Supervision in ABA: Preparing Future Behavior Analysts in Professional Practice

Transcription

1 Supervision in ABA: Preparing Future Behavior Analysts in Professional Practice

2 Presented by: Susan A. Ainsleigh, BCBA-D Associate Professor and Program Director Graduate Program in Applied Behavior Analysis Bay Path University Longmeadow/ Sturbridge/ Burlington MA

3 Definition of Supervision Supervision is an intervention that is provided by a senior member of a profession to a junior member or members in the same profession. This intervention is evaluative, extends over time, and has the simultaneous purposes of enhancing professional functioning of junior members, monitoring the quality of professional services offered to clients, and serving as a gatekeeper to those who enter a particular profession (Bernard & Goodyear, 1998).

4 Top 10 Rules for Successful Supervision

5 Rule #1: Have a Plan (Curriculum) Identify desire outcomes Develop a Scope and Sequence of Supervision Experience in advance Connect Supervision content to classroom content Build in frequent practice (not just one time demonstration) Target mastery, fluency, generalization, and maintenance Course outcomes aligned with BACB Task List/ approved by Assessment Committee 4-semester scope and sequence Flexible syllabus, to allow for variations in settings and course sequence Supervision proposal individualized application with consents secured in advance Semester content outline Target skills Sample activities Proposed methods

6 Rule #2: Make a Schedule Schedule in advance 2 week supervision periods Account for breaks/ holidays Fixed meeting/ observation times May be in addition to intermittent, spontaneous opps Plan B/ cancellations

7 Rule #3: Make Thoughtful Supervisee/ Supervisor Matches Consider logistics Location Schedule Flexibility/ Availability Consider experience Dual relations be aware

8 Rule #4: Train Supervisors for Supervision Requirements of BACB and organization/ university Supervision methodologies Modeling Observation Feedback Ethical responsibilities

9 Rule # 5: Prepare the Supervisor and Supervisee for Supervision Develop and review a contract in advance Pre-Supervision/ Orientation Secure necessary consents Supervision Course Site Complete required training

10 Rule #6: Use a Variety of Methods and Select Intervention/ Methods & Match Method to Target Skills Didactic methods (lecture/ discussion) influence verbal behavior only; limited effect in generalized setting (DeNann, 1976; Jahr, 1998; McLannahan & Klantz; Smith, 1982) Role-play/ rehearsal: influence verbal and physical skills; more promising re: generalization (Jahr, 1998; Sarakoff & Sturmey, 2004) Modeling: successful with skill mastery, generalization, maintenance (Catania, 2009) Observation/ Performance feedback Successful with skill mastery, generalization, maintenance (with continued intermittent feedback) Codding, 2005

11 Different methodologies for different types of skills Non-verbal skills Using PECS Physical blocking Delivering a token Prompting Performance-based training Competency-based training Verbal Skills Describing steps of DTT Listing types of prompts Explaining phase 1 of PECS Lecture/ presentations Written materials

12 Methodologies, continued: Incorporate more modeling!

13 Methodologies (continued): Utilize Simulation Training for Extra Practice (or before implementation) Supervisor models the procedure/ provides opportunity for practice (in simulated setting) Effective at influencing behavior change in instructional setting; inconclusive re: generalization (Jahr, 1998)

14 Methodologies, continued: Provide Consistent Performance Feedback Continuous, frequent initially) Variety of formats Verbal Written / typed

15 Encourage Talk-Aloud (Target Verbal Skills and take the listener role) Development of verbal behavior critical Incorporate exercises requiring verbal behavior Talk aloud procedures Compare and contrast procedures

16 Behavioral Skills Training: Combining Methods for Effectiveness 1. Verbal description of target skill 2. Written description of target skill 3. Demonstration of target skill 4. Observation of performance of target skill 5. Feedback 6. Repeat until mastery 7. Observe in natural setting Miles & Wilder, 2009

17 Methodologies, continued: Plan and Use Direct Observation Meaningfully Select specific skills to observe Communicate expected performance Combine live (in-vivo) observation with video observation Compare performance to a standard Provide standard in advance Consider videotaping Replay and watch together

18 Rule #7: Use Short, Frequent Assessments of Performance (Including Independent Ratings) Session rating Rate performance during session Rate written assignments Rate professional and ethical behavior Incorporate direct testing

19 Rule #8: Assess Foundational Knowledge, Behavioral Concepts and Professional Skills Use a variety of measures Include independent measures Plan successively more difficult assessments Series of Foundational Knowledge tests Terms/ definitions Compare/ Contrast Scenario-based/ problem solving Comprehensive exams Graded each semester Criterion for additional supervision requirement included

20 Rule # 9: Document Consistently Prepare documentation procedures in advance Monitor quality and completeness of documentation Store and maintain documentation Experience Documentation Form (EDF) TPRA and Feedback Forms Grading Rubrics (midsemester and final) Exam scores

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22 Ross, Singer-Dudeck, & Greer, 2005

23 Rule #10: Measure the effect of Supervision Supervision is an intervention Effectiveness should be evaluated for continuous improvement and quality assurance Effective models and methods should be shared

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