Course Progress

Purpose of Supervision

Reasons for effective, evidence-based supervision

Potential outcomes of ineffective supervision

  • To guide behavioral case conceptualization, problem solving, decision making, and assistance seeking of the supervisee
  • To improve current repertoires of the supervisee
  • To maintain beneficial repertoires of the supervisee
  • To model effective supervision practices for the supervisee
  • Low-quality services to clients that result in lack of client progress or harm
  • Poor-performing supervisees with insufficient practice repertoires
  • Poor-performing supervisees unable to problem solve and make decisions in novel or unfamiliar situations
  • Supervisees who do not become effective supervisors in their own practices
  • Supervisees who engage in unethical behavior

Discussion Board

Write a scenario below that encompasses one of the points above. 

20 thoughts on “Purpose of Supervision”

  1. “To model effective supervision practices for the supervisee“

    I think what’s been great about my ABA experience as I look back is that I’ve taken a piece of every BCBA who has ever modeled effective supervision practices, with me into my new position. I’ve had the privilege to work with a variety of BCBAs that have all made their own practice unique, and it’s been fun to develop my own practice in this field and who I want to be in a supervision role to other RBTs.

  2. Instead of telling your supervisee directly what to do step by step, as a good supervisor, I should guide my supervisee to think and solve problem. This can also improve his/her repertoire.

  3. I think that in order to be an effective supervisor, I need to encourage supervisees to seek assistance when necessary, guide them in finding solutions for problems, and unable them to make proper decisions when confronted with problems. That way, supervisees will acquire the skills they need to become good supervisors and they will be able to provide services that are effective and ethical.

  4. Supervision is important to ensure the plan is effectively being implemented. The supervisor is able to make see potential problems and make decisions or offer advice to correct the problem. It allows the supervisees to ask questions and seek clarification.

  5. Supervision is necessary to ensure a supervisee feel confident in delivering effective research based procedures to help clients meet their goals. With supervision, the supervisee is able to ask questions and gain information from the supervisor

  6. “To improve current repertoires of the supervisee”
    As a supervisor, taking fidelity data with therapist during session to capture in vivo fidelity of implementation of ABA teaching and behavior management strategies (i.e., PRT, Proactive strategies, etc.). Then reviewing the fidelity data with therapist and providing feedback on how to improve areas of low fidelity.

  7. •To model effective supervision practices for the supervisee

    Good supervision practices empower supervisees to problem solve on their own in novel situation. Good supervision allows supervisees to provide effective and ethical services. Good supervision is important because it leads to progress and change in clients.

  8. to be a good supervisor is essential, not optional.
    Give clients an effective therapy is ethical, so if I can’t give a effective supervision, that is not ethical.

  9. As a supervisor in my school setting, building relationships, providing timely and supportive feedback and modeling skills, was a skill my supervisor and I focused on quite a bit during supervision. It’s something I continue to focus on, and work toward…and help others to work toward as well. Teaching as a mindset changes the whole culture of a program.

  10. “To model effective supervision practices for the supervisee”

    In order for a supervisee to grow professionally and develop skills to one day become a supervisor or at the very least a competent service provider, supervisors need to lead by example and maintain high standards for themselves and their supervisee.

  11. Effective supervision should follow a behavioral skills training approach where a target skill is modeled, the supervisee can rehearse or practice the skill and then the supervisor provides feedback. Utilizing this method during supervision then provides an approach for the supervisee to use within their own classroom with the staff they supervise. It is a respectful and targeted strategy to promote effective supervision and a strong use of time during supervision sessions.

  12. “To maintain beneficial repertoires of the supervisee”
    When observing a supervisee it is important to reinforce the good quality skills and repertoires that are observed through praise and acknowledgement, so that those skills continue to be utilized, strengthened, and expanded on.

  13. To guide behavioral case conceptualization, problem solving, decision making, and assistance seeking of the supervisee

    When you have someone that is guiding behavioral case conceptualization, problem solving, decision making, and assistance seeking of the supervisee you are able to really work on skills and become a stronger behavioral analyst. Having good supervision is vital in being a successful behavioral analyst.

  14. To model effective supervision practices for the supervisee.
    It is important, as a supervisor, that we don’t just tell supervisee’s what they “should do”. We should display this everyday (model appropriate practices) and lead by example. In the clinic, I have heard, “but I saw X (supervisor name) do it”. This reminds me to constantly be aware of my actions and model effective supervision practices.

  15. Poor-performing supervisees unable to problem solve and make decisions in novel or unfamiliar situations
    As a supervisor we have to be aware of putting our supervisees in novel situations – so that they have the opportunity to generalize their skill set. We have to be mindful of creating opportunities to practice decision making, weighing consequences of two possibilities. We need to ensure that we reinforce these responses when observed

  16. “Supervisees who engage in unethical behavior

    The Ethics standards as outlined by the BACB are very important for provision of behavioral services. Persons who are new to working with clients will be exposed to the academic material on correct ethical behavior but will be required to use in practice at all times. Supervisors have to be vigilant to ensure supervisees understand the ethical standards of the BACB and how to effectively use with all client interactions. Areas such as client privacy are constantly highlighted on most supervision evaluation for a period. However, the ethics standard extend to so many other areas of providing behavior analytic service. Beyond understanding the correct use of ABA techniques, ethical behavior by any practitioner is an integral part of the profession, and the supervisor has the responsibility of ensuring that the supervisee is always behaving ethically.

  17. Modeling effective supervision practices and behavior skills for the supervisee is important for supervision because it gives the supervisee a clear understanding of what implementation of ABA procedures looks like in the field and their interactions with clients. A good supervisor is conscious of their supervisees’ skill set and should always be sure that they are modeling ABA procedures, providing opportunities for the supervisee to practice skills, and following up with supervisees’ on any skills that need improvement. This system ensures the supervisee is performing their current and future roles in ABA ethically and effectively.

  18. “To improve the current repertoires of supervisees.”

    As an individual that works with clients directly, it is important for staff to have constructive feedback on their current skills. We all can grow as service providers and we all have areas where we can improve our skills. As a supervisor, it is important to help our supervisee be the back provider they can be. I have benefited greatly from not only watching others that modeled skills but also from feedback they provided to me concerning my growing skills.

  19. A scenario in which a supervisor can model effective supervision practices would be: A supervisor contriving a scenario where an RBT (supervisee) has the opportunity to observe the supervisor assisting another technician (supervisee) and providing them with constructive feedback, modeling appropriate procedures, and role playing the method the RBT will use the next time they work with the client.

  20. Low-quality services to clients that result in lack of client progress or harm

    Inadequate training of direct service providers resulted in problem behaviors being reinforced and shaped up into higher intensity new behaviors. Adequate training on protocols and strategies would have prevented this situation entirely.

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