| Was this response problematic with regard to ethics, professionalism, or the client’s treatment program? | When/how might feedback be delivered by the supervisor? | What types of additional training might improve this supervisee's performance? |
|---|---|---|
Yes. The trainee could have discussed the situation with her supervisor for guidance. | Next supervision meeting- problem-solving, building relationships, professionalism. | Effective Communication |
The substitute teacher should have allowed the trainee to provide behavior support to the student since he/she did not know the student or the details of their behavior plan as well as the trainee. The substitute teacher should have listen to the trainee when the trainee indicated the consequence provided was not consistent with the student's behavior plan. Depending on the trainee's responsibilities to the student and how the IEP / behavior plan was written, it may have been unethical or inconsistent with the plan to leave the student with the substitute teacher. | At the end of the school day or before school the next day, before the next session | How to share expectations with substitutes prior to behavior escalations. |
no | immediately | how to speak with substitutes when main teacher is not present |
professionalism concerns | review support systems for trainee. discuss a plan with additional support moving forward | increased check-ins and supervision temporarily |
no | provide examples of how to deal with conflict between other stakeholders | how to handle difficult conversations between other stakeholders overstepping |
Could be problematic. | at the next supervision meeting | Coordination of care and communication between services |
Yes | Next supervision | Enrolling the school administration for help before the teacher change |
The trainee attempted to address the substitute teacher directly. The trainee sought out additional in-the-moment support for them, the student and the substitute. | The supervisor could follow-up with an email explaining the professionalism of reaching out to an additional support to guide the team in the teacher's absence. | The supervisee might benefit from additional training in how to model or share about feedback with substitutes in the future. |
The scenario was problematic, the staff responded in a way to report the safety concern quickly. | Once supervisor is aware, feedback should be discussed about appropriate ways to respond in the moment and then document the follow-up, etc., | mediator training, emotional regulation in the moment of distressing situations, modelling appropriate skills while working with interprofessionals. |
yes | in person | review other types of responses |
While I think leaving the client, walking out is unprofessional, I do respect that the tech did not engage in an argument with the sub. | While this was not an immediate emergency situation, I would praise the tech for having reached out the school administration to help with the problem. In order for treatment in the school to be effective, it is crucial that the school be on board with the treatment plan of client. | Work with tech and school, teachers, etc. to make sure all are on board with the treatment plan |
No, unless it would've been appropriate for the trainee to get their supervisor when a sub was present | ||
Yes, this response was problematic. The trainee could have anticipated that there might be a problem with a substitute teacher since she doesn't know the student. The ethics code 1.09 states that RBTs follow through on obligations and contractual commitments with high quality work. Leaving the client and walking out of the room when the RBT is upset was not the best way to handle the situation for the client. | Feedback should be delivered during the next supervision meeting and possible a meeting set up with the school to lay out everyone's roles and responsibilities in the classroom. | A training on how to handle difficult caregivers could be very helpful. |
Problematic in regards to leaving client in the room when upset | Good for advocating clients needs, how can we handle it better | Advocacy for clients |
Ethical and in violation of the client's treatment program. The client's plan stated specific steps or directions to regulate the client. Punishment procedures are the last resort and used sparingly. The trainee should reach out to her supervisor for resolution. | The supervisor should acknowledge that the trainee attempted to follow the correct procedures and to get help. SHe should also reach out to her direct supervisor for support. | Additional training |
yes | at the next supervision meeting | review on what to do when encountering parties that are not part of the treatment team |
yes | during supervision session | professionalism, how to address issues and feel comfortable doing so |
Yes, the trainee should not have left the room unless it was necessary to do so. The trainee also should not have been in the room with an inexperienced teacher. | The trainee should receive instruction on how to handle differences within the classroom. | Education on ethical codes associated with a conflict. |
Yes | Teacher is not properly trained. | A review of ethics |
No? The supervisee attempted to interject and stop the further escalation but the teacher ignored. Getting assistance to support diffusing the situation was appropriate. The only potential concern that stood out was leaving the client with the teacher who was using inappropriate strategies. Supervisee should have first contacted supervisor? | Next meeting review steps for what to do and chain of communication. | Roleplaying and corrective feedback |
The response was problematic with regards to ethics and professionalism. The trainee left the client due to their own biases/challenges when they became upset and left the room. | Feedback needs to be delivered immediately. | Training related to supporting the best interest of the client by staying with the client and advocating for their needs, to do no harm. Training related to how to conduct themselves in a professional manner with teachers like the one in this scenario would also be beneficial for the trainee's future responses. |
yes. | as soon as possible during supervision meeting | bst for what to do in the future |
the trainee was correct the substitute teacher risked ethical concerns. | through an email | modules |
No | I would discuss with the supervisee to try and fill in a teacher on protocol prior to the start of the school day but I believe getting a supervisor was a great idea! | Only suggestion is speaking with teacher prior to beginning of class. |
No | ||
| Was this response problematic with regard to ethics, professionalism, or the client’s treatment program? | When/how might feedback be delivered by the supervisor? | What types of additional training might improve this supervisee's performance? |
