Sellers, Alai-Rosales & MacDonald (2016)
This research article is recommended reading by the BACB and provides analysis and application examples for each of the seven supervision ethics codes.
Read the article with special focus on applications to your situation and anticipated supervision contexts.
Summary of Recommendations
Below is a summary of applied examples and recommendations provided in Sellers, Alai-Rosales and MacDonald (2016).
Supervision Code | Applied Demonstration | Suggestions for Avoiding Violation |
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5.01 Supervisory Competence | Supervisor never conducted an FA, steers the trainee to use a descriptive assessment, gets function wrong and problem behaviors escalate |
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5.02 Supervisory Volume | Supervisor does well with supervision and gradually takes on more trainess/supervisees to a point where she can no longer manage and provide effective supervision |
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5.03 Supervisory Delegation | An RBT trained others in a program before being trained in training others |
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5.04 Designing Effective Supervision and Training | A supervisor is intimidated by a trainee/supervisee's age or confidence and does not implement all training components, such as modeling and rehearsal to mastery A supervisor allowing trainee to bill as behavior analysts |
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5.05 Communication of Supervision Conditions | An RBT does not make progress and the supervisor refuses to sign off on the hours - the RBT is confused because he was not aware that he was being evaluated or that a signature could be withheld |
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5.06 Providing Feedback to Supervisees | Feedback is not provided immediately following the observation and at the supervision meeting it is mentioned in a minimized way so the trainee never takes it seriously |
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5.07 Evaluating the Effects of Supervision | A supervisor misses that the staff are not finding the supervision training useful because she is only measuring their performance and does not ask for feedback (their performance improves because they sought help outside of supervision) |
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Ethics to-do
Sellers, Alai-Rosales and MacDonald (2013) provide analysis, application examples, and strategies for avoiding violations for each of the seven supervision ethics codes. Consider the many ways the article applies to your future practice of supervision and share an answer to the question below.
Rachel
5.6 Providing Feedback to Supervisees/Trainees
Not to over do praise – be comfortable in delivering difficult feedback
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Nicole
5.2: Supervisory Volume
Community of practice: Identifying other professional who can provide support and feedback with supervision problems
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SIMOS
5.6 Providing Feedback to Supervisees/Trainees
Immediate feedback following sessions-supervisions-observations
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Christine
5.6 Providing Feedback to Supervisees/Trainees
Be organized in documentation to provide written feedback and monitor progress.
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Katherine
5.6 Providing Feedback to Supervisees/Trainees
Providing feedback in a timely manner.
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Megan
5.2: Supervisory Volume
Organizational structures: A clear schedule that includes supervision responsibilities
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Alexandra
5.4 Designing Effective Supervision and Training
I will design my supervision to mirror the principles of ABA. This means I will use reinforcement, extinction, and shaping (mainly).
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Trina
5.6 Providing Feedback to Supervisees/Trainees
Provide feedback immediately following observation
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Krystle
5.4 Designing Effective Supervision and Training
Documentation and develop a sound method of organization
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Jordan
5.2: Supervisory Volume
be steadfast on the number of clients that i can effectively treat and hold the company to that.
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Karen
5.2: Supervisory Volume
Clear documentation, organization
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Emily
5.4 Designing Effective Supervision and Training
Regular checks of trainee performance, surveys for feedback on my supervision
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Nicole
5.1: Supervisory Competence
Refer supervisee to another supervisor with more experience in a particular area
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Alisha
5.2: Supervisory Volume
Don’t take on more than you can effectively handle
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Sydney
5.6 Providing Feedback to Supervisees/Trainees
Provide timely feedback.
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Bryant
5.2: Supervisory Volume
Delegate and seek support wherever possible.
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Victoria
5.1: Supervisory Competence
As a new BCBA I will ensure supervisor competence by only supervising in a multiple supervisor manager where trainees can be referred to other BCBAs at the agency who may have more experience in a certain area than I might. I will also make sure my supervision is reviewed by a senior BCBA.
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Samantha
5.2: Supervisory Volume
Scheduling supervisor responsibilities into calendar
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Christina
5.2: Supervisory Volume
delegate as much as possible
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Kristyn
5.2: Supervisory Volume
Have a clear schedule and understanding of how many clients I can take on within my limits
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