| 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? |
|---|---|---|
Certainly in regards to client treatment, although I feel the trainee responded appropriately. | At the next supervision meeting or sooner if possible. | Maybe some strategies in managing her emotional responding to not need to step out, and maybe some communication role-plays to empower the trainee in explaining and providing feedback to individuals less trained with the procedures. |
The trainee should have stopped the punishment procedure immediately | Immediately | professional problem solving and taking ownership of their actions when a client is in their care |
No | During the next supervision session, review how to professionally and ethically respond to conflict with other staff members | |
trainee is doing her job. and this was handled by seeking other professional input and assitance | this might be debrief and follow up with Q and A | conitnue to current training |
This response is an example of exemplary ethical and professional behavior. It preserves client safety, maintains treatment integrity, and demonstrates appropriate advocacy within the supervisee’s role. | For this scenario, feedback should be delivered promptly, ideally in a verbal debrief immediately after the event, reinforced later in structured supervision meetings, and documented in writing. This approach both rewards excellent ethical and professional behavior and provides a learning opportunity for continued growth. | Even though this supervisee’s performance was ethical and professional, additional training in crisis management, ethical decision-making, conceptual problem-solving, and applied practice will ensure she is prepared for increasingly complex situations. |
The trainee’s response was appropriate and aligned with ethical and professional standards. The trainee recognized that the substitute teacher was not following the behavior plan and was implementing a contraindicated procedure, which could harm the client. By also recognizing her own emotional escalation and removing herself, she maintained professionalism and avoided further conflict. | The supervisor can review alternative strategies for in-the-moment advocacy, such as calmly restating the plan, referencing written documentation, or identifying pre-established school protocols for handling such situations. | Additional training could focus on collaboration and advocacy in multidisciplinary settings, including how to effectively communicate with school staff who are not following behavior plans. |
No, overall the response was appropriate. The trainee recognized the situation was escalating and that the teacher was not following the behavior plan. Instead of continuing to argue or making things worse, she removed herself and sought help from the appropriate staff, which helped resolve the issue. | Feedback can be given after the situation in a supportive way. The supervisor can acknowledge that she handled it well and also review how to advocate for the client in the moment while still maintaining professionalism. | Training on advocating for treatment integrity and communicating with school staff would be helpful. Also reviewing steps to take when others are not following the behavior plan. |
Yes, in all three ways, but specifically from an ethical and treatment program perspective | Immediately - consultation with teacher about potentially not having substitute return, and training on what to do in potential future situations | Modeling, hypothetical situation quizzes, BIP trainings |
All 3 | ASAP | Advocating for your client's plan/program |
The trainee's response does not seem to be deemed problematic. The trainee advocated for the client and the BIP. Once that was ignored, the trainee analyzed her own feelings/bias towards the situation and immediately asked for help from the team. | ||
The staff response was correct. Staff should not argue with a classroom teacher. | Feedback in understanding this staff perspective but also reassuring them that engaging school site staff was an appropriate response. | I think support in collaborative efforts when in other people's classes, ensuring there has been adequate site level training for the students behavior plan |
No | N/A | None; this response is appropriate |
Yes, the substitute teacher needs to follow the behavior plan. | The supervisor should deliver feedback in the moment and intervene. | Identifying appropriate coping skills and asking for help. |
Yes | Privately | Model |
Yes, the trainee should have intervened sooner. | Immediate feedback to correct the response and prevent it from occurring again. | Training on collaboration with school personnel, rehearsal of problem solving skills |
Yes | Immediately | I would allow the BCBA deal with this teacher. |
This was an appropriate response in that she did not let her own emotions get in the way and got the appropriate person to help ensure that her client's care plan was implemented while the substitute was in the classroom. | immediate feedback on how they did the right thing for their client. | Maybe some antecedent strategies or things that may have been done to help prevent this |
No | At the next supervision sessions | Additional scenarios |
No however the trainee should inform their BCBA of the situation as soon as possible | none | none |
potentially violates confidentiality (depending on if the program has consent to know the info about the client), but also is advocating for the client. could also be problematic if the RBT left the client in an unsafe situation to go talk to the office | as soon as possile | maybe confidentiality, communication with other professionals |
No, there is not ethical concerns. | The supervisor may suggest other methods for communicating with the novel adult in the future, but otherwise the RBT handled the situation the best they could. | N/A |
no | Provide praise for seeking assistance | n/a |
No, the response was largely appropriate. The trainee attempted to advocate for the client by trying to intervene when the substitute teacher did not follow the behavior plan and used a counter-indicated punishment procedure. Recognizing her own emotional escalation, the trainee chose to remove herself from the situation and seek assistance from the Special Education Lead. This response prioritized client welfare, professionalism, and appropriate escalation of concerns through the school’s administrative structure. | The supervisor could provide positive and supportive feedback during the next supervision meeting or shortly after the incident. The supervisor might reinforce the trainee’s decision to seek administrative support and maintain professionalism. The discussion could also review appropriate communication strategies when working with school staff and clarify the correct procedures for reporting concerns when a treatment plan is not being followed. | Collaboration and communication with teachers and school staff |
No, the trainee appropiately sought help from the administration. | Provide supportive feedback during the next supervision meeting. | Training on collaboration and communication in school settings. |
professionalism | ||
| 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? |
