Chapter 1 L,S,A Flashcards
In the context of this chapter, the term supervisee could be used to describe all of the following EXCEPT:
Board Certified Behavior Analysts (BCBAs)
Registered Behavior Technicians (RBTs)
Board Certified Assistant Behavior Analysts (BCaBAs)
Trainees who do not yet have the RBT or BCaBA credential
Board Certified Behavior Analysts (BCBAs)
Which of the following is NOT one of the Key Purposes of Supervision specified by the Behavior Analyst Certification Board (BACB)?
Teaching each of the BACB content areas
Developing behavior-analytic, professional, and ethical repertoires
Improving and maintaining clinical skills
Modeling high quality supervisory practices
Teaching each of the BACB content areas
When supervision is approached as a meaningful relationship, the often becomes viewed as a either during or after the formal supervisory period is over.
True
False
True
For the purposes of this book, which of the following are included in supervisory activities?
(Select all that apply)
Monitoring and evaluating supervisee’s performance
Providing guidance or direction on work processes
Designing and delivering training
Evaluating effects of supervision
All of the above
Someone who has direct oversight responsibility for performance and training experience
Supervisor
Mentor
Sponsor
Supervisor
Someone with whom you have an ongoing and valued relationship
Supervisor
Mentor
Sponsor
Mentor
Someone who endorsers you for an advancement opportunity
Supervisor
Mentor
Sponsor
Sponsor
Which of the following is suggested as a way in which a supervisor is more likely to have a lasting positive influence on the supervisee?
Thinking of supervision in a transactional and directive way
Having a romantic relationship with the supervisee
Having a bi-directional relationship with the supervisee
Thinking of supervision as a task or burden
Having a bi-directional relationship with the supervisee
Healthy relationships lead us to do all of the following EXCEPT:
Convey how much we care
Think about how our actions impact the other person
Provide firm feedback that produces positive outcomes
Be responsive to the other person’s needs
Provide firm feedback that produces positive outcomes
Which of the following is NOT an immediate and clear benefit to the supervisee of a relationship between the supervisor and supervisee?
Answers to their questions
Assistance with difficult decisions
A “safety net” on whom they can blame mistakes and poor quality programming
Learning opportunities
A competent model of technical skills
A “safety net” on whom they can blame mistakes and poor quality programming
Over time, the ______ should develop greater independence, competence, confidence, and higher-order skills and the _______ should monitor for these changes so that they can allow greater independence and provide more challenging opportunities
supervisee
supervisor
Which of the following is NOT a benefit to the supervisor of the supervisor-supervisee relationship?
Learning new skills, growing professionally, and contributing to the field
Developing a deeper understanding of concepts, principles, procedure, and the literature
Gaining prestige and prominence in the behavior analytic community
Developing more flexible ways of communicating knowledge to others
Gaining prestige and prominence in the behavior analytic community
Which of the following should NOT be a goal of supervision?
A healthy, positive relationship between supervisor and supervisee
A replica of the supervisor, a behavior analyst who is just like the supervisor
A supervisee who makes strong contributions in their own style
A supervisee who knows how to learn, reflect, solve problems, and make data-based decisions
A replica of the supervisor, a behavior analyst who is just like the supervisor
