Board Certified Behavior Analysts' Supervisory Practices of Trainees: Survey Results and Recommendations

A Preliminary Investigation of a Tool to Measure BCBA Supervisory Behaviors

Board certified behavior analysts (BCBAs) are in high demand. However, given the fast growth of the field, most behavior analysts who serve as supervisors have recently been certified and thus, have had limited opportunities to refine their supervisory repertoires. Although supervision best practices have been a topic of frequent discussion in behavior analytic publications, little research has been conducted to empirically assess these recommendations with BCBA supervisors. One reason for the lack of research may be due to the scarcity of a method to systematically identify and measure supervisory behaviors. The Operant Supervisory Taxonomy and Index (OSTI; Komaki, 1986Journal of Applied Psychology, 71(2), 270-279, 1998) was developed to identify and categorize supervisory behaviors of effective supervisors in organizational settings. To demonstrate the feasibility of the OSTI with BCBA supervision, this study applied the OSTI with two masters-level students completing a verified course sequence (VCS) as a part of pursing their BCBA credential. Future directions for research and application of the OSTI as a measurement framework for BCBA supervisory behavior and behavior analytic training are discussed.

Unrestricted Learning Opportunities for Trainees in Behavior Analysis: A Survey of Current Practices

Individuals seeking certification as a board certified behavior analyst (BCBA) by the Behavior Analyst Certification Board (BACB) must meet certain eligibility requirements. In addition to passing the BCBA examination, such requirements include completion of a master's degree, behavior-analytic coursework, and supervised practical fieldwork. In accruing fieldwork hours, trainees must be provided with the opportunity to complete unrestricted activities. The BACB defines unrestricted activities as ". . . those that are most likely to be performed by a BCBA," and requires that 60% of fieldwork hours are comprised of these activities (BACB, 2022b). Fieldwork hours may be accrued across a number of different host sites (e.g., hospital units, schools, community locations), with each host site having different day-to-day responsibilities affecting how these opportunities are provided. Therefore, exploration of the provision of these opportunities and the barriers to providing these opportunities is warranted. The current study sought to determine the current practices involved in provision of opportunities to gain fieldwork experience hours towards BCBA certification; in particular, practices related to unrestricted fieldwork activities. Results indicate that, although unrestricted learning opportunities are often provided to trainees, contingencies present within the day-to-day operations of a clinical environment can be hampering. A discussion of the implications of these barriers and potential solutions are included.

An Organizational Model for Increasing Access to the Scholarly Literature

Incorporating literature into practice can help behavior analysts provide better services and achieve better outcomes. In addition, behavior analysts have an ethical obligation to remain current with the scholarly literature and to use it to inform services. Despite the merits of maintaining regular contact with the published literature, barriers exist to doing so. In this tutorial, we present a system that was created for a human service agency to increase practitioner access to the scholarly literature. The system consisted of an electronic search request form, a literature team, and a liaison. We present 7 years of data including the frequency of use, topics of interest, and other noteworthy patterns of submitter responding. We discuss the value of this type of system, limitations of its design, and considerations for practitioners who may wish to implement a similar system in their agency. We discuss modifications that could be made to fit organizations of diverse sizes and with different resources, while presenting ideas for improvement and expansion of the system.

Professional Skills for Behavior Analysts: A Survey on the Proficiency and Importance of Hard and Soft Skills

Individuals seeking certification as board certified behavior analysts (BCBAs) require training in both hard and professional (soft) skills. Trainees seeking certification complete coursework, supervised fieldwork experience, and a BCBA exam that assesses mastery of hard skills. However, training and mastery of soft skills is not as defined. BCBAs are also expected to maintain these skills throughout their career. Previous research has shown that soft skills are viewed as important by clients and their caregivers but are not consistently demonstrated from those providing services. Research also suggests that BCBA trainees may not consistently receive training on soft skills. The current study presents the results of a survey distributed to individuals who supervise BCBAs on the proficiency of hard and soft skills demonstrated by their supervisees. The results suggest future directions for the research and training of soft skills for current and future BCBAs.

A Survey of Barriers Experienced while Providing Supervision via Telehealth: Implications for Future Research and Practice

Telehealth is an acceptable service delivery mechanism for applied behavior analytic interventions and has led to positive outcomes for decreasing problem behavior and increasing skill acquisition in individuals with autism spectrum disorder. Literature regarding best practices for providing behavior analytic services via telehealth has increased; however, limited literature exists on training, best practices, implementation guidelines, and troubleshooting resources when providing supervision to supervisees via telehealth. Therefore, the purpose of this study was to understand the barriers to supervision via telehealth of BCBAs and those pursuing their BCBA credential. Following survey distribution and completion, participant data were analyzed for specific barriers encountered while providing behavioral supervision during telehealth and the strategies participants used to address or mitigate those barriers. Based on our findings, we also present troubleshooting resources and recommendations to help supervising behavior analysts prepare for and mitigate any supervisory barriers that may occur in the future.

Common Practices used to Establish and Implement Token Economies in Clinical and Instructional Settings: A Survey of BACB Certificants

Token economies are among the most widely used procedures in behavior analysis and research on token economies has spanned over 80 years. Several textbooks have outlined the essential components of token economies and suggested how they can be trained and implemented in practice. However, procedures evaluated in applied research can vary from how those procedures are implemented in clinical practice. It is conceivable that the way in which token economies are implemented in clinical settings does not resemble the procedures described in research and behavior analytic textbooks. We surveyed 255 board certified behavior analysts and board certified assistant behavior analysts about their commonly used practices when training and implementing token economies with individuals with autism and other neurodevelopmental disorders. Results suggest that certain aspects of token economies in practice often bear only superficial resemblance to how they are described in textbooks.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00800-5.

A Survey of Staff Training and Performance Management Practices: An Update

The field of behavior analysis has experienced marked growth in the number of credentialed professionals over the last decade. This growth may have implications for the quality of staff training, performance management, and supervision practices provided in human service settings. The purpose of this survey was to extend DiGennaro Reed and Henley (2015) by surveying credentialed and aspiring behavior analytic professionals on the staff training, performance management, and supervision practices available at their current place of employment. Three main differences were observed in relation to the findings of DiGennaro Reed and Henley. The current findings indicate notable changes in the demographic characteristics of survey respondents. In addition, we observed modest increases in the use of best practices for initial and ongoing training and performance management. Results also indicate several areas of concern regarding the provision of supervisory skills training. • Results revealed improvements in the percentage of respondents who received initial or preservice training compared to DiGennaro Reed and Henley (2015). However, employers primarily rely on instructions and modeling to train their employees. • Findings revealed greater reliance on asynchronous and synchronous online training modalities compared to DiGennaro Reed and Henley (2015). • Results revealed a slight shift in the percentage of respondents who reported receiving ongoing training compared to DiGennaro Reed and Henley (2015). In the present study, BCaBAs and RBTs generally received ongoing training; however, fewer BCBAs reported receiving ongoing training. • The reported use of performance management practices improved compared to DiGennaro Reed and Henley (2015). That is, a higher percentage of respondents reported being observed at work while carrying out their job responsibilities. • Of the respondents who supervise staff, less than half of them reported receiving supervisory skills training. And only half of those respondents reported that their training prepared them to supervise others.

Peer Feedback: Recommendations for Behavior Analysts' Training and Supervision

The increase in demand for behavior analysts in recent years has also increased the importance of effective supervision practices in the field of behavior analysis. A critical supervisory skill is performance feedback, which entails proficiency with two distinct, yet inseparable repertoires of technical and nontechnical skills. Supervisors report never receiving explicit training in feedback (Sellers et al., 2019) and graduate training programs provide little to no training in nontechnical skills (LeBlanc, Taylor et al., 2020b; Pastrana et al., 2018). As with any skill, to develop proficiency with feedback delivery and reception, trainees may require ample practice opportunities. One mechanism to provide trainees routine practice opportunities is to use peers as behavior change agents and peer feedback as an instructional method. The utility of peer feedback has been recognized in the organizational behavior management (OBM) literature (e.g., behavior-based safety interventions; Lebbon et al., 2012; Wirth & Sigurdsson, 2008), and has been used successfully in medical student training and evaluation for several decades. In the context of behavior analytic training and supervision peer feedback has yet to be established as a training method. Similarities in the behavioral and medical fields (e.g., significance of professional and interpersonal skills for successful therapeutic relationships) make the medical field a good model from which behavior analysts can learn. Using peer feedback in training and supervision for behavior analysts may provide trainees with similar benefits to those reported in medical student training literature.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-022-00761-1.

Supervision for Aspiring Behaviour Analysts in Australia: An Exploration of Current Practices, Challenges, and Opportunities

Effective supervision is a key component of the development of effective and ethical behavior analytic repertoires. However, the provision of supervision may be challenging in countries where behavior analysis is an emerging profession and there are few qualified practitioners. We conducted a mixed-methods survey study to examine the supervision practices of board certified behavior analysts (BCBAs) in Australia, and perceived challenges related to the provision of supervision. Respondents reported using a variety of supervisory practices to meet the demand for supervision, but a lack of time, resources, and geographical location posed challenges. Based on these findings, we provide several recommendations for addressing identified challenges. Although each recommendation has been contextualized to meet the needs of the Australian behavior analytic community, these recommendations may be useful in other parts of the world where behavior analysis is an emerging profession or there are few BCBAs to meet the needs of a growing behavior analytic workforce.

Designing A Successful Supervision Journey: Recommendations and Resources for New BCBA Supervisors

As of 2022, board certified behavior analysts who are certified for less than 1 year and have met the qualifications to serve in a supervisory capacity are required to meet with a consulting supervisor if they wish to supervise trainees' fieldwork experience. These guidelines establish a different supervisory level of accountability in our field, supervision for supervisors. Recommendations that are uniquely tailored for new supervisors and address the relationship between new and consulting supervisors have not yet been published. In this article, we share recommendations and resources with new supervisors. We extend current literature by outlining steps new supervisors can take and resources they can use to prepare for a successful supervision journey with their consulting supervisor and supervisees.

Paying for Supervision: Barriers, Solutions, and Opportunities

In some situations, those requiring supervision to meet Behavior Analyst Certification Board supervised fieldwork requirements, maintain certification, or get assistance with a difficult case or ethical dilemma may need to contract with a qualified supervisor and pay them directly. Although it is not considered to be a multiple relationship, the financial component does carry an inherent conflict of interest, which can create barriers to effective and appropriate supervision. In this article we propose a list of barriers that may arise in this particular supervisory relationship and potential solutions to manage each one, with a particular focus on supervised independent fieldwork. We also discuss unique learning opportunities that may arise from this situation that may be beneficial to both the trainee and supervisor.

An evaluation of the teach-back method for training new skills

There are several effective training packages (e.g., behavioral skills training, video modeling, and self-instruction packages) available to train staff. Despite their efficacy, these training procedures require substantial time or preplanning and resources to create materials. Teach-back, an empirically validated method used in the healthcare setting to enhance communication between clinicians and patients, does not require any preplanning or materials. However, this method has yet to be investigated in the context of training and supervision. The purpose of this experiment was to evaluate the efficacy of teach-back in training participants to implement preference assessments and a token economy. The teach-back method improved procedural integrity to at least 88%, and the addition of vocal-verbal feedback resulted in all participants achieving 100% integrity in all skills. We discuss the implications of these findings.

Evaluating Sources of Continuing Education and Professional Development Used by Behavior Analysts

Board certified behavior analysts (BCBAs) are required to accrue continuing education units (CEUs) every 2 years, and to regularly engage in professional development. Identifying sources of CEUs and professional development activities, what factors BCBAs consider when choosing them, and their preferences and opinions could help inform the provision of CEU and professional development activities. However, little is known about those collective sources nor the preferences of behavior analysts in obtaining them. We surveyed individuals certified as BCBAs or board certified assistant behavior analysts through the Behavior Analyst Certification Board mass e-mail service to identify trends in CEU accruement and professional development and factors driving individuals to certain sources over others. Respondents indicated they value and believe peer-reviewed articles, in-person conferences, and well-known speakers over less verifiable sources such as social media platforms (e.g., Facebook groups or podcasts). Implications for improving the accessibility of high-quality sources of CEUs and professional development are discussed.

Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching

The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.

Evaluating Professional Behavior Analysts’ Literature Searches

The first section of the new Behavior Analyst Certification Board’s Ethics Code for Behavior Analysts (BACB, 2020) includes the expectation that behavior analysts will maintain competence by reading relevant literature. The purpose of the current study was to evaluate to what extent professional behavior analysts search for and access the behavior analytic literature. A survey invitation was sent through the Behavior Analyst Certification Board and social media outlets at the end of 2020; 180 professionals responded. Roughly 80% of participants searched for research at least once per month. The top three online resources used were academic web search (72.7%), a university library subscription (65.6%), and the BACB research resource (65.6%). Forty-five percent of all participants indicated satisfaction with the research resources available to them. A series of independent samples t-test and analysis of variance (ANOVA) were conducted to determine group differences. Participants with doctorates searched more frequently and reported higher satisfaction and confidence across all tested domains. Participants using a university library reported more frequent literature searches, a higher skill level in conducting searches, more confidence in their ability to conduct a meaningful literature search, more satisfaction with the research resources available to them, and were more likely to report that the identified research would inform their practice.

Teaching Graduate Students to Identify and Adhere to Practicum Requirements

A critical component of becoming eligible to sit for the Behavior Analyst Certification Board (BACB) exam is the completion of fieldwork experience hours according to the BACB Experience Standards (2018). The accrual of experience hours must meet stringent criteria and is strongly recommended to be documented using the BACB Fieldwork Tracker. Thirteen graduate students in behavior analysis were taught to enter data into the BACB Fieldwork Tracker using mock fieldwork scenarios. Training was conducted using group behavioral skills training. The training occurred remotely using both synchronous and asynchronous components. Of the 13 participants, 11 showed improvement from baseline, and 10 met and maintained performance at mastery levels at the end of the study. Social validity scores indicated that most participants felt the training was helpful, and they reported lower levels of fieldwork accrual-related stress following training (81.8% and 72.7%, respectively). Limitations and areas for future research are discussed.

Acceptability and Feasibility of Virtual Behavior Analysis Supervision

The COVID-19 pandemic necessitated a rapid transition to virtual service delivery and supervision. This preliminary study examined acceptability and feasibility of virtual supervision for 94 BCBA/BCaBA trainees during COVID-19, including variables that affected perceived satisfaction, effectiveness, and supervision preference for this sample. Results indicate a decrease in accrual of direct client hours during the pandemic, with a third of participants reporting a decrease in individual supervision. In general, participants were satisfied with virtual individual and group supervision as indicated by high satisfaction domain scores and individual item means, with minimal overall change in satisfaction. Participants indicated preference for in-person or hybrid supervision and considered in-person most effective. In general, participants reported that virtual supervision was feasible and supervisors used best-practice strategies. We discuss variables that affected satisfaction (e.g., length of supervisory relationship), preference (e.g., age, services provided), and perceived effectiveness (e.g., time supervisor was a BCBA). We provide practical implications and recommendations for virtual supervision.

Supervision Behaviors of Board Certified Behavior Analysts With Trainees

The field of behavior analysis is growing rapidly, and high-quality supervision is essential to producing thoughtful and effective Board Certified Behavior Analysts. There is little empirical information about the behaviors that supervisors engage in to support trainees in developing critical skills. Therefore, our purpose in this study was to survey supervisors (n = 317) about their supervision practices to better understand how frequently they engage in recommended supervision practices and whether the frequency with which they engage in recommended practices is related to demographic characteristics. Our results suggest that there is wide variability in the extent to which individual supervisors engage in recommended practices, and that supervisors engage in practices more frequently for which there are concrete guidelines and supports in place (e.g., behavioral skills training). We discuss the implications of our results for supporting supervisors to engage in recommended practices and for future research.

Acceptance and Commitment Therapy and Relational Frame Theory in the Field of Applied Behavior Analysis: The Acceptability and Perspective of the Practicing BCBA

The acceptability and understanding of acceptance and commitment therapy (ACT) and relational frame theory (RFT) from the perspective of the practicing Board Certified Behavior Analyst (BCBA) are missing in the literature. It has been stated that our field has become stagnant and that the dissemination of the basic research on derived stimulus relations is lacking in its translation to applied work. A survey was used in the present article to collect data on practicing BCBAs' perceptions of ACT and RFT, their acceptability in applied work, and whether they are perceived to be within the scope of applied behavior analysis. The outcomes of the survey suggested a majority of BCBAs acknowledged that ACT is within the scope of ABA (n = 161, 53%), but they do not perceive it as being part of their personal scope of practice (n = 152, 50.16%). Additionally, the outcomes suggested BCBAs acknowledged that RFT is within the scope of applied behavior analysis (n = 190, 62.70%). Furthermore, the outcomes indicated that BCBAs were interested in learning about ACT (n = 275, 90.76%) and RFT (n = 275, 90.76%), although respondents stated the lack of sufficient training in ACT (n = 30, 19.10%) and RFT (n = 21, 19.27%) was a challenge to implementation in applied settings.