presented by kevin van laeken, bcba · presented by kevin van laeken, bcba ... supervision process,...

Presented by

Kevin Van Laeken, BCBA

This training program is based on the BACB

Supervisor Training Curriculum Outline, but is offered independent of the BACB.

8-Hour Supervision

Training Course for

Behavior Analysts

© BehaviorAnalystSupervisor.com, 2014

The following curriculum/study guide/outline follows directly from the BCBA Supervisor Training Curriculum

Outline, available at the BACB: bacb.com

website. The outline itself is the property of the BACB, Copyright © 2014 by the

Behavior Analyst Certification Board,® Inc. (BACB).


http://bacb.com/wp-content/uploads/2015/05/supervisor_curriculum.pdf

After January 1st, 2015, only individuals who complete a training experience based on the curriculum outline are permitted to supervise individuals pursuing the BCBA or BCaBA credentials, or practicing BCaBAs. You must also complete this training if you are supervising RBTs. Behavioranalystsupervisor.com is a Type 2 A.C.E. provider, eligible to offer this supervision training based on the curriculum outline. The cumulative duration of training must be at least 8 hours (this training is designed to be completed in 8-12 hours).


Upon completion of this 8-hour training and the final quiz, your certificate will be automatically generated. A BACB certificant number (BCBA, BCBA-D, or BCaBA) is required. Receive an 80% on the final assessment (you may take the test items as many times as necessary). A certificate of completion will be automatically generated and sent to you that confirms 9.5 hours of “Type 2” continuing education units.


The following guide involves completion of the aforementioned exam and assumes that you have thoroughly reviewed this curriculum. By reading, listening, following and completing this training you will have opportunities to describe or demonstrate practical competence in the areas below. The links, exercises, demonstration tasks and suggested readings below are intended to assist in developing supervision practice, knowledge and skills.


As you read through and listen to this training outline, you will notice links and demonstration tasks. It is highly recommended that you take the time to view these links and complete the demonstration tasks with your own examples. Those wishing to review this training further or receive feedback prior to taking the test may contact us at [email protected] Let’s get started...


mailto:[email protected]

Before we get to the outline: Many have asked about supervision hours and how to count them correctly. For a thorough review, please visit your BACB Gateway at: http://www.bacb.com and login to the modules. Here’s my summary of the most common, fieldwork experience hours: 1. Completion of BACB modules and the start of the first BACB-approved course must be completed prior to starting supervision. 2. You may meet for a maximum of 3.0 hours for every 2 week period (30 max fieldwork hours/week x 5%). 3. This means a maximum of 1.5 hours per week. 4. The minimum – that would count - would be .5 hour per two weeks (10 fieldwork hours x 5%) 5. Supervisees have 5 years to complete experience 6. I usually meet for 1 hour per week with supervisees (instead of 3 hours every two weeks), both for sanity’s sake and to offer some flexibility. This equates to 75 weeks of straight supervision.


http://www.bacb.com/

The Purpose of Supervision A. The supervisor should be able to describe the following reasons for effective, evidence-based supervision: To facilitate the delivery of high-quality services that result in client improvement The assessment of “high-quality” may rely on the perceptions of the supervisor and supervisee. These perceptions may come from the supervisor’s experience, observations and feedback given from the supervisee during supervision sessions. The supervisee may also have perceptions that are shared during the supervision process, but may be less openly expressed due to the supervisee/supervisor relationship.


The definition of “high-quality” will come more naturally (and measurably) from the measurement of client improvement. A supervisor should expect to receive data about the supervisee’s clients that are able to show behavioral change. ABC records, interval recording data, and frequency scatterplots are examples of documents that might be received prior to or during behavioral intervention. Graphing or other presentation of target behavior change and/or alternate behavior increase are excellent ways to determine client improvement.


Video of supervisees working with clients also provides an opportunity for the supervisor to observe the client demonstrating skills acquisition. Client improvement is, of course, not always immediate. Data provided by supervisees that does not indicate success may be an opportunity for the supervisor to assist in understanding factors that may be maintaining target behaviors such as:


Intermittent reinforcement of the target behavior being reduced

Problems with the fidelity of the intervention plan

Supervisee skills deficits

Target behavior is not well-defined

Intervention plan addresses an incorrect behavior function

Incorrect or inappropriate interventions


To develop behavior-analytic, professional, and ethical repertoires in specific areas of behavior-analytic practice as specified by the BACB’s current task list. The Professional Disciplinary and Ethical Standards, and Guidelines for Responsible Conduct for Behavior Analysts is now The Professional and Ethical Code for Behavior Analysts


The BACB’s 4th edition task list has described the exam content since January of 2015. Take about 30 minutes to review the task list now and determine areas that are, or may be a focus of the supervisee’s area of practice as well as those in which you as a supervisor might need some “refreshing” 4th edition task list http://bacb.com/wp-content/uploads/2016/03/160101-BCBA-BCaBA-task-list-fourth-edition-english.pdf

The task list is also available in several languages. The Professional and Ethical Code for Behavior Analysts will also be enforceable, January 1st, 2016: Professional and Ethical Code http://bacb.com/ethics-code/


http://bacb.com/wp-content/uploads/2016/03/160101-BCBA-BCaBA-task-list-fourth-edition-english.pdf

http://bacb.com/wp-content/uploads/2016/03/160101-BCBA-BCaBA-task-list-fourth-edition-english.pdf

http://bacb.com/ethics-code/

After reviewing the 4th edition task list: Do you understand the list well enough to define, model and teach to mastery? Are there parts of the task list that you’d like supervisees to concentrate on? How will you develop training tools for supervisees to demonstrate competence in these areas? How can you incorporate the Ethical Code into your supervision?


The supervisor should address the task list during supervision and assess the supervisee’s understanding of these concepts. Check for understanding using supervisee descriptions, examples and demonstrations. Explain, model, practice and offer feedback where necessary. The task list provides an opportunity for the supervisee to explain necessary foundational knowledge and to gain understanding into behavior analytic principles and techniques. Many of the tasks required of a behavior analyst will be part of a supervisee’s coursework. Practice in mastering these skills requires constructive feedback from a qualified supervisor. For example, task list item I-04, asks behavior analysts to use the full range of functional analysis procedures. A supervisor should ensure that a supervisee is able to use indirect and direct observation methods as well as experimental manipulation:


Indirect Functional Assessment Screening Tool (FAST) http://www.adapt-fl.com/files/FAST.pdf

Interviews with those knowledgeable of the client Frequency, Duration, Latency data

Reinforcer or Preference Surveys Scatterplot and frequency data taken by

others on target behavior


http://www.adapt-fl.com/files/FAST.pdf

Direct ABC event recording Interval and/or momentary time sampling

procedures Frequency, Duration, Latency data Ratios


Experimental manipulations Deciding on the need for experimental

manipulation Determination of the appropriate functions to

assess and time intervals Alone, attention, avoidance/demand and

free-choice/play (control) situations


Item J-09 on the 4th edition task list, requires a consideration of ethical and practical concerns when selecting behavior intervention designs. The following are some (not all) considerations: Is there an immediate need for intervention that would

preempt the use of control conditions or reversal designs?

Is there social validity in changing the target behavior or in implementing the proposed plan?

Is a cusp/pivotal behavior considered? Does the intervention use positive punishment, and if

so, have ethical considerations been addressed? Does the intervention design take into consideration the

staffing and materials available? Is there sufficient natural environment reinforcement to

maintain any progress made during intervention?


In addition to reviewing the task list, supervisors should take some time to review the Professional and Ethical Code for Behavior Analysts. This is found on the BACB website: http://www.bacb.com/ The Behavior Analyst Board enforces the ethical standards, beginning in January of 2016.





To guide behavioral case conceptualization, problem solving, decision making, and

assistance seeking of the supervisee

This area will likely involve a majority of the time spent with a supervisee. This simple outline standard, in fact, may encompass most, if not all, the others. The questions or guidance that supervisees seek often involve technical, ethical and practical knowledge. Training and feedback are essential to develop skills and maintain high standards. Some examples may illustrate this point.


Xavier is currently working as a Behavior Specialist. Within supervision, he asks for help in devising a plan for a student with self-injurious behavior whom he sees once each week. The student is diagnosed with autism, is 15 years old and likes to drink cola. Xavier targets the SIB and describes two topographically different behaviors that may also serve separate functions…


Xavier asks about how to better determine behavior functions: You, as the supervisor, might model and teach

experimental manipulations specific to this case You need to discuss ethical considerations of doing the

above You may be able to suggest from discussion that all

available evidence points to an automatic/sensory stimulation function

Xavier wants to use cola as a reinforcer: Exploration of other preferences or reinforcers might be

recommended A discussion and description/demonstration of how any

reinforcer might be applied to this situation (DRO? DRI? DRL?) may be necessary.

You learn from Xavier that the student’s teacher will not allow soft drinks in his classroom and decide to inform him that his plan may not receive necessary support.


Xavier has a plan in place, under which stimulus control has been demonstrated. However, requests are more often iterated to change the student’s placement because it’s “not working”: Advise Xavier on his professional and ethical

responsibilities to the client and guiding his response to the intervention team

Help Xavier to use data in his advocacy You may suggest that Xavier attempt to understand the

underlying motivations and communicative meaning of “not working”. Addressing these concerns directly may reduce or eliminate requests.

Again, the point is that guidance to supervisees usually involves true consultation on a variety of issues besides a specific, answerable question.


• To improve current repertoires of the supervisee • To maintain beneficial repertoires of the supervisee • To model effective supervision practices for the supervisee For those skills already in a supervisee’s repertoire, observation feedback is most effective in both maintaining and improving performance. When observing supervisee performance, the supervisor has the chance to offer in-vivo correction or suggestion. Following feedback, a supervisor is able to then determine mastery through the supervisee’s practice. Further constructive feedback as well as good ol’ fashioned verbal praise for correct responses will help to maintain skills. Offering feedback allows for correction. Mastery practice allows for skill demonstration. Reinforcement of correct skill demonstration increases the likelihood of continued mastery. Reinforcing correct responses (or shaping) and feedback both model effective supervision.


B. The supervisor should be able to describe the following potential outcomes of ineffective supervision: Below are some examples that illustrate potential effects of ineffective supervision.

• Low-quality services to clients that result in lack of client progress or harm Mira is a supervised BCaBA. In her weekly supervision sessions, she spends the majority of the time telling her supervisor about the “office politics” in her workplace and complaining about the bad behavior of the clients that she works with. Her supervisor listens with understanding and agrees that people can be very difficult to work with. Mira’s supervisor has not asked for intervention data, nor assisted her with case conceptualizations.


• Poor-performing supervisees with insufficient practice repertoires John is a newly hired behavior interventionist and BCBA candidate who now works in an in-patient facility for older adults. He keeps finding new ways to ask his supervisor for help in modeling task analysis and implementing skills acquisition; to no avail. His supervisor responds by referring to journal articles on the subjects and saying, “You just break the skills down and then teach them. It’s not that complicated. Don’t worry, you’ll figure it out.”


• Poor-performing supervisees unable to problem solve and make decisions in novel or unfamiliar situations Molly just received her Master’s degree in behavior analysis. She is excited to finish her supervision and receive her BCBA, although she is also quite insecure in her application of the skills and concepts that she has learned. In order to escape her feelings of inadequacy, Molly prepares for her bi-weekly supervision meetings with a long list of client and case-specific questions. Her supervisor simply tells Molly what to do in each case and provides feedback in the same manner.


• Supervisees who do not become effective supervisors in their own practices Chunhua has been teaching at a university for 11 years. She is, by all accounts, very competent and knowledgeable in her position. She is seeking her BCBA-D certification and begins supervision with the belief that she must simply complete the supervision hours as quickly as possible and does not see value in the supervision process for herself. Her supervisor, a professor at another university, simply signs off on an hour of supervision each week without attempting to teach supervision skills.


• Supervisees who engage in unethical behavior Kemi is a BCBA and the director of a behavior analyst group that provides behavior analysis and intervention across three counties. He will be supervising registered behavior analysts (RBTs) in his employ. Among the many things that he learned from his supervisor are that clients don’t often know what they actually want or need; they need to be told. Kemi also learned that in order to “keep the peace”, an interventionist should implement plans that make life easier for the parents of those he serves. Even if it’s not necessarily in a client’s best interest, parents will terminate services if you don’t help them - and then the client doesn’t get any services. Kemi is hoping to apply this knowledge to his organization.


II. Important Features of Supervision The supervisor should be able to

describe or demonstrate the following components of effective, evidence-based supervision:

The following section is based on the “BACB Experience Standards”, as published in the September 2012 BACB newsletter. Please take some time to read the newsletter here: http://bacb.com/wp-content/uploads/2015/07/BACB_Newsletter_9-12.pdf


http://bacb.com/wp-content/uploads/2015/07/BACB_Newsletter_9-12.pdf






• Establishment of performance expectations of both supervisor and supervisee The establishment of goals for both supervisor and supervisee are necessary and useful. The particular goals will vary for each supervisee and the work environments of which they are a part. Goals may also change over the course of supervision as the supervisee either meets stated objectives or determines others to take precedence. In addition, a supervisor may have expectations for all supervisees and, through experience, have some goals in mind that supervisees may not have thought of.


Some goals and expectations may be delineated in the contractual agreement between supervisor and supervisee. A great place to begin is asking the supervisee what their expectations are. For example: 1. More completely understand the functional

analysis process 2. Become more proficient in the practice of

pivotal response training 3. Be able to discuss specific cases with supervisor

and receive advice and corrective feedback 4. To get me enough supervision hours and… Help me prepare for the BCBA examination


If a supervisee’s goals are behavior-oriented and generally advance their knowledge and skill, they may be the focus of most supervision sessions. There may be, however, some additional expectations required of the supervisee. Examples include: 1. Observation of supervisee using ABA with clients

(required) during each session 2. Tracking forms, FBA summaries, charts, etc. are

presented to the supervisor when appropriate 3. Supervisee demonstration of specific skills with

supervisor providing corrective feedback 4. Demonstration of knowledge base that includes the

latest Task List edition. 5. Reading book or journal excerpts and being prepared to

respond. 6. Studying with the supervisor for the BCBA examination. 7. Completion or surrender of requested forms.


Sometimes a supervisee’s goals may be inappropriate or irrelevant to supervision such as, “I want you to tell my school district that I know what I’m talking about”, or “Don’t give me any advice, because I’m already overwhelmed”, or “I wish that I had more BCBAs around me”. It is best to address appropriate goals early, as well as shape inappropriate goals into ones that are consistent with the framework of supervision. This not only reduces the potential for supervisor/supervisee conflict, but offers clear guidelines for proceeding.


• Description of how supervision will proceed according to the BACB Experience Standards (e.g., frequency of individual supervision, group supervision) The type of supervision and frequency will depend on the circumstances of the supervisee and activities that they perform. In brief, a supervisee will be participating in Independent Field Work unless enrolled in a university practicum program concurrent with supervision (more on this in a minute). BCBA candidates must complete the equivalent of 1500 hours of supervision and BCaBA candidates, 1000 hours. Independent Field Work supervision must occur for at least 5% of the hours worked. That is, 10 hours of ABA work must be supervised for at least ½ hour over a two week period. All work experience must include a minimum of 10

hours and a maximum of 30 hours. © BehaviorAnalystSupervisor.com, 2014

In the event that a supervisee is enrolled in a university practicum, s/he may accrue supervision hours more quickly. Rather than belabor the point and most likely confuse the reader, I direct you to the training modules offered through the BACB website. Lesson 2 in these modules explains the requirements in terms of “Experience Points” and reference charts are presented to clarify any confusion. If you haven’t already completed these, or have further questions, please login to BACB http://www.bacb.com/ (under ‘login” at the bottom of the screen) and scroll to the “Training” tab. Then, click on “Training Modules.”




• Description of potentially appropriate activities as described in the BACB Experience Standards The requirement for appropriate activities is that they be behavior-analytic in nature (per Baer, Wolf, & Risley, 1968: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980/pdf/jaba00083-0089.pdf and be related to the current Task List. This, in essence means that activities must align with the seven dimensions of applied behavior analysis. Anything that doesn’t, won’t count as appropriate. The chart on the next slide shows some examples and non-examples of supervisee activity.


http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980/pdf/jaba00083-0089.pdf





Appropriate Behavior-

Analytic Activities Doesn’t Count

Writing a behavior plan that reduces

kicking of others and increases social

verbal communication (Applied)

Copying more worksheets

Discussing and clarifying an operational

definition of the target behavior with a

teacher (Behavioral)

Completing an academic achievement test

Visually analyzing behavior change

intervention versus baseline data (Analytic) Reporting that “the medication must have

worked” after 3 months of behavioral

intervention

Designing Intervention Plans

(Technological) Contingency contracting for “good

behavior”

Describing an intervention in terms of

addressing function using a specific

negative reinforcement procedure

(Conceptual Systems)

Milieu therapy prescribed to improve

impulsive brain functions.

Setting goals with caregivers that increase

the use of a behavioral skill (Effective) Teacher survey results indicate a slight

increase in satisfaction when given more

teaching assistant time

Evaluating whether alternate/replacement

behavior is continuing at home and/or work

(Generality)

Talking in session with a student about their

feelings on drug use and abuse. © BehaviorAnalystSupervisor.com, 2014

A summary of the seven dimensions of applied behavior analysis is available in many places. The Behavior Analysis Association of Michigan (BAAM) lists these: http://www.baam.emich.edu/baammiscpages/baamsevendimensions.htm Take some time to analyze the above examples (or ones that you invent) and determine if they could meet all seven or not. Keep in mind that these principles are necessary for effective application, even though some of our attempts to intervene may lack some of these seven dimensions. Inappropriate activities are the ones for which the alignment with these dimensions is not possible. For example, “Talking in session …” above is not appropriate because it doesn’t plan for changes in other environments or behaviors.


http://www.baam.emich.edu/baammiscpages/baamsevendimensions.htm



• Description of competency tests of understanding How will the supervisor be satisfied that the supervisee has acquired a skill or demonstrated understanding? As a supervisor, you will be determining satisfactory progress. You will need to provide formal or informal communication to supervisees on how they will be judged to have met a standard. Most often this is accomplished through verbal communication on what the expectation will be and the procedure for learning. An example would be requesting data from a supervisee’s recent behavioral intervention with an expectation that the data will be presented in a line graph to the supervisor and its interpretation provided to the supervisor, who will then offer corrective feedback and/or praise. Most often, competency testing is informal, because each task, concept or procedure may require a distinct expectation. A formal assessment may be part of a comprehensive analysis of many skills or ones that are of particular important in the opinion of the supervisor.


• Development and review of contractual agreement of the nature of supervision and performance expectations Prior to any experience, a written contract must be signed between the supervisor and supervisee. No contract; no supervised experience. Not written or signed = no valid supervision experience. You must have a contract before experience can begin. I stress this point to ensure clarity. There are sample contracts http://bacb.com/supervision-requirements/ for three common settings that were produced by the BACB, as well as supervisor requirements. Even if you have developed your own contract, I highly suggest that you use the format provided in the sample contracts.


http://bacb.com/supervision-requirements/




Any contract must at least include:

Include an attestation that both parties will adhere to the BACB Guidelines for Responsible Conduct for Behavior Analysts and the BACB Disciplinary and Ethical Standards (Now the Profession and Ethical Code)

Include a description of the appropriate activities and instructional objectives; and

Include the objective and measurable circumstances under which the supervisor will sign the supervisee’s Experience Verification Form when the experience has ended; and

Delineate the consequences should the parties not adhere to their responsibilities (including proper termination of the relationship; and

Include a statement requiring the supervisee to obtain written permission from the supervisee’s on-site employer or manager when applicable; and

State the responsibilities of the supervisor and supervisee


Additional practical considerations will likely also include: A statement indicating the type of supervision being

offered (individual or group) Frequency and duration of supervision Nature of supervision such as web-based or in-person The cost and payment methods that are acceptable A statement regarding the confidentiality of materials and

how these are handled How and what skills will be assessed Any other expectations that a supervisor wants to make

explicit


• Assessment of initial skills of supervisee - Interview - Observation The assessment of a supervisee’s skills usually begins with an understanding of the person’s educational and employment history and current experience. A conversation often gives a supervisor a good idea of where to start when looking and listening for use of terminology, experience in specific tasks, completion of behavioral coursework and familiarity with experience standards. A formal interview is an excellent tool to use, especially when beginning to supervise. This provides structure for the session, models good supervision practice, helps to set expectations for supervision and allows for the supervisor to use forethought. Observation of the supervisee is also possible, but does require the supervisor to determine what will be demonstrated and to outline how mastery is achieved.


Below is a sample initial interview from the supervisor’s perspective, beginning with the exchange of pleasantries: “What is your knowledge of the items within the 4th edition Task List?” “Have you registered with the BACB on their website and completed the training modules?” “Tell me about your familiarity with conducting functional behavior assessments, and other experience.” “I will expect to receive charts, forms and other data for our supervision sessions. What kinds of data tracking do you have experience with? “ “What behavioral change interventions have you been involved in? What was your role?” “What are your goals for supervision?” “As a part of supervision, I must directly supervise you working with clients. This can be in person or via web or video. How best do you think that this could be accomplished?” “What questions do you have of me at this time?”


• Behavioral skills training of supervisee - This will be covered in the following section

• Scheduled observations that may include in-vivo, video, web-based, computer-assisted observations - Before, during, and after training As a supervisor, you will meet from as much as twice per week to as little as once every other week (for continuous supervision). This may be in person or with the assistance of video and the internet. It will be up to you, as a supervisor, to make expectations clear as to what will be considered an acceptable observation and to provide feedback to the supervisee during supervision and after training.


• Review of written materials developed by the supervisee, including written plans, data sheets, and reports Part of the meetings that you have with your supervisee will need to include a collection and analyzation of data. This may be interviews, preference assessments, direct observation of supervisee skills, scatterplots, data triangulation charts, baseline data, etc. You, as a supervisor, will need to not only examine this data, but offer corrective feedback to supervisees in how to interpret the data and where to go from there. In keeping with ethical code it is often necessary to suggest intervention alternatives that are less invasive, use reinforcements over punishments - especially positive reinforcement, and that target socially valid behaviors, attempting to maximize client independence.


• Ongoing scheduled supervision meetings - Individual

- Meeting with supervisees alone, whether in person or remotely.

- Group - Meeting with more than one supervisee per

session. This is efficient, but remember that no more than half of supervised experience may originate from group supervision.

- Web-based, computer assisted - May be necessary in rural areas or preferred

when it is not feasible to meet in person.


• Performance evaluations (formal & informal) of the supervisee - Meetings Offering evaluations of supervisee performance serves to improve supervisee skills and keep the goals of individual supervision within focus. During each supervision meeting or during scheduled times, an informal evaluation can take place. Supervisees can receive feedback on previously stated goals and perhaps change these or develop new goals. The supervisor should also make time to, at least, ask the supervisee if there are any unmet supervision expectations and discuss changing the nature of supervision to include these.


- Written evaluations Written evaluations are also useful, especially when both parties have initially stated supervision expectations at the onset of supervision. It is highly recommended that supervisees’ initial supervision goals are recorded in quantifiable terms and that the supervision contract states the supervisor’s expectations prior to entering into an agreement. In this way, both parties are aware of how supervision is likely to proceed. Both parties are also able to refer back to these written statements to review performance. Often, supervision goals and expectations will change as supervision continues. A relationship is developed in which both parties learn to understand the communication style, competence and “flow”. This may change the nature of interaction accordingly. For instance, a supervisee may not know what goals to list initially and come to focus direction only after several supervision sessions. Often a supervisee’s knowledge and confidence improve and the passing of the BCBA exam becomes a more primary focus of supervision. A supervisor, also, may change focus throughout supervision. For example, a supervisor may begin by targeting acquisition of 4th edition task list knowledge only to discover that the supervisee has demonstrated this understanding. Alternatively, a supervisor may more fully understand a supervisee’s area of interest and steer the supervisee to another supervisor with more experience in that particular area.


A supervisor may wish to include a vehicle for evaluating supervision experience for the supervisee. This could take place during supervision, but more naturally occurs at the completion of supervised experience. The point of this written evaluation is for the supervisor to receive constructive feedback from the supervisee, without the supervisee fearing some retribution from the supervisor for negative comments. The supervisor will need to be able to incorporate whatever feedback is given so that future supervisees will receive higher quality support. It should be noted that the point of offering such evaluations is not to encourage “Five Star” ratings that serve to support a supervisor’s ego, but to improve the supervision process.


III. Behavioral Skills Training A. The supervisor should be able to describe and demonstrate the following components of behavioral skills training of the supervisee: • Provide a rationale for why the target skills are to be trained • Provide a succinct, written description (instructions) of the target skills • Provide a detailed, vocal description (instructions) of the target skills • Demonstrate (model) each of the target skills • Require supervisees to practice (rehearse) each target skill • Provide positive and corrective feedback to supervisee • Repeat the previous step until supervisee performs each target skill correctly • Assess application and generalization of skills to new targets, clients, and settings, when appropriate


III. Behavioral Skills Training A. The supervisor should be able to describe and demonstrate the following components of behavioral skills training of the supervisee: Review the next two examples carefully:

Example #1: Discrete Trial Training (DTT) Why is it important? It’s used a lot, mentioned a lot and you may be asked to do it or train someone else to do it. Besides these practical reasons, DTT is very useful in explicitly teaching a targeted skill such as learning to match items of like colors, or identifying letters, numbers or words. I will include the basics of DTT here, but you should know that many variations are possible depending on the desired skill, method of presentation, method of expected response, inter-response time allowed, etc. There may be many details in setting up discrete trials. The main idea, however, is to reinforce correct responses and to correct other responses toward the correct (desired) response. Through these principles and repetition, a client/student will learn a particular skill. Once mastered, these skills may be built upon or generalized to other settings or tasks.


Discrete Trial Training Written description: DTT must include an SD, prompt (usually), client response and consequence. Using these basics, there are many ways to present, prompt, and offer consequences. In essence, an examiner must decide how to present the task, what prompting will be used, what the form of a correct response is and how to reinforce or correct a response. There are added considerations such as the inter-trial interval and how to deal with non-responsiveness or ambiguous responses. Again, variations abound. This is one example:


Discrete Trial Training

SD: Cleared table top with only three small plastic bears;

green, red and yellow. These are centered relative to the student/client and approximately 8 inches from the client’s edge of the table and 6 inches apart from one another. Prompt: Examiner reaches to plastic bears out of sight and holds up a red bear in sight of client for 3 seconds while saying “find red” and then placing the red bear in front of the student on the edge of the table. A correct response is the student placing the bear nearest them within 1 inch of the bear of the same color.



Incorrect response: Examiner places the red bear next to

the other red bear on the table, saying “red”. Still grasping the bear, the examiner then returns it to the edge of the table in front of the client, releases it, removes his/her hand from the table and repeats the verbal prompt, “find red”. Allow for a correct response. Ambiguous response: Should the client fail to respond in 5 seconds, place the bear next to all the bears in sequence, touch the stimulus bears, engage in self-stimulation, etc., this should be treated as an incorrect response except that no recording of the trial is made until one correction procedure (above) is completed. Allow for a correct response. Correct response: Once the client puts the red bear within the proximity of the other red bear, the examiner immediately says “Yes, red” with enthusiasm. The three stimulus bears are then shifted to the examiner’s right, with the right-most becoming the left-most and the same prompt given. 5 consecutive correct responses will also result in a token given to the student (previously taught generalized reinforcer)



Verbal explanation: The supervisee should encourage the supervisor to clarify any confusion or “what if” questions. The supervisor will explain the procedure carefully, while also giving the supervisee some advice on what to look for and how to react.

Modeling: This can be performed in conjunction with the verbal explanation as the supervisor models the procedure. Demonstrate the entire sequence of events using an incorrect, an ambiguous and a correct response.


Discrete Trial Training Rehearsal: Have the supervisee practice the skills after studying the procedure and presenting materials appropriately.

Positive and Corrective Feedback: During rehearsal, stop the supervisee to provide positive praise for correct responses. Provide corrective feedback and ask the supervisee to repeat the step with immediacy when necessary.

Repeat: Continue to model, rehearse and provide corrective feedback and positive praise until the supervisee has demonstrated mastery to the supervisor. A mastery criteria may be determined (or predetermined) by the supervisor.



Assess application and generalization: See if your supervisee’s mastery with you will also generalize to using DTT with clients, in other situations or when the DTT procedure is changed. When possible, determine if skills mastered by a supervisee’s client are given opportunities to be used in other settings, with other people or with less prompting, etc. Very little client progress may necessitate changes to the expected response, prompting level, reinforcer, differential stimulus or all of the above. Conversely, client mastery of the skill may indicate that generalization is ready to be attempted.


Here is another skill example:

Momentary Time Sampling (MTS)

Why is it important?

It is one of the best ways to gather data on the occurrence of behavior when directly observing target behavior. While whole-interval recording tends to underestimate the occurrence of behavior and partial-interval recording tends to overestimate it, momentary time sampling generally tends to do less of either and may provide a more accurate estimate of behavior occurrence.



Written description: Choose a time interval (15 seconds in this case) and a data recording sheet to track frequency. Include the time and date of observation; beginning and end. At the end of each 15-second interval, record whether the behavior is occurring at that moment. Then, begin another 15-second interval.



Verbal explanation: Explain to the supervisee that the data sheet using 15-second intervals will need enough space for 4 data points per minute, or 240 recording per hour. The supervisee need only record whether the target behavior is occurring at the end of each interval. One occurrence of behavior may last much longer than 15 seconds. The supervisee should be instructed that recording is unaffected by this. As long as the target behavior is occurring at that moment, an event is recorded as occurring even if it is a continuation of one occurrence. Other considerations may be also recording other aspects of the behavior such as duration or other aspects of the environment such as prompting or consequences. These are often difficult to attend to, given the time constraints, without frequent practice. Supervisees should also be assisted in gleaning information from the aggregate data. A rate may be expressed such as behaviors per hour (e.g., 42/hour), or target behavior occurrence as a percentage of the observation time (e.g., 25% of the time). This will also be an opportunity to discuss whether MTS appeared to over or under-estimate target behavior occurrence.



Modeling: A supervisor can model MTS by observing clients directly or indirectly. It can also be demonstrated by the examiner choosing a supervisee behavior and role-playing to show how and when data is recorded. Another option is to watch video of human behavior together and model the tracking of a variety of behaviors using the same video (about a 5 minute video seems to be sufficient). In each case, the supervisor should model and narrate the procedure.



Rehearsal: Supervisees then need a chance to record behavior while the supervisor is able to monitor the process. Using recordings or supervisor behavior allows the supervisor to more accurately record and review the occurrence of behavior. The supervisor and supervisee will need to synchronize the beginning of recording in order to have the same outcome.

Positive and Corrective Feedback: During rehearsal, the supervisor should provide corrective feedback. This is one good reason to have pre-recorded behavior to review as a supervisor is able to pause, rewind or move forward and ensure that corrective feedback is effective.



Repeat: Modeling, verbal narration, supervisee rehearsal and corrective feedback are repeatedly combined until the supervisor determines that the supervisee has mastered the skill, along with other considerations already mentioned. Positive and Corrective Feedback:

Assess application and generalization: Following the initial training, supervisors should provide an opportunity for supervisees to practice MTS in other environments and show continued mastery, as well as answer questions that may arise after supervisees have practiced.


Training of behavioral skills can be performed in-person or by remote means; in group or individual settings. As long as the supervisor can be satisfied with the supervisee’s skill demonstration, no particular setting or medium is necessary.

• Consider the format and develop a template for a particular behavioral skill of your choice on the next slide.

• You may want to refer to your model for the exam subsequent to this course.


Your Skill

Why is it important?

Written description:

Detailed verbal explanation:

Modeling:

Rehearsal:

Positive and corrective feedback:

Repeat:

Assess application and generalization:

Demonstration Task #1


B. The supervisor should be able to describe the following formats for providing behavioral skills training: • In person - Role-play assessment - In-vivo assessment • Through visual media such as video, computer, and web-based technologies - With individual supervisees - With a group of supervisees


C. The supervisor should be able to apply behavioral skills training across relevant skill areas including, but not limited to, those outlined in the task list. Examples include: • Fundamental behavior-change procedures The http://bacb.com/fourth-edition-task-list/ delineates 21 fundamentals of behavior change. Take a few minutes to imagine some situations in which the following behavior change procedures have been, or might be useful:


http://bacb.com/fourth-edition-task-list/







Procedure Application

Example: Extinction Eliminating attention given for

“blurting out”, while providing

attention for raising one’s

hand. OR

Reducing tantrums

functionally related to gaining

access to ice cream or other

edible reinforcers.

Task Analysis

Shaping

DRI

Positive and Negative

Reinforcement

Chaining

Demonstration Task # 2


Procedure Application

Example: Errorless learning Teaching a child to complete a 7-step

procedure when arriving to school.

Manipulation of antecedent events

Use high-probability (“high-p”) requests

to demonstrate behavioral momentum

Premack principle

Matching Law

Group contingencies

• Specialized procedures

Take some more time to consider the following specialized

procedures and situations in which they might be best applied.

Demonstration Task #3


• Data collection and analysis A supervisor should have a familiarity with a variety of data collection procedures for direct and indirect observations along with experience in analysis of the data collected. Some of the more useful ones (in my humble opinion) are listed: MTS, whole/partial interval recording Frequency, duration, rate ABC event recording behavior pathway charting scatterplot functional assessment screening tool: http://www.adapt-fl.com/files/FAST.pdf Rate calculation Natural environment rate of reinforcement Baseline collection Visual analysis Line graphing







• Case conceptualization This is, for me, the most exciting and continuously

interesting part of supervising, along with problem solving. In order to conceptualize, you need to gather information from your supervisee. When you ask relevant questions such as, “Are there times or activities when this behavior does not occur?” or “Are you interested in how often the behavior occurs, or are you talking more about trials-to-criterion?”, you are better able to help consult with your supervisee. In addition, you are also modeling the behavior analytic approach to analyzing a particular behavior and environment. A supervisee - properly reinforced, of course - will be able to approach operationally defining, measuring, function-based assessments, environmental variables, behavior planning, etc. with a logical, behavior analytic approach.


Mary Jo, your supervisee begins to tell you about a new case. She explains that she spoke with a classroom teacher who reports “aggressive and acting-out” behavior in one of the students. It’s been noted that the behavior occurs only in one class; math. Records show no indication of this behavior having occurred in previous years. Mary Jo asked the teacher to complete a FAST: http://www.adapt-fl.com/files/FAST.pdf. The assessment seems to indicate adult attention as a major function of the behavior, although Mary Jo has doubts about the accuracy of this particular teacher’s reporting. Now, in order to assist Mary Jo in understanding and responding in this case some APPROPRIATE/inappropriate strategies might be employed:





-ENCOURAGE MARY JO TO OPERATIONALLY DEFINE THE BEHAVIOR, PREFERRABLY WITH DIRECT OBSERVATION. -tell Mary Jo that this sounds like a case of attention-seeking behavior and that she should write her implementation plan with this in mind. -get Mary Jo to talk to the principal about this teacher’s effectiveness since it’s most likely his fault. -DIRECTLY OBSERVE AND RECORD THE ANTECEDENT AND CONSEQUENCE AROUND EACH INSTANCE OF THE TARGET BEHAVIOR.. © BehaviorAnalystSupervisor.com, 2014

• Problem solving Problems are like weeds; they spring up without invitation in places they aren’t wanted. Knowing that there will always be some problems can actually be helpful in reducing frustration over their presence. The best “weed killer” that behavior analysts have is the science of ABA. Two very common issues in providing effective behavior change are problems in plan development and problems in plan implementation. There are too many specific issues to mention all of them, but most can be placed into one of these broad categories.


Data are the best way to understand what is, what isn’t and what direction it’s moving. For example, raising one’s hand may be targeted for increase without positive result. Perhaps approximations of hand-raising are not being counted. Perhaps the environment encourages making comments without hand-raising (which is easier than raising one’s hand). Perhaps teacher attention is punishing to the student-in-question. Perhaps the rate of hand-raising has reached the natural environment’s rate of reinforcement. In all of these cases, further collection of data provides more clues as to the nature of the problem and how to address it. Initial data collection may also contain the answer to some of these problems, as may be the case for determining that teacher attention is punishing, using ABC event recording.


Plan implementation and plan drift can be combated by ensuring that key parts of the plan are present, as well as modeling, corrective and positive feedback checks. I like to employ checklists to determine if a plan is being implemented correctly. The reason for this is that anyone associated with plan implementation or supervision is able to determine the presence of the items on the checklist without needing to know other details or aspects of the plan. For example, a plan that includes use of a visual schedule and reinforcement for use of this might have a checklist as follows: Visual schedule posted on wall in activity center Client approaches schedule and verbalizes next activity or is prompted to do so Client receives praise and access to the activity contingent

upon checking the schedule At the end of an activity, client removes completed activity

icon and places in a “finished” folder or is prompted to do so.

Client is offered a choice from preferred activities list and allowed 15 minutes to engage with this activity/item when completing the step above. Verbal praise may also be present.


When a staff member, supervisor or administrator sees the previous slide’s checklist, they are easily able to determine if one or more of these necessary pieces is present or missing. The staff member can then take appropriate measures to ensure that the plan is being followed.


Problem Solving, continued… We discussed that problems usually come in two main groups, plan implementation and plan development. In plan development, we may have incorrectly identified the target behavior, chosen the wrong dimension to measure, hypothesized a function that turns out to be incorrect, designed a plan that is not relevant to the natural environment, etc.


• Decision making Making decisions usually starts with identifying the behavior targeted for change. Deciding what behaviors are socially relevant, how to measure them and how to intervene are major parts of the process. Once a behavior is targeted and tracked, decision making generally needs data in order to drive decisions. Further collection of information may be necessary prior to making a decision, although most decisions necessarily come from an analyzation of data. Without this, decisions may be inconsistently effective, arbitrary and even harmful. ABA is driven by data.


• Resource seeking (e.g., facilitating additional consultation, mentorship, collaboration) Anyone gaining or maintaining certification will need to seek out information to learn and/or maintain knowledge and skills. One of the most effective and easy ways to obtain information is with search engines. Specific topics or general can be found in a vast array. And people have contributed much of their time and effort into putting information into your hands for your use. Joining state and local professional organization also may provide a resource for consultation or discussion. Other certificants are generally available, for a fee, to consult on their areas of expertise. Textbooks are also a good source of information to refresh one’s memory or provide a greater understanding of a topic. Journal articles provide a base of knowledge and continue to help influence the practice of ABA. The point, I believe, is to continue to seek to improve your own understanding and practice of behavior analysis.


IV. Delivering Performance feedback A. The supervisor should be able to describe and demonstrate the following components of performance feedback: • Positive feedback involving contingent, descriptive praise. This seems self-explanatory and pedestrian to mention it, but it remains important to offer contingent praise for correct action. From a simple “Yes” immediately following a correctly completed discrete task or a pat on the back, to providing a short description of the behavior that was correct. An example might be, “I like how you included these four options considered before deciding on an intervention for this behavior.”


• Corrective feedback - Provide an empathy statement - Describe ineffective performance - Provide a rationale for desired change in performance - Provide instructions and demonstration for how to improve designated performance - Provide opportunities to practice the desired performance - Provide immediate feedback


Include the steps above in correcting supervisee mistakes. If, for example, a supervisee were attempting to provide errorless learning with most-to-least prompting for a child to trace their name, but waited for the child to incorrectly complete the entire task without interrupting, a supervisor might say: “I know it’s difficult to interrupt what Joe is doing when you see him working so hard at it, but you need to provide a more involved prompt as soon as you see an error so that it can be learned correctly. As I watched you work with him, I noticed that he started his ‘J’ at the bottom. I want you to start by holding the pencil with him and starting at the top. Do all of the letters nice and slowly (about 10 seconds per letter) with hand-over hand assistance. Then start another sequence with hand-over hand and allow Joe to take over. Correct immediately if there is an error or if Joe doesn’t continue for 3 seconds or more. Insert praise when he starts in the right position and upon completion. Go ahead and I’ll watch.”


• Follow-up In the previous example, after the supervisee demonstrated mastery, the supervisor would follow-up in the next session with asking the supervisee to again demonstrate the skill, or continue to follow-up over a longer period of time to ensure maintenance.


B. The supervisor should be able to describe the following ways of providing feedback: • Vocal Easiest way for most to communicate which includes not only the word content, but emphasis, intonation and tone. Vocal feedback also offers the opportunity to have a back-and-forth exchange with a supervisee. • Written Written feedback, such as e-mail, are useful for providing targeted praise or correction and providing information in a basic outline. Because it lacks the interactiveness of vocal communication (unless you’re “chatting”), written communication lacks some details that make communication less effective. Anyone who has ever reacted to an e-mail or had others react to yours, understands that people may perceive meaning where none was meant or the meaning may become distorted from its intent.


• Modeled Modeling a skill or task is an excellent way to improve upon written or verbal instructions. Supervisees often understand an idea better after they can see what is expected, rather than simply hearing or reading about it. Modeling should include written and/or verbal feedback so that a supervisee understands the necessary procedures. • Video Providing video feedback can be a bit like all of the previous modes, without some of the benefits. You can give verbal instructions in video, although they must be specific because this mode of communication lacks the ability to clarify in conversation. A video can provide visual supports, data, mapping, checklists, etc., much like written communication. Modeling is another useful way to use video feedback to help clarify a procedure or skill.


• Graphic Graphic feedback most likely needs to include some written or verbal addition to explain or clarify. Graphics can be used to follow-up on previous conversations or sessions such as a behavior pathway chart with instructions given to a supervisee after discussion of the salient points of the document. • Self-monitored Much like the checklist mentioned above, supervisors may want to have supervisees use a self-monitoring system to remind them of procedures, ensure that they are following a plan or providing a structure for decision-making, for instance. A self-monitoring system is only useful when supervisees are honest with their self-review and the tool is referenced for purposed of improvement.


• Formal (e.g., in scheduled situations such as pre-arranged meetings) These scheduled meetings are as formal as the supervisor expects. A clear agenda with specific goals and timelines will make the meeting more formal. • Informal (e.g., ongoing, on-the-job) Again, the formality of the session is dependent upon the supervisor. Frequent and very brief feedback (either praise or correction) characterizes an informal meeting. In general, attempt to increase the positive feedback during informal meetings. If for no other reason, you may become an SD for correct behavior.


V. Evaluating the Effects of Supervision The supervisor should be able to describe methods to evaluate supervisory effectiveness: • Evaluation of supervision based on client performance - Objective measures of client behavior addressed by services (e.g., graphic display of client performance) This is the best way to evaluate client performance. - Interviews and direct observations of client and caregiver satisfaction with services (e.g., social validity / satisfaction questionnaires) - Matching observations and evaluation methods to the client goals and setting Beginning with each client or behavioral issue, the goals stated for change should continue to match the ways in which a supervisee is implementing a plan and tracking progress. If these don’t align, goals may not be addressed, or some other behavior may improve as a result, or the target behavior becomes worse. Whether a client improves is usually a good measure of supervision’s effectiveness. Graphing collected data can provide for a visual analysis and asking for feedback from either the client or caregivers may also give some insight into the effectiveness of supervision.


• Evaluation of supervision based on staff performance - Objective measures of direct observation of staff behavior addressed in training and supervision - Interviews and direct observations of staff satisfaction with training and supervision - Matching observations and evaluation to the supervisee’s goals and setting Supervision usually begins with an opportunity to set goals for the supervisee and to learn about their field experience or practicum setting(s). Being able to refer back to these goals throughout and at the end of supervision provides a way for staff to evaluate whether these goals have been met. Interviewing staff members with specific questions may also provide some useful feedback to supervisor and supervisee. Also, being able to directly observe an improvement in staff’s performance, provides a way to determine if supervision has helped to shape behavior of staff members.


• Evaluation of supervision fidelity based on evidence-based, intervention specific criteria for supervisory behavior - Specification of supervisory performance criteria - Self-observation of supervisory performance - Peer observation of supervisory performance - Mentor observation of supervisory performance The first place to start is the development of specific supervision performance checks. These may be part of a supervisor’s contract with all supervisees, or may be verbal or less formal. Examples of supervision performance criteria are providing positive praise for expected behavior at least 5 times during sessions, ensuring that supervisees demonstrate mastery of a skill with independence or making sure to encourage supervisees to engage other professionals and gain experience in a variety of settings. Once a supervisor has set a few goals for themselves, they may want to periodically check that they continue to meet these, or have a peer/mentor observe their performance and provide feedback to the supervisor.


VI. Ongoing Professional Development A. The supervisor should be able to describe the following methods for his/her ongoing professional development as a supervisor: • Creating a continuous learning community to enhance supervisory and training behavior • Regular review of resources and research for best practices in supervision • Supervisory study groups • Attending conferences • Seeking peer review • Seeking mentorship • Regular review of resources and research relevant to supervisee’s area of practice • Seeking consultation when necessary


The above outlined points are a good guide to self-evaluate a supervisor’s own professional development progress. As mentioned, there are many web sites and information that others have presented for dissemination to the larger ABA community. Check to see what you have or can contribute to the ongoing science and practice. Do you belong to professional organizations, attend conferences, ask for others to evaluate you, seek out research on relevant topics or obtain consultation, especially when dealing outside of one’s general experience or practice?


B. The supervisor should be able to describe the following methods for the ongoing professional development of the supervisee: • Creating a continuous learning community to enhance behavior-analytic skills • Regular review of resources and research for best practices in applied behavior analysis • Creating study groups and journal clubs • Attending conferences • Seeking peer review • Seeking mentorship • Seeking consultation when necessary


The self-evaluation on the part of a supervisor can help formulate how to communicate these ideas to a supervisee. How can the supervisee become a part of the ABA community? What are they able to contribute? A supervisor can direct supervisees to websites and journals in order to find information relevant to the supervisee’s practice. A supervisor should encourage supervisees to join professional organizations, attend conferences, and to ask for help and advice from others.


This training program is based on the BACB

Supervisor Training Curriculum Outline, but is offered independent of the BACB.

REFERENCES Iwata BA, Deleon IG, Roscoe EM. Reliability And Validity Of The Functional Analysis Screening Tool. Journal of Applied behavior Analysis, 271-284.

The End (almost)

When you’ve fully reviewed this curriculum, proceed to the next page

(upper right corner of your screen) There are some supplementary materials for you to

use and/or review.

Finally, you’ll then be directed to the final quiz. Once you’ve passed the quiz at 80% proficiency, your

certificate will be automatically generated. Thanks.


presented by kevin van laeken, bcba · presented by kevin van laeken, bcba ... supervision process,...

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