The 21st Century BCBA Supervision Course Series
This course fulfills the 8-hour training requirement and is based on the BACB Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB. For more information, please see the BACB Supervisor Training Curriculum Outline (2.0).
This course contains BEHP1192, BEHP1194 and BEHP1225, along with material covering additional content areas.
You will not be permitted to use BACB CE credits earned in this course if you have already completed BEHP1192, BEHP1193, BEHP1194, BEHP1198 or BEHP1225 separately.
Individuals who have taken BEHP1122 (an earlier version of our supervision series) should not take BEHP1191.
Per the BACB, this course cannot be counted toward ethics.
This training program is based on the BACB Supervisor Training Curriculum Outline (2.0) but is offered independent of the BACB. This training is divided into seven modules, each addressing a critical area of supervision. Professional and ethical implications of supervision are discussed in detail by field experts with a variety of supervisory backgrounds.
The Purpose of Supervision— Jose Martinez-Diaz, Ph.D. BCBA-D; Allison King, Ph.D., BCBA
This course begins with a description of supervision and its role in the applied behavior analytic model of service delivery. The purpose of supervision is then discussed in regard tothe development of professional, conceptual, and ethical skill repertoires. Potential negative outcomes of ineffective supervision in the field are described and strategies to avoid these negative outcomes are listed. This course concludes with anecdotal examples of the importance of effective supervision provided by Dr. Jose Martinez-Diaz.
Important Features of Supervision—Corey Robertson, MS, BCBA
This course provides a comprehensive description of the features and requirements of supervision, according to the BACB Supervisor Training Curriculum Outline (2.0). Specific areas of focus include preparing the supervisory relationship, supervisory content and evaluation of competence for supervisees, and special considerations for supervision of trainees seeking BCBA or BCaBA certification.
Holding Effective Meetings—Shauna Costello, MS, BCBA
This course begins with a review of the OBM literature related to meetings. The functions of meetings are described according to LeBlanc and Nosik (2019), Shunky (1995), and other researchers. Specific actions to take before, during, and after meetings to enhance their effectiveness are then listed. This course concludes with a description of tools that can be utilized to develop, run, and continuously improve meetings.
Behavioral Skills Training for Supervisors—Kristin Myers-Kemp, PhD
This course begins with a brief description of Behavioral Skills Training (BST) and provides examples of skills that may be trained using BST with supervisees. The steps of BST are then listed and described. Procedures for delivering individual versus group BST are compared and contrasted, referencing special considerations during group implementation. Various formats of implementing BST are described, including the advantages associated with each approach.
Delivering Performance Feedback—Kelly Therrien, MS, BCBA
This course begins with a review of the BACB supervisor curriculum outline as it pertains to supervisory performance feedback. Performance feedback is then defined, and critical features of positive and constructive feedback are described. Techniques for improving the effects of feedback are described, referencing specific actions supervisors can take before, during, and after feedback delivery. This course concludes with a description of strategies to improve the supervisor-supervisee relationship to enhance the utility of exchanging feedback.
Evaluating the Effects of Supervision—Thomas Freeman, MS, BCBA
This course begins with a review of the BACB guidelines for evaluating the effects of supervision. Tools and procedures for evaluating supervisory effectiveness are then described in relation to client-based measures, supervisee-based measures, and supervision fidelity measures. Methods of evaluation, including performance monitoring and social validity assessment are then described in detail. Specific performance-monitoring techniques are described, and a supplementary diagnostic worksheet is provided to improve supervisee evaluations.
Ongoing Professional Development—Shauna Costello, MS, BCBA
This course begins by defining professional development as it relates to supervisors and supervisees. Professional development requirements for each level of certification are then described. Changes to the BCBA continuing education (CE) categories are described in detail, providing information on documentation methods. Implications of professional development to the advancement of the field are then discussed. This course concludes by listing ways to obtain professional development experience, referencing specific resources that offer unique opportunities.
What you’ll learn in the course and be able to do afterward
Describe why being an effective behavior analytic supervisor is important to the supervisor, supervisee, clients, and the field of behavior analysis
Describe the process of supervision, including supervising upcoming BCBAs and BCaBAs, and ongoing supervision of BCaBAs and RBTs
Describe the function of meetings in the supervision process and list critical features of effective meetings
Describe behavioral skills training, including using this training procedure for individuals and groups of behavioral practitioners
Outline strategies for delivering effective performance feedback, both constructive and positive, as well as how to receive feedback from your supervisees
Describe how to evaluate supervision using measures of client, supervisor, and supervision fidelity measures, with a focus on effective performance monitoring and social validity
Develop an ongoing professional development plan for supervisees, as well as one for the development of the supervisors themselves