1-2018-purpose-of-supervision - training venue · controversial therapies for autism and...

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Purpose of Supervision

Theodore A. Hoch, Ed.D., B.C.B.A.-D., L.B.A.United Behavioral Services, L.L.C.


• The supervisor should be able to describe the following reasons for effective, evidence based supervision:– Facilitate delivery of high quality services that result in

client improvement– Develop behavior analytic, professional, and ethical

repertoires in specific areas of behavior analytic practice– Guide behavioral case conceptualization, problem solving,

decision making, and assistance seeking of the supervisee– Improve current repertoires of the supervisee– Maintain beneficial repertoires of the supervisee– Model effective supervision practices for the supervisee

The Purpose of Supervision

• The supervisor should be able to describe the following potential outcomes of ineffective supervision:– 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 practice– Supervisees who engage in unethical behavior.

The Purpose of Supervision

•Bailey,J.,&Burch,M.(2016).Ethicsforbehavioranalysts:3rd edition. NewYork,NY:Routledge.

•ISBN978-1-138-94920-1

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•Daniels,A.C.(2016).Bringingoutthebestinpeople:Howtoapplytheastonishingpowerofpositivereinforcement.NewYork,NY:McGraw-Hill.

•ISBN:978-1259644900

•Alsoavailableasanaudiobook atAudible.com


•Bailey,J.,&Burch,M.(2010).25EssentialSkills&StrategiesfortheProfessionalBehaviorAnalyst. NewYork,NY:Routledge.

•ISBN:978-0-415-80068-6

Purpose of Supervision Purpose of Supervision

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• Core Ethical Principles– Doing no harm

Bailey&Burch(2016),pp.15– 25.

Purpose of Supervision: Facilitate delivery of high quality services that result in client improvement

• Core Ethical Principles–Doing no harm–Respecting autonomy



• Core Ethical Principles

– Doing no harm– Respecting autonomy– Benefitting others



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• Core Ethical Principles–Doing no harm–Respecting autonomy–Benefitting others–Being just



• Core Ethical Principles–Doing no harm–Respecting autonomy–Benefitting others–Being just–Being faithful



• Core Ethical Principles–Doing no harm–Respecting autonomy–Benefitting others–Being just–Being faithful–According dignity



• Core Ethical Principles–Doing no harm–Respecting autonomy–Benefitting others–Being just–Being faithful–According dignity–Treating others with caring and compassion



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– Doing no harm– Respecting autonomy– Benefitting others– Being just– Being faithful– According dignity– Treating others with caring and compassion– Pursuit of excellence




– Doing no harm– Respecting autonomy– Benefitting others– Being just– Being faithful– According dignity– Treating others with caring and compassion– Pursuit of excellence– Accepting accountability



• What do we know about this?– PECCBA 1.0 – The behavior analyst maintains the high

standards of professional behavior of the professional organization.


• What do we know about this?– PECCBA 1.01: Reliance on Scientific Knowledge


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• What do we know about this?– PECCBA 1.02: Boundaries of Competence


• What do we know about this?– PECCBA 1.03: Maintaining Competence through

Professional Development


• What do we know about this?– PECCBA 1.04: Integrity


• What do we know about this?– PECCBA 1.05: Professional and Scientific Relationships


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• What do we know about this?– PECCBA 1.06: Multiple Relationships and Conflicts of

Interest


• What do we know about this?– PECCBA 1.07: Exploitative Relationships


• What do we know about this?– PECCBA 2.0: Definition of Client


• What do we know about this?– PECCBA 2.01: Accepting Clients


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• What do we know about this?– PECCBA 2.02: Responsibility


• What do we know about this?– PECCBA 2.03: Consultation


• What do we know about this?– PECCBA 2.05: Rights and Prerogatives of Clients


• What do we know about this?– PECCBA 2.06: Maintaining Confidentiality


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• What do we know about this?– PECCBA 2.07: Maintaining Records


• What do we know about this?– PECCBA 2.09: Treatment / Intervention Efficacy


• What do we know about this?– PECCBA 2.10: Documenting Professional and Scientific

Work


• What do we know about this?– PECCBA 2.11: Records and Data


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• What do we know about this?– PECCBA 2.12: Contracts, Fees, and Financial Arrangements


• What do we know about this?– PECCBA 2.13: Accuracy in Billing Reports


• What do we know about this?– PECCBA 2.15: Interrupting or Discontinuing Services


• What do we know about this?– PECCBA 3.01: Behavior-Analytic Assessment


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• What do we know about this?– PECCBA 3.02: Medical Consultation


• What do we know about this?– PECCBA 3.04: Explaining Assessment Results


• What do we know about this?– PECCBA 4.01: Conceptual Consistency


Foxx,R.M.&Mulick,J.A.(Eds.)(2016).Controversialtherapiesforautismandintellectualdisabilities:Fad,fashion,andscienceinprofessionalpractice.(2nd Ed.).NewYork,NY:Routledge.

ISBN978-1-138-80223-0

Alsoavailableasane-book

• What do we know about this?– PECCBA 4.03: Individualized Behavior-Change Programs– PECCBA 4.06: Describing Conditions for Program Success


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• What do we know about this?– PECCBA 4.07: Environmental Conditions that Interfere with

Implementation


• What do we know about this?– PECCBA 4.08: Considerations Regarding Punishment

Procedures


• What do we know about this?– PECCBA 4.10: Avoiding Harmful Reinforcers


• What do we know about this?– GRC 4.10: Least Restrictive Procedures


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• What do we know about this?

Purpose of Supervision: Develop behavior analytic, professional, and ethical repertoires in specific areas of behavior analytic practice

• Business Etiquette• Assertiveness• Leadership• Networking• Public Relations• Total Competence• Ethics in Daily Life


• Interpersonal Communication• Persuasion and Influence• Negotiation and Lobbying• Public Speaking• Handling Difficult People• Think Function• Using Shaping Effectively


• Can You Show Me That?• Performance Management• Time Management the Behavioral Way• Becoming a Trusted Professional• Learn to Deal with Stress Behaviorally• Knowing When to Seek Help (and How to

Receive Feedback)


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• Critical Thinking• Creative Problem Solving and Trouble

Shooting• Understanding and Using Power• Training, Coaching, and Mentoring• Aggressive Curiousity


• Fads, Fantasies, and Fixes• Management by Common Sense is not

Management at All• Louder, Longer, Meaner• Behavior is a Function of its Consequences• The ABCs of Performance Management• The High Price of Negative Reinforcement


• Capturing Discretionary Effort through Positive Reinforcement

• Decreasing Behavior – Intentionally or Otherwise

• Effective Delivery of Reinforcement• Pinpointing• The Effective Use of Measurement• Performance Feedback


• A Model for Problem Solving• Goal Setting to Shape Behavior• The Four Rs of Effective Management• Compensation and Performance Appraisal• Employee Engagement• Technology and Behavior• Getting Smarter Quicker• Performance Management – The Executive

Function


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• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Confidentiality


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Client records


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Practitioner-client communication


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• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Termination of the professional

relationship


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Practitioner responsibility


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Solicitation or remuneration in

exchange for referral


• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Sexual contact


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• Regulations Governing the Practice of Behavior Analysis from the Virginia Board of Medicine– Refusal to provide information


• How we Got Here• Core Ethical Principles• Ethics and Whitewater Rafting• Analyzing Complex Ethics Cases

Using a Seven-Step Model• Everyday Ethical Challenges for

Average Citizens and Behavior Analysts


• Responsible Conduct of Behavior Analysts (Code 1)

• Behavior Analysts’sResponsibility to Clients (Code 2)

• Assessing Behavior (Code 3)• Behavior Analysts and the

Behavior-Change Program (Code 4)

• Behavior Analysts as Supervisors (Code 5)


• BehaviorAnalysts’EthicalResponsibilitytotheProfession ofBehaviorAnalysis(Code6)

• BehaviorAnalysts’EthicalResponsibilitytoColleagues(Code7)

• PublicStatements (Code8)

• BehaviorAnalystsandResearch(Code9)

• BehaviorAnalysts’EthicalResponsibilitytotheBACB(Code10)


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• Conducting a Risk-Benefit Analysis• Delivering the Ethics Message

Effectively• Using a Declaration of Professional

Services• A Dozen Practical Tips for Ethical

Conduct on Your First Job• A Code of Ethics for Behavioral

Organizations


• Reporting Requirements• Compliance with BACB Supervision

and Coursework Standards• Compliance with PECCBA• Discouraging Misrepresentation by

Non-Certified Individuals


Purpose of Supervision: Guide behavioral case conceptualization, problem solving, decision making, and assistance seeking of the supervisee


(Name)isaXXyearold(gender)wholiveswith(partieswithwhomhelives)in(home,town).(He/she)(attendsschool/isemployedwith)(nameofschool/employer)asa(___grader/jobtitle).(Name)isdiagnosedwith(diagnoses).Hetakes(medications,indicationsforwhichtheywereprescribed,dosages).Thereferringproblemwas(namebehavior/behaviors).Functionalassessment(oranalysis)consistedof(procedures).(Typeof)datawerecollected.Thisbehaviorismostlikelytooccur(statetimes,days,andcircumstances)andleastlikelytooccur(statetimes,days,andcircumstances).Examinationofthe(typeof)dataandtheinformationgatheredfromthefunctionalassessment(analysis)indicatesthat(behavior)isevokedby(antecedentcircumstances)andmaintainedby(reinforcementtypeandspecificreinforcers).Relevantmotivatingoperationsare(name,anddescribehowthesework).

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Bobisa9 yearoldboywholiveswithhisparentsandtwoyoungersiblingsintheirhomeinWoodbridge,Virginia.HeattendsRockledgeElementarySchoolwhereheisinfourthgrade,participatinginacombinationofspecialandgeneraleducationservices.BobisdiagnosedwithDown’sSyndromeandMildIntellectualDisability,andaseizuredisorder.Hetakestegretol at100mgtwicedailytomanagehisseizuredisorder,andhehasnothadaseizurein18months.


Thereferringproblemwasaggression,whichincludesBob’shitting,kicking,scratching,andspittingatothers.Functionalanalysisconsistedofdirectobservation,interviewwithBob’sparentsandinstructionalstaff,andtrial-basedfunctionalanalysis.ABCdatawerecollectedathomeandatschoolandwereplacedonascatterplot,and15minutepartialintervalsleepdatawerecollectedathomeregardinghissleep.


ThisbehaviorismostlikelytooccuronMondays,Tuesdays,andWednesdays,withfrequencyincreasingasthedaywearson;andleastlikelytooccurearlierintheday,andonThursdaysandFridays;andonweekends.ExaminationoftheABCandScatterplotdataandtheinformationgatheredfromthefunctionalanalysisindicatesthataggressionisevokedbyinstructionstoleaveoneactivityandengageinanother,ortogetupfromaseatedorlayingposition,andmaintainedbynegativereinforcementthroughdemandtermination.Relevantmotivatingoperationsincludetaskdifficultyandsleepdeprivation,givenincreasedprobabilityofthisbehaviorondayswhenhehashadfewerthan7hoursofsleepthepreviousnight.



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• Data-based decision making is the ANALYSIS in applied behavior analysis!



• TaskListSectionIA:Measurement

• TaskListSectionIB:ExperimentalDesign

• TaskListSectionIIH:Measurement

• TaskListSectionIII:Assessment

• TaskListSectionK:Implementation,Management,andSupervision

• TaskListSectionIII:FoundationalKnowledge

• PhilosophicalAssumptionsofBehavior

• MeasurementConcepts



• PECCBA2.09Treatment/InterventionEfficacy

• PECCBA2.10:DocumentingProfessionalWorkandResearch

• PECCBA3.01:Behavior-Analyticassessment

• PECCBA3.04:ExplainingAssessmentResults

• PECCBA9.09:AccuracyandUseofData


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• 18VAC85-150-10:SupervisoryRequirements

• Supervisionactivitiesbythelicensedbehavioranalystinclude…one-to-one,real-timeinteractionsbetweensupervisorandsuperviseetoreviewanddiscussassessmentandtreatmentplansandprocedures,clientassessmentandprogress,dataandreports,…


• We don’t always know what (or when) we don’t know –

• This is a discrimination (or conditional discrimination) we must learn, and must teach our supervisees


• Assistance Seeking as a Self-Management Behavior

– The behavior to be managed– The behavior that manages the other behavior


• Assistance Seeking as a Self-Management Behavior

– The behavior that manages the other behavior– The behavior to be managed


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Purpose of Supervision: Improve current repertoires of the Supervisee

• PECCBA5.0:BehaviorAnalystsasSupervisors

• 5.01:SupervisoryCompetence

• 5.02:SupervisoryVolume

• 5.03:SupervisoryDelegation

• 5.04:DesigningEffectiveSupervisionandTraining

• 5.05:CommunicationofSupervisionConditions

• 5.06:ProvidingfeedbacktoSupervisees

• EvaluatingtheEffectsofSupervision


• 18VAC85-150-110

• Thepracticeofbehavioranalysisincludes…supervisionoflicensedassistantbehavioranalystsandunlicensedpersonnel.


• 18VAC85-150-120

• Thelicensedbehavioranalystisultimatelyresponsibleandaccountableforclientcareandoutcomesunderhisclinicalsupervision.


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• 18VAC85-150-120

• Supervisionactivitiesbythelicensedbehavioranalystinclude:

• Direct,real-timeobservationofthesuperviseeimplementingbehavioranalyticandinterventionprocedureswithclientsinnaturalenvironments…

• One-to-one,real-timeinteractionsbetweensupervisorandsuperviseetoreviewanddiscussassessmentandtreatmentplansandprocedures,clientassessmentandprogress,dataandreports,publishedresearch,ethicalandprofessionalstandardsandguidelines,professionaldevelopmentneedsandopportunities,andrelevantlaws,regulations,andpolicies.



Sulzer-Azaroff,B.(2012).Applyingbehavioranalysisacrosstheautismspectrum.(2nd Ed.). Cornwall-on-Hudson,NY:SloanEducationalPublishing.

ISBN:978-1597380362


Checklist:

q TheTaskList

q ProfessionalandEthicalComplianceCodeforBehaviorAnalysts

q StateLicensureRegulations


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Purpose of Supervision: Maintain beneficial repertoires of the Supervisee

Purpose of Supervision: Model effective supervision practices for the Supervisee


• The supervisor should be able to describe the following potential outcomes of ineffective supervision:– 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 practice– Supervisees who engage in unethical behavior.

Thank you!

Please proceed to the next module after passing the quiz!

1-2018-purpose-of-supervision - training venue · controversial therapies for autism and...

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