I-03

Assessing a supervisee's baseline level of conceptual knowledge and skills in behavior analysis

allows tailoring of the supervision experience to facilitate the development of a comprehensive practice repertoire;

Which of the following would provide initial information regarding a supervisee's knowledge about functional analysis?

asking te supervisee to give an example of each standard functional analysis condition

Goals in supervision should be

based on direct and indirect assessment information; developed collaboratively between the supervisor and supervisee; objective, measurable, and attainable

A supervisor observes a supervisee implementing various schedules of reinforcement over several days and recorded the accuracy of the trainee's implementation. Following the last observation, the supervisor met with the supervisee and they agreed on a goal for the trainee to obtain 1OA of 85% or better with the supervisor when implementing VI and VR schedules across three trials during the next month of supervision. In this instance the identified goal was

based on direct observations and developed collaboratively with the supervisee

In setting objective and measurable goals, effective goals must also balance the degree to which the goal is

challenging attainable

To evaluate a supervisee's skills in implementing negative reinforcement, the supervisor asks the supervisee to define and describe the term, provide an example and a non-example of the concept in practice, and

describe the use of negative reinforcement with a client or in role play

Methods for assessing supervisee baseline performance include

direct observation of a supervisee's skills covered in the BACB task list; asking questions about the supervisee's knowledge of concepts covered in the BACB task list; reviewing samples of the supervisees academic and professional writing; reviewing the supervisee's syllabi from courses in behavior analysis; completing checklists such as one that rates the superviees professional skills

Research in goal setting indicates that

high goals produce higher levels of responding compared to low or no goals.

Assessing a supervisee's baseline skills in behavior analysis is important for

identifying strengths and weaknesses conceptual knowledge and skills

Assessment of supervisee skills for those training in behavior analysis

includes the use of checklists and other informal data; is not based on a standard set of procedures; relies on strategies from the field of behavior analysis

Which example would provide useful information regarding a supervisee's skill in implementing planned ignoring?

observing the supervisee implement planned ignoring with a client

Which is an example of an indirect method of assessing supervisee knowledge?

reviewing a progress report written by the supervisee for a preschool child

Which is NOT an example of a direct assessment of supervisee skills?

reviewing a supervisees course syllabus on research methodologies; No-asking the supervisee to define and explain ollectiveism, determinism, and pragmatism

A supervisor reviews a supervisee's client progress reports, syllabi from the supervisee's Behavioral Assessment and Behavior Concepts courses and speaks with the supervisee's Director regarding trainings needs. The Director determined that the supervisee should have a goal to complete behavior interventions for 12 students in the classroom before October planning meetings. In this instance, the goal

was based on indirect assessment information; may not be attainable; was not a collaborative effort between the supervisee and supervisor; is not objective or measurable