KeepUp_RBT1

abuse of power

Be ethics

professionalism not following supervisor direction.

performance plan

Not hearing input and feedback for growth and implementing appropriate behaviors and actions while working

All situations must be documented and discussed with another person present

He is creating a hostile environment for others who are attempting to learn. He is not following supervisor feedback after multiple trainings and feedback

Have a PIP put in place and if not followed remove him as a supervisee

Treating your supervisor like an idiot. Teaching other supervises it is okay to undermine supervisor.

Reproach this with previous documentation. Go over the checklist, send an email with all the information discussed, possibly place them on probation or remove them from their client. Some form of punishment. Inform them they can also send documentation to the BACB.

Arrogance. Treating others with dignity and compassion.

Document rudeness. Perhaps the RBT is not aware others are noticing. Discuss ways to remediate.

Violates 2.03 - behaving professionally in all activities related to job and ignoring supervisor feedback

During independent supervision, discuss concerns and consequences if behavior goes unchanged.

Ethics Code 2.03 states that RBTs must conduct themselves in a professional manner in all work environments, including training. By interrupting and being hostile, the individual is not being professional.

Document all contact with the individual and opportunities to change behavior. If the problem continues to persist, place individual's group supervision on hold until they agree to a change in behavior.

That he is unable to take feedback and may act like this with clients, unprofessional.

Sit down and have an honest discussion of the behavior and implement a plan, report to the BACB if needed.

1.01 RBTs are honest and work to support an environment that promotes truthful behavior in others. They do not lead
others to engage in fraudulent, illegal, or unethical behavior. They follow the law and the requirements of their professional
community (e.g., BACB, employer, supervisor).
1.02 RBTs conduct themselves in a professional manner, are accountable for their actions, and make an effort to follow
through on work and contractual commitments. When commitments cannot be met, RBTs work with their supervisors to
address the situation in the best interest of clients.

Provide clear, direct, and concise feedback with documented examples of ethical concerns. Develop an improvement plan in accordance with BACB

Ryan faces significant ethical concerns due to his supervisee's persistent disruptive and hostile behavior during group supervision. The RBT's behavior, including interrupting, eye-rolling, and rude comments, violate professional conduct standards and create a hostile learning environment. This behavior disrupts the effectiveness of group supervision. Despite previous feedback and interventions, the problem persists, raising concerns about Ryan's supervisory effectiveness and the RBT's ability to receive feedback. While the RBT's behavior has not yet directly impacted clients at school, his overall unprofessional conduct raises concerns about potential future harm.

As the supervisor, I would address the RBT's disruptive behavior with a direct, individual meeting, restating professional expectations and ethics codes. Increased supervision and role-playing to learn about expected behavior would support the RBT's progress. If needed, written warnings, would follow.

The RBT’s arrogant and hostile behavior toward other supervisees raises several ethical and professional concerns, including:
1. Unprofessional Conduct (RBT Ethics Code 2.0 - Section 1.1 & 1.2)
• The RBT’s rudeness, sarcasm, and dismissiveness violate the expectation that behavior technicians should treat others with dignity and respect.
• Even if his performance with clients is strong, professionalism must extend to interactions with colleagues and supervisors.
2. Failure to Respond to Supervision (Section 3.05 - Responding to Feedback)
• The RBT has already received feedback and a structured checklist, yet continues to engage in inappropriate behaviors.
• Ignoring direct feedback from a supervisor is an ethical concern and may indicate a lack of willingness to learn and improve.
3. Impact on Group Supervision and Team Collaboration (Section 3.03 - Supervisory Relationships)
• The negative attitude disrupts group supervision sessions, potentially impacting the learning environment for others.
• This could lead to reduced effectiveness of supervision, resentment among supervisees, and a toxic learning environment.

If I were Ryan, I would take the following structured approach:
1. Direct Conversation with the RBT
• Schedule a private meeting to review previous feedback and discuss the ongoing concerns.
• Use clear, objective language:
• ✅ “I’ve noticed that despite our last discussion, interruptions and sarcastic comments continue during group supervision. This impacts others’ learning. Can you help me understand what’s going on?”
2. Develop a Remediation Plan (If Behavior Persists)
• Outline specific expectations for group supervision behavior (e.g., active listening, professional tone).
• Set concrete goals (e.g., zero interruptions for the next three sessions).
• Implement structured consequences and reinforcement strategies (e.g., additional 1:1 check-ins, formal warnings).
3. Document Everything
• Maintain written records of all feedback, meetings, and action steps.
• If the behavior continues to disrupt supervision, escalate appropriately (e.g., involve HR, reassess placement).
4. Encourage Reflection and Professional Growth
• Assign the RBT self-reflection exercises or additional professionalism training.
• Provide examples of constructive participation in group supervision.
5. Monitor and Follow Up
• Schedule regular check-ins to assess progress and reinforce improvements.
• If the RBT fails to improve, discuss potential disciplinary actions or a change in supervisory strategy.