I-01 State the reason for using BA supervision
Research on the outcomes of ABA treatment programs for children with ASD demonstrate that services by a BCBA
are associated with slightly better objective mastery for more experienced practitioner
Evidence-based supervision is
both performance-and competency-based
Research on the outcome of ABA treatment programs for children with ASD demonstrate that services by a BCBA
correlate with mastery of significantly more learning objective per hour
In general supervision involves
identifying and remediating poor performance
In general, supervision involves
identifying and remediating poor performance identify quality performance supporting quality performance all of the above
In general, supervision involves
identifying quality performance
The primary purpose for behavior analytic supervision of staff in human services and other agencies is to
maintain desired staff performance and support positive client outcomes
Research evidence suggest that children with autism spectrum whose treatment is supervised by a credentialed behavior analyst
master significantly more objectives than those whose treatment is not supervised by a credentialed behavior analyst
Ineffective supervision of developing practitioners
may cause harm to the client
Ineffective supervision of developing practitioners
may result in supervisees who are unable to problem solve or make decisions in novel situations
Ineffective supervision of developing practitioners
may result in trainees engaging in unethical behaviors
With reference to the number of years a BCBA has supervised ABA-based treatment for children with ASD, research indicates that
more years of experience is associated with a small, but significant positive impact on the mastery of learning objectives by children
Research on the outcomes of ABA treatment programs for children with ASD demonstrate that services by a BCBA
produce minimal positive effects when supervision hours beyond the recommended intensity are added correlates with mastery of significantly more learning objectives are enhanced with increased years of practitioner experience
The purpose of providing effective supervision of those preparing to become Board Certified Behavior Analysts is to
promote the delivery of quality services to the trainee's client improve and maintain a professional repertoire of the trainee maintain the behavior analytic skill repertoire of the trainee improve the behavior analytic skill repertoire of the trainee
Supervision of those preparing to become Board Certified Behavior Analysts may include
providing behavior analytic skills training to the supervisee guiding the development of case conceptualization and problem-solving skills of the trainee developing and communicating expectations about performance of the trainee on-going evaluation of the effects of supervisory practices on the development of the trainee
Supervision of those preparing to become Board Certified Behavior Analyst may include
reviewing and providing feedback on the written behavior analytic documents produced by the trainee observing the trainee's direct work with a client and providing feedback evaluating the outcomes on the trainee's delivery of behavior analytic services
A primary indicator of a highly motivated workforce resulting from effective behavior analytic supervision is
staff work enjoyment
Evidence-based supervision can be defined as using
supervisory actions that have been developed and demonstrated through applied research to effectively impact supervisee work behavior
In general, supervision involves
supporting quality performance
Supervision of those training to become certified behavior analysts refers to
the broad set of activities that constitutes ongoing oversight of a supervisee's work
Effective supervision is critical to the overall development of the field of behavior analysis because it facilitates
the delivery of quality services and the professional development of both the supervisor and the supervisee
Ineffective behavior analytic supervision of staff in human services and other agencies can be a factor in creating conditions for
unethical work behaviors in supervisees
For those pursuing certifications in behavior analysis, effective supervision practices are
well researched for teaching specific skills to practitioners, but little exists to inform overall supervision practices
