria

Behavioral Consultant, Positive Behavioral Outcomes, LLC, Newbury, NH, United States

Table of Contents

Cover image

Title page

Copyright

Preface

Section I: Are You Prepared to Supervise?

Chapter 1. Introduction

Abstract

The Importance of Effective, Competent Supervision

Reasons Not to Supervise

Why We Wrote This Book

References

Chapter 2. The Logistics of Supervision

Abstract

Is This a Side Gig?

Are You Protected?

Communicating Securely

Media Creation

Final Thoughts

References

Section II: A Scope and Sequence to Structure Supervision

Chapter 3. Measurement, Data Display, and Interpretation

Abstract

Introduction

Identification of the Problem

Measurement

Interobserver Agreement

Visual Display of Data

References

Chapter 4. Concepts and Principles

Abstract

Introduction

Basic Principles of Behavior Analysis

Schedules of Reinforcement

Motivating Operations

Rule Governed Behavior

Verbal Operants

Derived Stimulus Relations

References

Chapter 5. Behavior Assessment

Abstract

Introduction

Conducting Assessments of Skill Strengths and Deficits

Preference Assessments

Functional Behavior Assessment

References

Chapter 6. Behavior Change Procedures

Abstract

Introduction

Interventions to Increase Skills

Interventions to Decrease Behaviors of Concern

References

Chapter 7. Personnel Supervision and Management

Abstract

Introduction

References

Chapter 8. Beyond the Task List

Abstract

Acceptance and Commitment Therapy

Precision Teaching

Executive Function

Curriculum-Based Measures

Direct Instruction

References

Section III: Implementing Supervision Effectively

Chapter 9. Supervisory Interpersonal Skills

Abstract

Using Positive Reinforcement in Supervision

Correcting Inadequate Performance

References

Chapter 10. Ethics in Supervision

Abstract

Introduction

Conclusion

References

Chapter 11. Putting It All Together

Abstract

Appendix A. List of Recommended Videos to Develop

Appendix B. Target Behavior Labels

Appendix C. Graphing in Excel

Line Graph

Reversal Design

Multielement Design

Bar Graph

Multiple Baseline Design

Appendix D. Behavior Analytic Principles Scenarios

Appendix E. Schedules of Reinforcement Scenarios

Appendix F. Motivating Operations Versus Discriminative Stimuli

Appendix G. Conditioned Motivating Operations

Appendix H. Rule Governed Behavior

Appendix I. Verbal Behavior Scenarios

Appendix J. Stimulus Equivalence Examples

Appendix K. Determining Potential Functions of Behavior

Appendix L. Professional and Ethical Compliance Code for Behavior Analysts

Index

Copyright

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Notices

Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.

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ISBN: 978-0-12-815914-9

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Preface

The field of Applied Behavior Analysis is growing at an unprecedented rate. The combination of advocacy for, and insurance funding of, behavior-analytic services has created an environment where just about anywhere in the world students are able to take classes online, receive supervision, and sit for the Board Certified Behavior Analyst (BCBA) exam. Access to behavior-analytic curricula is no longer bound by geographic or occupational factors that have traditionally served as barriers to training.

Given the societal needs for behavioral services in the world, we see this as largely a positive development in our profession. However, obtaining board certification in a remote or distance-based context presents challenges, particularly in the area of supervision, which is often the last hurdle trainees clear before sitting the exam. While most people would agree that onsite supervision with frequent feedback from mentors is ideal, we also recognize that in many cases, distance-based supervision is the only option for trainees.

This book is aimed at BCBAs who are considering adding supervision to their professional repertoires. It will also be helpful to BCBAs who are already supervising, but are looking for additional materials to best support their trainees. The purpose of this book, therefore, is to provide supervisors a clear framework with which to mentor their trainees. More broadly speaking, we want to help readers become outstanding supervisors.

Having noted this, as we began working on this book, we realized very quickly that we didn’t just want to write a how-to book on supervision. Although we cover plenty of topics that are of this nature, we decided to include additional content to cover some aspects of supervision that are rarely discussed. For example, we begin this book by asking the question, is supervision right for you? and walk readers through the pros and cons of deciding whether to provide supervision services. We also discuss many practical considerations for providing supervision, such as the logistical requirements of supervising in a secure manner, and how to interact with your trainee in a way that maximizes skill development. We have also included a chapter that discusses behavior-analytic topics that are not on the current version of the task list, but we feel are nonetheless important for trainees to have exposure to.

Beyond these less tangible areas of supervision, the real value of this book comes from the detailed guides to reviewing the fifth edition task list skills. Specifically, we break down the components of the task list and provide a structure for reviewing them with your trainees. In order to maximize the success of your trainees, these instructional strategies are arranged in a Behavioral Skills Training format. With each task list area, we include a discussion of the elements of the BACB Code of Responsible Conduct that are germane to those sections.

At this stage of our profession’s development, providing high quality supervision cannot be overstated. We hope this book plays a small part in ensuring that trainees receive the outstanding supervision they deserve.

Section I

Are You Prepared to Supervise?

Outline

Chapter 1 Introduction

Chapter 2 The Logistics of Supervision

Chapter 1

Introduction

Abstract

Providing supervision to board certification candidates (which we will refer to as trainees throughout this book) is an awesome responsibility. In this chapter, we discuss the evolving nature of supervision in order to help you determine whether supervising is right for you. In this context, we also discuss why this book was written, and describe the topics that will be explored in depth in later chapters.

Keywords

Supervision; 5th edition task list; scope of practice; scope of competence

The phone call went really well. The potential trainee seemed like a bright person with a promising future. He not only wanted to accrue supervision hours, but was interested in conducting applied research with a population that was near and dear to my heart. The director of his program was a professional acquaintance of mine who would support the supervision process wholeheartedly. I felt like I could help him become an effective clinician, and the work we would do together would also have positive, collateral effects in the program that he worked in. After some agonizing consideration, I turned down the opportunity to supervise.

The societal need for behavior analytic services has led to an incredible period of growth for our young field. In response to these needs, higher education institutions have developed behavior analytic training programs to fulfill the demand at a rapid pace (LeBlanc & Luiselli, 2016). As of this writing, there are over 300 training programs that offer the Behavior Analysis Certification Board’s Verified Course Sequences around the world. From Beijing to Birmingham, and from New Hampshire to New Zealand, one can participate in a graduate program that meets the course requirements for board certification. Moreover, numerous programs are offering these programs in formats that are completely online.

The growing number of students pursuing graduate education in Applied Behavior Analysis creates a corresponding increase in supervision needs. If you are reading this book, the chances are good that you already understand this dynamic quite well. If you have gone through the board certification process, you probably also know that coursework alone does not adequately prepare someone for clinical practice, and therefore the need to have effective, competent supervision is integral to developing our young field. The chances are also good that if you are reading this book, you are either contemplating providing supervision, or you have already done so, and are looking for additional resources. Before diving into the latter, we feel it is important to talk