BACB Supervisor Training: What They Didn't Teach Us in Graduate School

1. BACB Supervisor Training: What They Didn't Teach Us in Graduate School R.M. “Duke” Schell, PhD, LP, BCBA-D NCABA Liaison to ABAI & NCABA BACB ACE Coordinator Director of Psychology, Riddle Developmental Center Melanie H. Bachmeyer, PhD, LP, BCBA-D NCABA Vice President Assistant Professor, Department of Psychology, UNC-Wilmington “This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB.” http://www.bacb.com/Downloadfiles/supervisor_curriculum.pdf

2. APBA-BACB Supervision Survey Results Now Available BACB Newsletter, September, 2012 Key Demographics • 81% female • 64% between the ages of 26 and 40 • BACB certification ◦◦ 64% BCBA ◦◦ 13% BCBA-D ◦◦ 11% BCaBA ◦◦ 12% pursuing certification Based on these data, approximately 23% of people certified or pursuing certification require supervision. That’s approximately 2500 certificants worldwide. How many are you supervising?

3. APBA-BACB Supervision Survey Results Now Available BACB Newsletter, September, 2012 Individuals Holding or Pursuing the BCBA Credential* • Most respondents met (or are meeting) experience requirements using the Supervised Independent Fieldwork option (compared to the Practicum and Intensive Practicum options) • Most respondents were supervised by 1-2 individuals ◦◦ Most supervisory interactions were “in person” • Most respondents obtained experience at 1-2 sites • Most respondents obtained experience with 1-2 populations ◦◦ Most common: individuals with Autism Spectrum Disorders • Most respondents rated supervisors as Excellent or Good for each assessed dimension (e.g., expertise in ABA, modeling ethical behavior, improving clinical skills) *Note: these narrative descriptions are identical to those holding or pursuing the BCaBA credential.

4. APBA-BACB Supervision Survey Results Now Available BACB Newsletter, September, 2012 Provision of Supervision Services • Approximately half of BCBA supervisors reported 5 or fewer years of ABA experience prior to supervising • Approximately half of BCBA-D supervisors reported 8 or more years of ABA experience prior to supervising • The vast majority of supervisors reported working with 6 or fewer supervisees • The vast majority of supervisors reported conducting “in person” supervision Sessions • The vast majority of supervisors reported having a formal professional relationship (employee or consultant) with the sites at which they supervised • There was little consistency in the fees charged for supervision services

5. Information from the BACB Regarding “Supervision” Guidelines for Responsible Conduct for Behavior Analysts The Guidelines document serves as a resource for consumers and professionals to use as a guide for practice, and research.  The Guidelines are not independently enforced, but they may serve as context for disciplinary complaints. Professional Disciplinary and Ethical Standards All certificants and candidatesmust comply with these standards. Complaints may be filed and sanctions may be issued based on these standards. Standard #6: Gross or repeated negligence, incompetence, misconduct , or malpractice in professional work…

6. Information from the BACB Regarding “Supervision” Disciplinary Action Section at BACB as of 7/1/14 that note Standard #6 4 Certifications or Eligibility Revoked: 1 of 4 note Standard #6 2 Certifications Suspended: 1 of 2 note Standard #6 151 Reported Disciplinary Actions: 57 of 151 note Standard #6 6 of 57 noting Standard #6 indicate “supervisor” or “supervision” 1 of 6 noting “supervisor” or “supervision” indicated: “Failure to properly supervise”.

7. 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 A supervisor is not required to provide Behavioral Skills Training for every item on the BACB Task list…or are they?

8. Complete the assignment as written. Behavioral skills training

9. Sometimes our spoken or written instructions just don’t work by themselves. Behavioral skills training

10. III. Behavioral Skills Training Activity: In small groups practice teaching a skill with feedback Example 1: delivering pointed praise for _____ (your pick) Example 2: creating graph from observation data using paper & pencil or graphing app like Excel Example 3: selecting a preference assessment format Example 4: observing in a classroom without disturbing the class Example 5: presenting graphed data in an interdisciplinary team meeting You can role play a supervisee and a supervisor in your small groups

11. III. Behavioral Skills Training 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 How many folks are using video, computer or web-based technologies? What are the guidelines for doing group supervision?

12. As supervisors we often know that our spoken and written words are sources of only weak control. As supervisors, do we really listen carefully to what our supervisees say to us? Behavioral skills training

13. III. Behavioral Skills Training Activity: Write up a scenario involving a role-play assessment Example 1: modeling “active listening” Example 2: describing everyday examples of positive reinforcement vs. negative reinforcement Example 3: selecting an observation system (e.g. frequency vs. duration) Example 4: modeling least-to-most prompts, graduated guidance (someone can role play a client in this one) Example 5: interpreting functional assessment data You can role play a supervisee and a supervisor in your small groups

14. III. Behavioral Skills Training 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 • Specialized procedures • Data collection and analysis • Case conceptualization • Problem solving • Decision making • Resource seeking (e.g., facilitating additional consultation, mentorship, collaboration)

15. III. Behavioral Skills Training Activity: Select one of the category of skills noted below and list supervisee behaviors that would be observed in the selected category of skills Example 1: Fundamental behavior-change procedures Example 2: Specialized procedures Example 3: Data collection and analysis Example 4: Case conceptualization Example 5: Problem solving Example 6: Decision making Example 7: Resource seeking (e.g., facilitating additional consultation, mentorship, collaboration)

16. BACB Supervisor Training IV. Delivering Performance Feedback 1.5 hour/75min: 1:30-2:45PM How many of you use annual performance reviews? Check out the next slide

17. Can you say “elicited aggression”. The (usually) unintended effects of punishment as part of supervisor to supervisee “corrective” feedback. Or said another way, how a supervisor can set the occasion for “postal” behavior. Delivering performance feedback

18. Recognition is perhaps the most available “reinforcer” that a supervisor has to give supervisees. Delivering performance feedback

19. 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 • 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 • Follow-up *Check out the next slide for a how not to give “corrective feedback”

20. How not to give “corrective” feedback. Have you ever been given “corrective feedback” ? What did it feel like? Delivering performance feedback

21. IV. Delivering Performance Feedback How to Give Diagnostic Feedback (Reid, Parsons & Green, 2011) Considered “formal monitoring” using a fidelity checklist Step 1: Begin the feedback session with a positive or empathetic statement. Step 2: Tell what specifically was performed correctly. Step 3: Tell what specifically was performed incorrectly. Step 4: Tell specifically how to correct what was performed incorrectly. Step 5: Ask the staff member if he or she has any questions about what was said. Check out next slide about staff motivation Step 6: Tell the staff member when the next feedback session will occur. Step 7: End the feedback session with a positive or empathetic statement. What are some differences between BACB & Reid et al? What is the most important step to you and why?

22. Do you ask your supervisees “what motivates you?” Do you ask that same question of yourself? Delivering performance feedback

23. RUH ROH, forgot the preference assessment! Do we know our supervisees’ preferred forms of “praise” or their “reinforcers”? Delivering performance feedback

24. IV. Delivering Performance Feedback Activity: Have groups of 3 write a fidelity check of “providing performance feedback” and review with each other. Compare with Reid et al “diagnostic feedback” protocol. Hint: The fidelity check should have 7 steps!

25. IV. Delivering Performance Feedback B. The supervisor should be able to describe the following ways of providing feedback: • Vocal • Written • Modeled • Video • Graphic • Self-monitored • Formal (e.g., in scheduled situations such as pre-arranged meetings) • Informal (e.g., ongoing, on-the-job)

26. IV. Delivering Performance Feedback Activity: Have groups of 3 role play giving diagnostic feedback with each playing a supervisee and supervisor with the third person giving feedback about how the “supervisor” did using the “diagnostic feedback” fidelity check. Fidelity check of a fidelity check ;-)

27. Relying on “threats” as a form of supervisor feedback. What are some side effects of this form of feedback? Delivering performance feedback

28. Do we sometimes “reward” good supervisees with “exciting new challenges”? Delivering performance feedback

29. How aware are we of our non-vocal “body language” behavior around our supervisees? Duke: The case of facial expression while doing parent training in a school-based clinic. Delivering performance feedback

30. Are there effective ratios of Positive to Corrective/ Negative feedback? For some supervisors, providing “positive reinforcement” may not be reinforcing. Why? Delivering performance feedback

31. Do you have some supervisees who are “addicted” to praise? How do we figure out how much “praise” a supervisee wants and in what form (vocal, written, alone, group)? Delivering performance feedback

32. What about the other extreme, a highly skilled supervisee that seems to need less “supervision”. There may be more skill maintenance and generalization than skill acquisition. How would you motivate the highly skilled supervisee? Delivering performance feedback

33. Ready for your test? The BACB Supervisor Training Module Cannot use excerpts from the training module per the BACB legal eagles  But maybe the next best thing…

34. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: What are the new requirements? A: As described in the September 2012 BACB Newsletter, effective January 1, 2015, anyone who supervises: an individual pursuing a BACB credential or the ongoing practice of a BCaBA must meet the following requirements: T or F: Hold a BCBA or BCBA-D credential (in good standing) T or F: Complete an 8-hour training based on the BACB Supervisor Training Curriculum Outline T or F: Complete an online, competency-based training module on the BACB’s Experience/Supervision standards. T or F: Supervisors will need to earn 3 CEUs related to supervision in each certification cycle beginning with the first cycle that begins on or after January 1, 2015

35. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: When may I take the supervisor training? T or F: A: Although you may take it any time, it will only count toward the new requirements if completed after you received your BCBA or BCBA-D credential. Q: May I earn CEUs by completing the supervisor training? T or F: A: Yes. Q: Is there a test on how to supervise? T or F: A: No. As mentioned above, there are two required trainings. Each of these will include demonstrations of competency within the training, but there is no separate test administered by the BACB.

36. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: How do I indicate that I have completed the new requirements? T or F: A: For now, maintain proof that you have completed supervisor training. In 2014, the Certificant Gateway will be modified to permit you to upload a PDF file of your training certificate or receipt. In addition, the Certificant Gateway will be updated to reflect your completion of the upcoming training module on the BACB’s standards at www.BACB.com. The Certificant Registry will then indicate your authorization to supervise. The supervision CEU requirement will be added to this process after it goes into effect.

37. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: May I satisfy the supervision CEU requirement by supervising someone’s practice? T or F: A: No. Similar to ethics CEUs, supervision CEUs may come from any acceptable continuing education category. However, supervision CEUs may not be earned by engaging in supervision activities, which are acceptable toward the Type 3 continuing education category. T or F:A: If supervision CEUs are met with Type 3 CEUs, they must come from acceptable activities other than supervising or being supervised (e.g., seminars, presentations, or conference events not offered by ACE providers or not offered for Type 2 continuing education).

38. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: May I satisfy both the ethics and supervision CEU requirements from the same event? T or F: A: No. A given CEU can be counted toward either the ethics requirement or the supervision requirement, but may not be double-counted toward both. For Type 2 continuing education events, the ACE provider should identify whether their events cover ethics or supervision content and for how many CEUs. Q: When will supervisees be expected to comply with the new limit of no more than 50% of experience hours in direct implementation of behavioral programs? T or F: A: Any experience obtained after the publication of the September 2012 BACB Newsletter should comply with this requirement. As of January 1, 2014 we will monitor (and may audit) applications to ensure compliance with this requirement.

39. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: If no more than half of the experience hours can be in direct implementation of behavioral programs, what should supervisees be doing for the remainder of their experience? T or F: A: Most of the other appropriate activities identified in the standards, including: • Designing and systematically monitoring skill-acquisition and behavior-reduction programs; • Overseeing the implementation of behavior-analytic programs by others; • Training, designing behavioral systems, and performance management; • Other activities normally performed by a behavior analyst that are directly related to behavior analysis such as attending planning meetings regarding the behavior analytic program, researching the literature related to the program, and talking to individuals about the program.

40. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: Does the 50% maximum apply to each supervisory period? T or F: A: No, this requirement applies to the experience as a whole. If you are currently accruing experience, you should take steps to ensure that you will have met this requirement by the time your experience is completed. Q: Does this requirement apply only to individuals pursuing BCBA certification? T or F: A: No, this requirement applies to all experience used to qualify for both the BCBA and BCaBA credentials.

41. Frequently Asked Questions about Changes to the BACB’s Experience/Supervision Policy BACB Newsletter, October 2013 Q: How am I supposed to document compliance with this requirement? What if I haven’t been keeping track of direct implementation hours vs. other experience activities? T or F: A: We will update the experience documents in the near future to include instructions for documentation this information. When we update the document, we will announce it at www. BACB.com and via Facebook and Twitter. For prior experience, we expect that most employment or supervisory relationships would include documentation and opportunities allowing for, at the very least, a reasonable estimate of the proportion of direct implementation involved in the supervisee’s activities (e.g., description of supervisee’s roles and responsibilities contained in a supervision contract and/or employment contract, timesheets, billing logs, job/position description, supervisor’s direct observation conducted throughout the experience). Ultimately, we will rely on the supervisor’s verification that this aspect of the experience requirements was met.