Chapter 2 L,S,A

Question 1

What does it mean for the supervision to be collaboratively directed?

Supervisees collaborate with other supervisees to evaluate the effectiveness of supervision

Supervisors and supervisees collaborate with parents and clients to develop goals

Supervision involves the direction of a supervisee by multiple supervisors

Both the supervisor and supervisee contribute to supervision goals, activities, and outcomes

Answer 1

Both the supervisor and supervisee contribute to supervision goals, activities, and outcomes

Question 2

All of the following are components of the strong foundation on which the supervisory relationship should be built EXCEPT:

Clear expectations

A focus on skill development

Shared understanding of the importance of the relationship

Communication

Managing problems that arise after the fact

Answer 2

Managing problems that arise after the fact

Question 3

In order to avoid dysfunction, the supervisor-supervisee relationship should be established with all of the following EXCEPT:

Mutual agreement
Clear guidelines
Complex rules
Mutual respect

Answer 3

complex rules

Question 4

Some areas in which the supervisor might want to set expectations include all of the following EXCEPT:

Interpersonal interactions and professionalism

Responsiveness to feedback

Meeting assignment deadlines with a low quality product

Timeliness in correspondence and meetings

Answer 4

Meeting assignment deadlines with a low quality product

Question 5

When setting expectations, in addition to stating the behavior or pattern they would like to see, the supervisor should also do which of the following?

Provide a list of rewards for meeting expectations

Provide examples of behavior that meet the criteria

Provide a way for the supervisee to dispute expectations

Provide a list of consequences for not meeting expectations

Answer 5

Provide examples of behavior that meet the criteria

Question 6

If the supervisee is pursuing a credential from the BACB, which of the following is required at the onset of the supervisory relationship?

An assessment that provides a baseline for the supervisee’s goals

A contract clarifying expectations and responsibilities

An informed consent form outlining expectations

A conversation about expectations and goals

Answer 6

A contract clarifying expectations and responsibilities

Question 7

A supervisee is not bound to the Compliance Code for Behavior Analysts until after they have completed training and are fully certified.

True
False

Answer 7

False

Question 8

Which of the following should occur in first and second meetings between supervisor and supervisee?

All of these answers are correct.
Supervisor should make it clear the supervisee is now in a professional role with all that this entails

Supervisor should ask the supervisee how they prefer to be addressed

Supervisor should state how they like to be addressed

Answer 8

All are correct

Question 9

Which of the following is NOT a professional expectation for supervisees?

Professional interpersonal interactions

Casual behavior in meetings

Professional dress code

Punctuality

Answer 9

Casual behavior in meetings

Question 10

How can the supervisor facilitate the supervisee’s ability to discriminate between their new professional role and prior personal ones?

All of these answers are correct

Providing the supervisee with reading material on professional relationships

Setting expectations that remind the supervisee to ask if there is something about which they are unsure

Setting the expectation that unprofessional behavior will not be tolerated

Answer 10

Setting expectations that remind the supervisee to ask if there is something about which they are unsure

Question 11

Which of the following is NOT a component of a committed and healthy learning context?

Welcoming perspectives and diversity

Attentiveness

Intermittent communication and feedback

Acknowledgment of the learning process

Answer 11

Intermittent communication and feedback

Question 12

If a supervisor is doing their job correctly, the supervisee should not make mistakes.

True
False

Answer 12

False

Question 13

Which of the following statements sets an expectation regarding the supervisee’s flourishing and mistakes?

“Even though you might not think you will, you will probably make lots of mistakes during your training.”

“I am excited to start supervision with you and I want you to feel comfortable bringing me successes, questions, and struggles.”

“I know that you have worked really hard and expect you to always be successful as a result of that hard work!”

Answer 13

“I am excited to start supervision with you and I want you to feel comfortable bringing me successes, questions, and struggles.”

Question 14

Which of the following scenarios describes an example of an inattentive supervisor?

(Select all that apply)

Roberto is supervising Anil; during their meetings, Roberto frequently glances at his computer screen because he has a lot of other work he needs to finish as well.

Faisal is supervising Sam and they meet twice a week. Sam has brought up a concern he is having with one of the children for whom they provide services. In order to move on quickly so he can meet with other supervisees, Faisal immediately provides a solution to Sam’s concerns.

Stella is supervising Marta and they meet every Wednesday afternoon. While in the meeting, Stella often apologizes to Marta and then checks her phone for messages after hearing notifications.

Answer 14

All of the above

Question 15

Arriving on time and responding to requests for assistance demonstrate the supervisor’s commitment to the supervisor-supervisee relationship.

True
False

Answer 15

True

Question 16

Which of the following is of particular importance if the supervisee’s and supervisor’s life experiences are very diverse?

The supervisor should provide texts as additional resources for developing professional behavior.

The supervisor should ask about the supervisee’s perspective and feelings about their commitment to the relationship.

Being pleasant and caring and being respectful and professional during supervisor-supervisee meetings

Answer 16

The supervisor should ask about the supervisee’s perspective and feelings about their commitment to the relationship.

Question 17

Which of the following situations is identified in the textbook as one in which it would be particularly important for the supervisor to follow a structured process to learn about the supervisee’s perspective and goals?

The supervisee is a different gender than the supervisor

The supervisee is assigned to the supervisor

The supervisor and supervisee have chosen each other

The supervisee has never worked in a professional setting

Answer 17

The supervisee is assigned to the supervisor

Question 18

Which of the following is true regarding feedback?

(Select all that apply)

Supervisors should assume that supervisees have had some experiences that have established feedback as aversive.

Supervisors can foster the supervisee’s interest and commitment by providing frequent, specific praise and feedback.

Supervisors should provide the same type of feedback to all supervisees regardless of past experiences and preferences.

Many people have learning histories that establish feedback as an aversive experience.

Answer 18

Supervisors should assume that supervisees have had some experiences that have established feedback as aversive.

Supervisors can foster the supervisee’s interest and commitment by providing frequent, specific praise and feedback.

Many people have learning histories that establish feedback as an aversive experience.

Question 19

Which of the following is NOT true regarding feedback?

(Select all that apply)

Provide general praise statements and specific, detailed corrective feedback for areas of improvement.

Provide feedback based on individual preference and learning history; supervisors should actively seek to learn their supervisee’s preferences regarding feedback.

Provide feedback infrequently so as not to overwhelm the recipient of the feedback.

When providing feedback, always be sure to use the “feedback sandwich”; start with a positive statement followed by corrective feedback and then another positive statement.

Answer 19

Provide general praise statements and specific, detailed corrective feedback for areas of improvement.

Provide feedback infrequently so as not to overwhelm the recipient of the feedback.

When providing feedback, always be sure to use the “feedback sandwich”; start with a positive statement followed by corrective feedback and then another positive statement.

Question 20

Because receiving corrective feedback may be difficult for some supervisee’s, it should be avoided in order to maintain a positive supervisor-supervisee relationship.

True
False

Answer 20

False