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5016b Ethics and professional conduct of behavior analysts > Unjt 2 Behavior analysts as supervisors and structured mentorship code 5 > Flashcards

Unjt 2 Behavior analysts as supervisors and structured mentorship code 5 Flashcards

1
Q

When behavior analysts are functioning as supervisors, they must take full responsibility for all facets of this undertaking BACB 2014

A

5.0 Behavior Analysts as Supervisors

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2
Q

§ 1.06 Multiple Relationships and Conflict of Interest

§ 1.07 Exploitative Relationships

§ 2.05 Rights and Prerogatives of Clients

§ 2.06 Maintaining Confidentiality

§ 2.15 Interrupting or Discontinuing Services

§ 8.04 Media Presentations and Media-Based
Services

§ 9.02 Characteristics of Responsible Research

§ 10.05 Compliance with BACB Supervision and
Coursework Standards

A

Code elements relating to :

5.0 Behavior Analysts as Supervisors

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3
Q

Recognize and avoid multiple
relationships and seek to resolve them if they arise

§ Inform supervisees of risks of multiple relationships

§ Do not accept gifts

A

1.06. Multiple Relationships and

Conflicts of Interest

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4
Q

§ Do not exploit or have sexual
relationships with those over whom you have authority (e.g. supervisees)

§ Do not have sexual relationships with supervisees for 2 years after professional relationship has ended

A

1.07. Exploitative Relationships

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5
Q

§ Provide supervisees with an accurate and current set of behavior analyst’s credentials, on request

§ Inform supervisees of their rights and about procedures to lodge complaints including their Employer, Appropriate authorities and BACB

A

2.05 Rights and Prerogatives of Clients

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6
Q

Reminder to § Protect confidentiality!

§ Discuss confidentiality at beginning of relationship and as new circumstances warrant.

§ Include only relevant information in communications

Discuss information only for appropriate purposes, only with individuals concerned with such
matters

§ Do not share identifying information about current clients and supervisees via social media

A

2.06. Maintaining Confidentiality

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7
Q

§ Do not abandon supervisees; provide for continued services

§ End relationship when supervisee no longer
needs, is not benefiting from, or is being
harmed by service, or requests termination

§ Before termination of relationship discuss needs, suggest alternatives, take other reasonable steps to facilitate timely transfer of responsibility to another Individual

A

2.15 Interrupting or Discontinuing Services

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8
Q

& Obtain and maintain knowledge regarding the security and limitations of electronic media

§ Do not disclose personally identifiable information concerning supervisees or students without written consent

§ Disguise confidential information concerning
participants whenever delivering presentations

A

8.04 Media Presentations and Media-

Based Services

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9
Q

§ Assign only tasks for which researchers and assistants are trained and prepared

§ Supervisors are responsible for the ethical
CONDUCT of research conducted by assistants or by others under their supervision

§ Take necessary steps to minimize RISK to their clients, supervisees, research participants, students, and others

A

9.02 Characteristics of Responsible

Research

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10
Q 
Ensure supervised experience :
   - ACTIVITIES 
   - RBT training, 
   - BCaBA supervision 
...are conducted in accordance with Board’s standards
A

10.05 Compliance with BACB Supervision and Coursework Standards

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11
Q

q Persons SEEKING to meet BCaBA or BCBA supervised experience requirements

q BCaBAs

q Possibly: 
      § Other BCBAs
      § Direct care staff
      § Other professionals
      § Employees
      § Undergrad and/or grad students
A

Behavior Analysts Supervisee

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12
Q

qEmployer-employee

qSolid-line supervisor at workplace

qDotted-line supervisor at workplace

qExternal consultant

qContracted supervisor (may work for supervision agency)

qInstructor/professor

A

Types of Supervision/

Supervisory Relationships

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13
Q
  1. University practicum supervision
  2. Within-agency (supervisor works in one’s workplace)
  3. Independent supervision (supervisor does not work at workplace or for university)
A

For meeting certification requirements, BACB lists three types:

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14
Q

§ Relatives (Q. Significant others?)

§ Subordinates or employees

§ Non-BCBA licensed professionals
• Contact the BACB for exceptions

A

Persons seeking to meet supervised
experience requirements for
certification NOT be supervised by

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15
Q

OVERSIGHT of behavior analytic services
such as done by:
§ Plan review committees and their chair

§ Peer review committees and their chair

§ State-employed district and state-wide  behavior analysts

q IOA and program integrity monitoring

q Administrative oversight and monitoring
A

Activities Related to Supervision That Are NOT Supervision

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16
Q

qBehavior analysts supervise only within their areas of defined competence

qCommensurate with:

  • Education
    - Training
    - Supervised experience
A

5.01 Supervisory Competence

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17
Q

qCommensurate with:

§ Education

§ Training

§ Supervised experience

A

Supervisory Competence 5.01

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18
Q

“qBehavior analysts take on only a VOLUME of supervisory activity that is
commensurate with their ability to be
EFFECTIVE “

Supervisor assumes responsibility for cases of supervisee

  • LIABLE PROFESSIONALLY and LEGALLY for anything that goes WRONG in a case:
    • Supervisee is working under supervisor’s
      LICENSE or certification
  • Responsible for ALL supervisee’s cases

Supervisees must discuss ALL of their CASES

Sometimes on site supervision is impractical
View VIDEOS or use webcams

A

5.02 Supervisory Volume

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19
Q

qA supervisor assumes responsibility for cases of supervisee

qSupervisors are :
LIABLE, PROFESSIONALLY and LEGALLY for anything that goes wrong in a case:

Supervisee is working under the supervisor’s
license or certification

Supervisor responsible for ALL supervisee’s cases

Supervisees must discuss ALL of their CASES

Sometimes on site supervision is impractical
View VIDEOS or use webcams

A

Code element 5.02: supervisory VOLUME

Taking Supervision Seriously

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20
Q

BACB Practice Guidelines for Autism Spectrum Disorder, Applied Behavior Analysis Treatment of Autism Spectrum Disorder: Practice Guidelines for Healthcare Funders and Managers (2nd ed.)

A

§ The BACB doesn’t specify how many cases to take on: Source we can reference:

(Code element 5.02: supervisory Volume )

Volume of Supervisory Activity

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21
Q

Recommended caseload range for
one (1) Behavior Analyst supervising
during FOCUSED treatment:
• Without support of a BCaBA is:

• With support of one (1) BCaBA is :
(additional BCaBAs permit modest increases in caseloads)

**Focused treatment for severe problem behavior:
•COMPLEX
• Requires greater levels of case supervision, necessitate smaller caseloads

A

10-15*

16-24*

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22
Q

The recommended caseload range for
one (1) Behavior Analyst supervising
• COMPREHENSIVE treatment
- Without support by a BCaBA is…..
- With support by one (1) BCaBA is…

Additional BCaBAs permit MODEST Increases in caseloads)

A

6-12

12-16

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23
Q

It’s NOT how many SUPERVISEES one can take on, but…
how many CLIENTS they are responsible for!

Actual face-to-face meeting time Depending on the category, may be a minimum of 6.5 hours per month for FULL TIME.

Group supervision can only constitute 50% of supervision in any supervision period

Plan time for DOCUMENT review (permanent products), Documentation of supervision

A

Volume of Supervisory Activity

(continued

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24
Q

a) Behavior analysts delegate to their supervisees only those responsibilities that such persons can reasonably be expected to perform:
COMPETENTLY
, ETHICALLY
SAFELY

b) If the supervisee does not have the skills
necessary to perform competently, ethically, and safely, behavior analysts provide CONDITIONS for the acquisition of those skills

A

5.03 Supervisory Delegation

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25
Q

Use OBJECTIVE criteria for determining
competence

qProvide COMPETENCY-BASED training BEFORE delegating if person lacks competency

Not “all-or-none” Provide DIFFERENT degrees of supervision and mentoring depending on actual COMPETENCIES

A

Competence-based Delegation

Code 5.03: SUPERVISORY DELEGATION

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26
Q

Provide qSpecific description of requirements.

Regularly evaluate Performance

qIf cannot do, provide training

§ Role plays and in-situ training

§ Instructions-modeling-rehearsal-feedback (Behavioral Skills Training)

q Evaluate performance again

May be missing Non- ABA PRE-REQUISITE Skills Or ABA Prerequisite Skills

A

Requirements of Supervisees

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27
Q

qAll behavior analysts who have supervisees and/or employees should learn behavior-based safety (BBS), one of the main areas in OBM

Should ASSESS any potentially DANGEROUS or harmful situations and DEVELOP proper procedures to mitigate them:
• INFECTION control procedures such as hand washing and wearing gloves
-qProtective clothing and equipment
-qPositioning oneself
-qTraining in CRISIS prevention and control techniques

Safety Training Is Not Enough!

A

Safety

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28
Q

qBehavior analysts ensure that supervision and trainings are:

- Behavior-analytic in CONTENT
- EFFECTIVELY and ETHICALLY designed, 
 - Meet requirements for LICENSURE, CERTIFICATION or other defined goals
A

5.04 Designing Effective

Supervision and Training

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29
Q
  1. Behavior-analytic in content
  2. Effectively and ethically designed
  3. Meets requirements
A

Three Criteria for Effective Supervision

5.04 Designing Effective Supervision and Training

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30
Q

Will be:
Consistent with the DIMENSIONS of applied behavior analysis identified by Baer, Wolf, Risely

  • Behavior-focused,
  • Examining FUNCTIONAL relations,
  • Reviewing DATA regularly,
  • Explaining and tied to CONCEPTS,
  • Planning for GENERALIZATION of supervisee SKILLS
A
  1. EFFECTIVE supervision that is Behavior-Analytic in Content
    (

One of the seven dimensions

5.04 Designing Effective Supervision and Training

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31
Q

Should be:

Structured as SYSTEMATIC training experience and not as “whatever happens this week”

qFosters student acquiring and DEMONSTRATING most, if not all, the COMPETENCIES in the Task List

Use behavioral skills training (BST) or COACHING

A
  1. Effectively and Ethically Designed

5. 04 Designing Effective Supervision and Training

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32
Q

qRationale: Tell them WHY to do it

qInstructions: TELL them WHAT to do

qModeling: SHOW them what to do

qRehearsal: Watch them do it

qFeedback: Tell them how they did

A

Behavior Skills Training

5.04 Designing Effective Supervision and Training

33
Q

The supervisee’s primary focus should be ACQUIRING new behavior-analytic skills related to the BACB Task List (most recent edition)

qActivities must be consistent with the DIMENSIONS of ABA (BACB).

A

To Meet Requirements

5.04 Designing Effective Supervision and Training

34
Q

Behavior analysts provide:

• A clear, WRITTEN description of the:

- PURPOSE    - requirements,     - evaluation criteria, 
- conditions, and terms of supervision ...

PRIOR to the onset of the supervision

Supervision OBJECTIVES should be stated PRIOR to start of the supervision experience, and/or stated for each supervisory period, or at various points during the experience

A

5.05 Communication of Supervision Conditions

35
Q

Student will demonstrate competency in the following areas by meeting criteria in the task analyses and performance checklists:

  1. Selecting the proper preference assessments for at least 6 cases
  2. Conducting preferences assessments for at least 6 cases
  3. Determining which items to use in skill
    acquisition programs based on those assessments
  4. Evaluating whether or not the items selected
    functioned as reinforcers
A

Examples of Competency-based Supervision OBJECTIVES

5.05 Communication of Supervision Conditions

36
Q

a) Behavior analysts desigN FEEDBACK and reinforcement SYSTEMS in a way that improves supervisee performance

b) Behavior analysts provide:
documented, timely feedback regarding the performance of a supervised on an ONGOING basis.

(See also, 10.05 Compliance with BACB Supervision and Coursework Standards)
BACB (2014)

A

5.06 Providing Feedback to Supervisees

37
Q

If an instructor or a supervisor does not provide frequent, timely feedback, then they are neither instructing nor supervising

Essential Component for learning and improving performance

A

Feedback

5.06 Providing Feedback to Supervisees

38
Q

BACB has different standards for
frequency of supervision meetings for
Supervised Independent Fieldwork,
Practicum, and Intensive Practicum, and for continuing supervision for practicing BCaBAs

q However, these are minimums…

q The sooner the feedback, and the more frequent the supervision, the better!

A

Frequency and Documentation of
Feedback

5.06 Providing Feedback to Supervisees

39
Q

qBehavior analysts design systems for
obtaining ongoing evaluation of their
own supervision activities

There are three levels of evaluation

  1. Supervisor behavior
  2. Supervisee bx
  3. Client bx
A

5.07 Evaluating the Effects of

Supervision

40
Q

qProviding COMPETENCY-based
OBJECTIVES

Timely feedback

qScheduling meetings

qDocumenting in a timely manner

A

Supervisor Behavior

41
Q

Mastering COMPETENCIES

RESPONDING to feedback

qGaining INDEPENDENCE. (fading)

A

Supervisee Behavior

42
Q

Should be:

qMaking progress

qMeeting program objectives

qCustomer satisfaction

A

Client Behavior

43
Q

qIndependent Variable Measures or Procedural integrity:
§ Checklists of supervisor performance
§ Checklists for supervisee implementation

qDependent Variable Measures
§ IOA checks
Supervisor measures
§ Supervisee measures
Client measures

qSocial validity measures
§ Satisfaction
§ Supervisee
§ Client/surrogate

A

Methods of Evaluation

44
Q

q Behavior analysts ensure that coursework including continuing education events), supervised experience, RBT training and assessment, and BCaBA supervision are conducted in accordance with the BACB’s standards if these activities are intended to comply with BACB standards (See
also, 5.0 Behavior Analysts as Supervisors)
BA

A

10.05 Compliance with BACB

Supervision and Coursework Standard

45
Q

BCBA (-D) in good standing q

Or a licensed or registered psychologist
certified by the American Board of
Professional Psychology in Behavioral and Cognitive Psychology, who was tested in Applied Behavior Analysis,

q Or an authorized Verified Course Sequence (VCS) Instructor who is providing supervision in a Practicum or Intensive Practicum (Verified Experience Instructor)

qMust pass 8-hour, POST-certification,
competency-based training on effective supervision

A

Approved Supervisor

46
Q

Supervisees may not start accumulating
experience hours until they have:
§ Started qualifying coursework (they may begin accruing hours after attending the first
class meeting); and

• The BACB has noted that if a student fails their
first course, any hours accrued during the course
cannot be applied toward the experience
requirement

§ Secured a qualified supervisor (see
Supervisor Qualifications above)

A

Onset of Experience

47
Q

LqAssessment: Preference assessment, functional assessment, staff performance assessment

q“Designing, implementing, and systematically monitoring skill-acquisition and behavior-reduction
programs”

q“Writing behavior/treatment plans, progress summaries, clinical notes, transition summaries, and
professional correspondence.”

q“Overseeing ABA program implementation by others

q“Training, designing behavioral systems, and performance management”

qCommunicating and collaborating effectively with caregivers and other professionals

A

Experience Activities

48
Q

Normally performed by a behavior analyst that are directly related to behavior analysis such as attending planning meetings regarding the behavior analytic program,

researching the literature that is relevant to current client programming.”

A

Other BCBA Activities

49
Q

Attending meetings with little or no behavior- analytic content
§ Providing non behavior-analytic interventions
§ Performing non-behavioral administrative
activities
§ Service-delivery activities that are not behavior-analytic in nature (e.g., crisis management techniques, CPR);

§ Completing nonbehavioral assessments
(e.g., diagnostic assessments, intellectual
assessments), paperwork, documentation,
billing, or any other activities that are not directly related to behavior analysis.
§ Attending professional conferences workshops, or university courses
§ Didactic coursework assignments

A

These activities do not count towards

supervision!

50
Q

qNo more than 50% of experience hours may come from restricted activities

qApplies to the total experience hours; may vary from week to week

qTypically start out with more restricted hours and evolves to less than 50%

A

Direct Implementation of Behavioral Programs

51
Q

qObservation and data collection

qObservation of others (e.g., implementers, staff, parents)

qTraining staff and caregivers on behavior-analytic programs or content

qConducting assessments related to the need for behavioral intervention

q Meeting with clients about behavior- analytic programming and services

Performing behavior-analytic assessments
(e.g., functional analysis, stimulus preference assessment)

q Data graphing and analysis

q Researching the literature related to a specific behavior-analytic program

q Writing and revising behavior-analytic program

A

Unrestricted Activities

52
Q

Clients may be any persons for whom
behavior-analytic services are appropriate. However, the supervisee
may not be related to the client or the client’s primary caretaker or be the client’s primary caretaker.

Supervisees must work with multiple clients during the experience period. ”

A

Appropriate Clients

53
Q

to improve and maintain the behavior-
analytic, professional, and repertoires of the supervisee and facilitate the delivery of high-quality services to his/her clients.

A

qThe purpose of supervision is

54
Q

§ MONITORING the skills of the trainee throughout the supervised experience

§ Developing and communicating PERFORMANCE
expectations to the trainee

§ Conducting behavioral SKILLS training for the trainee

§ Observing the trainee’s PERFORMANCE with CLIENTS and delivering feedback

§ MODELING technical, professional, and ethical
behavior

§ Guiding the development of behavioral CASE conceptualization, problem-solving, and
decision-making repertoires

§ Reviewing the trainee’s WRITTEN materials
(e.g., behavior programs, data sheets, reports) and delivering related feedback about the products

§ Overseeing and evaluating the effects of the trainee’s behavior-analytic service delivery

§ Evaluating the effects of supervision throughout the supervised experience

A

Effective Behavior-Analytic

Supervision

55
Q

No fewer than 20 hours but no more than 130 hours may be accrued per month. ( to account for Consistency, volume, limitations on excess)

qThe start-date and end-date of experience may not be more than five years apart

A

Distribution of Hours

56
Q

qMust include critical components
consistent with the Professional and
Ethical Compliance Code, and
Experience Standards.

qTemplates are available at the BACB
website (www.bacb.com)

A

Supervision Contracts

57
Q

q State the responsibilities of the supervisor and supervisee

q Include a description of the appropriate activities and instructional objectives

q Include the objective and measurable circumstances under which the supervisor will sign the supervisee’s Experience Verification Form when the experience has ended

qDelineate the consequences should the parties not adhere to their responsibilities (including proper
termination of the relationship)

q Include a statement requiring the supervisee to obtain written permission from the supervisee’s on-site employer or manager when applicable

q Include an attestation that both parties will
adhere to the BACB Ethical and
Professional Compliance Code

A

Your Contract Must…

58
Q

qOne Monthly Experience Verification form should be completed at the end of each supervisory period

qSupervisor and supervisee share responsibility for documentation

A

Documentation of Ongoing

Supervision

59
Q

§ Date

§ Start and end times

§ Experience type

§ Setting and supervisor name

§ If activities were restricted or
unrestricted

  Behavior Analyst Certification Board
A

qDocumentation of independent

experience to include:

60
Q 
Date
§ Start and end times
§ Format and type of supervision
§ Experience type
§ If activities were restricted or unrestricted
§ Summary of activities

§ Total hours of each individual and group supervision

§ Total number of supervisor contacts

§ Total number of observations of supervisee with client(s)

supervisee and supervisor are responsible for retaining and providing to the BACB, if requested, copies of supervision documentation. Supervision documentation should be retained for at least 7 years from the date of the last supervision
meeting.

A

qFor each contact with supervisor:

61
Q

qThe supervisee and supervisor are
responsible for retaining and providing to the BACB, if requested, copies of supervision documentation. Supervision documentation should be retained for at least 7 years from the date of the last supervision
meeting.

A

Ongoing Documentation of Experience (continued)

62
Q

q “…Supervising BCBA is responsible… for the supervisee’s behavior-analytic services, regardless of the employment circumstances of each professional.”

q Caseload (number of BCaBAs supervised)
requires the same considerations discussed in
5.02: Supervisory Volume.
q Supervisor will be listed on BACB website.

A

BCaBA Supervision

63
Q

q5% of behavior analytic activities for newly certified BCaBAs for first 1000 hours of practice, no less than 1 hour per two weeks (BCaBAs certified before January 2017 are exempt)

q2% of hours per month, meet a minimum of once per month, but BCBA available for consultation

qNo more than 50% of supervision
can be in group format.
qDirect observation quarterly, “via any
appropriate means

Documentation is qOngoing each supervisory period
using the BCaBA Supervision Meeting Form.

A

BCaBA Supervision Amount and

Structure

64
Q

two distinct (but related) behavioral repertoires required:

  1. Verbal behavioral repertoire
  2. Nonverbal behavioral repertoire

(

A

Developing COMPETENCIES to become behavior analysts,

65
Q

Objectives that require the student to: —STATE

  • identify,
  • plan for
  • define,
  • explain,
  • describe

Based on concepts and principles

Skilled using technical language but also translating our technical language for clients/caregivers

A

Verbal Behavioral Repertoire/

66
Q 
qInclude objectives that require the 
student to :
   -measure
   -use, 
    -design
    -, review, 
    -conduct,  
   -practice

qExamples:
§ Data collection, graphing
§ Prompting, reinforcing, error correction
§ Other behavioral procedures

A

Nonverbal Behavioral Repertoire

Actions

67
Q

qRole of coursework:

§ “Gaining Book knowledge”

§ Developing technical language
- Learning to “talk-the-talk”

A

Developing Competent Behavior

Analysts

68
Q
  • To provide Real- life application

§ Further develop technical language
Talk-the-talk” and “walk-the-walk”

A

qRole of supervised experience

Developing Competent Behavior
Analysts (continued)

69
Q

qRelated to coursework

qDeveloping verbal repertoire

qDeveloping nonverbal repertoires

A

Role of the Supervisor…

70
Q

Start with qThe Task List and Ethical Code
§ Main sections:
Basic behavior analytic skills
§ Client centered responsibilities
§ Foundational knowledge

Consider:
qContent of student coursework

Supervisees clinical cases
A

When Deciding what to teach in Supervised experience

71
Q 
A. Measurement
B. Experimental design
C.Behavior-change considerations
D.Fundamental elements of behavior 
change
E. Specific behavior-change procedures
F. Behavior-change systems
G.Identification of the problem
A

Areas in the 4th Edition Task List

72
Q

Supervisors should be MAPPING experiences onto coursework

Being Conceptually systematic”means …

A

Being Based on the principles of behavior and

linking to them!

73
Q

q Abbie has learned to spend time playing with her new clients as she assesses their skills, before placing demands on them. She has learned that this is called “pairing” and that it makes her presence reinforcing.

q In her coursework, she has recently learned
about motivating operations and their many
effects. What can her supervisor do to link this
academic knowledge to her fieldwork experience?

Use Clinical Cases as a Guide by Utilizing opportunities to practice skills while recognizing the limitations that cases may present for certain skills and addressing those limitations

A

Example of Mapping onto Coursework

74
Q

§ Behavioral

§ Clear, complete

§ Describe performance

§ Can (should) tie to Task List

A

When Writing Supervision Objectives

qObjectives, should be…

75
Q

q “Kristin will use a spreadsheet program to record and graph data for one of her current clients, for at least one direct and one indirect measure, for three consecutive months of data.”

§ A-10: Design, plot, and interpret data using
equal-interval graphs
§ H-03: Select a data display that effectively
communicates relevant quantitative relations
§ I-05: Organize, analyze, and interpret
observed data

A

Example of Supervision Objectives

76
Q

qRationale: Tell them why to do it

qInstructions: Tell them what to do

qModeling: Show them what to do
qRehearsal: Watch them do it

qFeedback: Tell them how they did

qPractice, practice, practice!

A

Training via BST

77
Q 
Ex: qEntering data using a spreadsheet 
program
§ Using a spreadsheet program to store 
your data makes it easier to evaluate 
data over a long period, allows you to 
analyze it in different ways, and makes 
creating sharable, professional looking 
graphs easier
A

BST: Rationale

78
Q 
q Specific
q Based On performance within individual’s control
q Immediate
q Individualized
q Include self-monitoring when appropriate
q Focused on improvement
q Easily understood
q Presented graphically
q Paired with reinforcement

§ Adapted from Daniels and Daniels (2004)

A

Feedback Should Be:

5016b Ethics and professional conduct of behavior analysts (11 decks)

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