supporting ethical pre-service supervision: review of a
TRANSCRIPT
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Supporting Ethical Pre-Service Supervision: Review of a Pilot
Project
ShawnP.QuigleyPhD,BCBA-DMelmarkPennsylvania
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• JenniferRuane–DirectorofProfessionalDevelopment• MaryJaneWeiss–SeniorDirectorofResearch
• LighteningtheLoadFoundationgranttosupporttrainingdevelopment
Acknowledgements
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• ContextualVariables• SupervisionexpectationsasestablishedbytheBACB• Scopeofpracticeandcompetencerelatedtosupervisingothers• Projectpurposeandmethods• Initialoutcomesoftheproject• Conclusionanddiscussion
Outline
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ContextualVariablesofSupervision
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• Diener,McGee,andMiguel(2009)–Variablesoutsideandwithintheenvironmentaffectorganizationalandperformerbehavior
EnvironmentalVariables
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BACB,2019
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• Manyorganizationsarechallengedwithneedingmorebehavioranalysts
• Manyorganizationsarechallengedwithbehavioranalyststhathavelimitedprofessionalexperience
ContextualVariables
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• Manyorganizationsareattemptingtoaddresstheshortageofbehavioranalystsbygrowingtheirown
• Universityworkindependent/fieldworkhoursatwork
• Universityworkpartnership,butnofinancial/fieldworkhoursatwork
• Universityworkpartnership,butnofinancial/fieldworkhoursatwork
• HopefullyretainBCBAsaftertraining
ContextualVariables
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• Challengeswithgrowingyourown
• Time–supervisionrequirementscompetewithworktime
ContextualVariables
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• Challengeswithgrowingyourown
• Time–supervisionrequirementscompetewithworktime• Money–courseworkandsupervisionrequirementscost
ContextualVariables
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• Challengeswithgrowingyourown
• Time–supervisionrequirementscompetewithworktime• Money–courseworkandsupervisionrequirementscost• Funderrequirements–certificationrequirementsmaynotmatchfunderrequirementscreatingcompetingprioritiesorlackoffunding
ContextualVariables
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• Challengeswithgrowingyourown
• Time–supervisionrequirementscompetewithworktime• Money–courseworkandsupervisionrequirementscost• Funderrequirements–certificationrequirementsmaynotmatchfunderrequirementscreatingcompetingprioritiesorlackoffunding
• Competition–Providerorganizationsandtrainingorganizationsarecompetingforthesameresources
ContextualVariables
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BACBSupervisionExpectations
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• IdonotrepresenttheBACBoranyothercredentialingentity
• ReachouttotheBACBforanyspecificquestionsaboutsupervisionrequirements
BACBSupervisionExpectations
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• ProfessionalandEthicalComplianceCodeforBehaviorAnalysts(2014)
• BCBA/BCaBATaskList(5thed.;2017)• BACBNewsletter(October2017)• SupervisorTrainingCurriculumOutline(2.0;2018)• BCBAFieldworkRequirements(2019)
BACBSupervisionExpectations
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• Globalethicalprinciples• Relianceuponscientificknowledge/conceptuallysystematic• Provideservices,teach,andconductresearchwithinscopeofcompetence• Professionalrelationships(e.g.,discrimination)• Clientrights• Evaluatingoutcomes• Workdocuments• Interruptingordiscontinuingservices• Assessment• Promotinganethicalculture• Researchrights
BACBSupervisionExpectations
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• Specificethicalprinciples• Professionalrelationships(e.g.,definedrole;contractualarrangement)• Multiplerelationships(e.g.,avoid,inform,resolve)• Exploitativerelationships(i.e.,togainadvantageorbenefit)• Allof5.0
• Competence• Volume• Delegation• Effectiveness• Feedback
BACBSupervisionExpectations
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• 5thEditionTaskList• SectionI
• Reasonsforsupervisionandrisksofpoorsupervision• Clearperformanceexpectations• Supervisiongoalsbaseduponneeds• Competency-basedtraining• Monitor,feedback,reinforcement• Variablesaffectingpersonnelperformance• Function-basedstrategies• Evaluatesupervisioneffects
BACBSupervisionExpectations
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• BACBNewsletterOctober2017• Hours(i.e.,2000)• Supervisionperiod(i.e.,1month)• Supervisioncontacts(i.e.,2officeand2observations)
• Monitoringthesuperviseesperformance• Competency-basedtraining
• Accountabilityofthesupervisor
• Supervisorqualifications• One-yearpostcertification
BACBSupervisionExpectations
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• SupervisorTrainingCurriculum(2.0)• Ongoingservices
• Trainees• CompliancewithBACBFieldworkStandards• Evaluatetheeffectivenessofsupervision• Incorporateethicsandprofessionaldevelopmentintosupervision
BACBSupervisionExpectations
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• FieldworkRequirements–SupervisionRequirements• Natureofsupervision
• Monitor,observe,evaluate,behavioralskillstraining
• Responsibilitiesofthesupervisor• Demonstrate,ethics,competence,volume,evaluation,feedback,reinforcement
• Multipleexperiences(differentsettingsandpopulations)andmultiplesupervisors
BACBSupervisionExpectations
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• KeypointsofBACBExpectations• Competence
• ActivitiesalignedtotheTaskList
• Evaluationofsuperviseeperformance
• Evaluationofsupervisorperformance
• Multiplesettingsandsupervisors
BACBSupervisionExpectations
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ScopeofPracticeandCompetence
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• Code5.01
• Superviseonlywithinareasofdefinedcompetence
• Howdoyouevaluateyoureducation,trainingandsupervisedexperienceinrelationtosupervisingothers?
ScopeofPracticeandCompetence
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ScopeofPracticeandCompetence
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• Scopeofpractice–therangeofactivitiesinwhichmembersofaprofessionareauthorizedtoengage,byvirtueofholdingacredentialorlicense.Theactivitiesaredeterminedbyexternaloversightorganizations.
• Scopeofcompetence–therangeofprofessionalactivitiesofaprofessionalataproficientlevel(i.e.,specificlevelofaccuracy,safety,andoutcome).Determinedbytheindividualprofessional.
ScopeofPracticeandCompetence
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• Reasonssomeonemightpracticeoutsidescopeofcompetence
• Demandforservicesishigh• Assumptionofbeingbetterqualifiedthanotherprofessionals• Financialreinforcers• Inabilitytoidentifyscopeofcompetence• Confusionofuniversallyapplicableprinciplesofthesciencewithuniversal
capacitytoapplytheprinciples• “Behaviorisbehaviorisbehavior”
ScopeofPracticeandCompetence
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• Potentialrisksofpracticingoutsidescopeofcompetence
• Mayresultinpooroutcomes• Mayincreasedriskofharmtoindividuals• Deleteriouseffectsontheprofessional,andthefieldasawhole• Riskofdisciplinaryaction• Lossoffunding
ScopeofPracticeandCompetence
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• Determiningscopeofcompetence
• Code1.02indicatewedefineourcompetenceviaoureducation,training,andexperience.
• Howdowejudgeoureducation,training,andexperiencetodetermineifwearecompetentinaparticulararea,skill,orprocesswithinthedefinedscopeofpracticeofbehavioranalysis?
ScopeofPracticeandCompetence
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• Determiningscopeofcompetence
• Askedtosupportanadultwithdepressivesymptoms
• Askedtoevaluateappropriatenessofahomeplacementforateenresidinginaspecializedsextreatmentprogram
• Askedtosupportanindividualwith“feedingneeds”
• AskedtoprovideBCBAsupervisionforanPhDlevelpsychologistworkinginamentalhealthsetting
ScopeofPracticeandCompetence
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ProjectPurposeandMethods
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• Reducetheresourceburdenbyprovidingorganizedsupervisionmaterials
• Increasethequalityofsupervisionofacrosssuperviseesbyprovidingorganizedsupervisionmaterials
• Increasesupervisorsabilitytodeterminecompetencebyprovidingcompetencytools
ProjectPurposeandMethods
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• Participants
• 9employeesmeetingcriteriatoprovideBCBAsupervision
• 18employeesmeetingcriteriatoreceiveBCBAsupervision
ProjectPurposeandMethods
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• LearningSeries• Aseriesofreadingsandactivitiesincontentareasandalignedwiththe4th
and5thEditionTaskList.Presentedin8to16modulestobecompletedweekly.
• Amultiplechoiceexamusedinapre/postfashion
• Materialstosupportactivitycompletion
• TermsanddefinitionsforuseinaSAFMEDSformat
ProjectPurposeandMethods
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• LearningSeries
• Autism• Behavioralgerontology• Challengingbehavior• Interdisciplinarycollaboration• Organizationalbehaviormanagement• Personneltraininganddevelopment
ProjectPurposeandMethods
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ProjectPurposeandMethods
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ProjectPurposeandMethods
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ProjectPurposeandMethods
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• Scopeofcompetence• Supervisorscompletethetestforeachlearningseries
• Supervisorsaskedtoprovideevidenceofeducation,training,andexperience
• SupervisorscompletetheCompetencyandConfidenceChecklist(Brodhead,Quigley,&Wylczynski,2018)
• Supervisorsreviewinformationanddetermineifalearningseriesiswithintheirscopeofcompetence
• Supervisorsdeliverthelearningseriestheyidentifyasfittingtheirscopeofcompetence
ProjectPurposeandMethods
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• Dependentvariables• Scopeofcompetence
• Learningseriestestscore(i.e.,percentcorrect)• Education,training,andexperiencerelatedtoalearningseries(i.e.,yes/noforany
documentation)• ScopeofcompetencepertheCCC(i.e.,High,Med,andLow)• Identifiedscopeofcompetenceforalearningseries(i.e.,yes/no)
• Adherencetolearningseriesreadingsandactivities(i.e.,yes/nofor11areas)
• Socialvaliditymeasure(i.e.,modifiedTARF;Likertscale1-7)• Traineeperformancedata
• Learningseriespre/posttest• Learningseriesactivitiesperformance
ProjectPurposeandMethods
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ProjectPurposeandMethods
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ProjectPurposeandMethods
IOA
57%-100%PooragreementonwhetherSAFMEDSchecksneededtooccuronweeksnotspecificallyidentifiedintheseries
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• Procedures• Completelearningseriestests
• Provideevidenceofeducation,training,andexperience
• Determinescopeofcompetencebaseduponaboveinformation
• CompleteTARF
• Implementchosenlearningseries
• Observesupervisionsessions
• CompleteTARF
ProjectPurposeandMethods
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InitialProjectOutcomes
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InitialProjectOutcomes–TestScores
Autism Beh.Ger. ChallengeBehavior
Interdisc.Collab.
OBM Training&Dev.
84% 57% 76% 84% 84% 56%
82% 55% 60% 78% 69% 66%
84% 62% 52% 82% 71% 64%
78% 62% 28% 84% 71% 70%
82% 56% 56% 84% 67% 67%
84% 57% 52% 92% 78% 73%
66% 52% 44% 82% 60% 48%
72% 44% 52% 84% 58% 64%
72% 56% 48% 86% 71% 48%
78% 56% 52% 84% 70% 62%
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InitialProjectOutcomes–Education,Training,Exp
Autism Beh.Ger. ChallengeBehavior
Interdisc.Collab.
OBM Training&Dev.
Yes Yes Yes Yes Yes Yes
Yes Yes No No No No
Yes No Yes Yes Yes Yes
Yes No Yes No No Yes
Yes No Yes Yes Yes Yes
Yes No No No No No
Yes No Yes Yes No No
No No Yes No No No
Yes No Yes Yes Yes Yes
88% 22% 77% 55% 44% 55%
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InitialProjectOutcomes–OverallCompetency
Autism Beh.Ger. ChallengeBehavior
Interdisc.Collab.
OBM Training&Dev.
High Med Low Low Med Low
High Low High High Med High
Med Low Med Med Med Med
Med Low Med Med Low Med
Med Low Med Med Med Med
High Low High High Med High
High Low High High Low Med
High Low High High Low Med
High Low Med Med Low Med
2.67 1.11 2.33 2.33 1.55 2.11
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InitialProjectOutcomes–Self-IdentifiedCompetency
Autism Beh.Ger. ChallengeBehavior
Interdisc.Collab.
OBM Training&Dev.
No No No No Yes No
Yes No Yes Yes Yes Yes
Yes No No Yes Yes No
Yes No No Yes No Yes
Yes No No Yes Yes Yes
Yes No Yes Yes Yes Yes
Yes No Yes No No No
Yes No Yes Yes No No
Yes No Yes Yes No Yes
88% 0% 55% 77% 55% 55%
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InitialProjectOutcomes–All
Autism Beh.Ger. ChallengeBehavior
Interdisc.Collab.
OBM Training&Dev.
Test 78% 56% 52% 84% 70% 62%CCC 2.67 1.11 2.33 2.33 1.55 2.11
E,T,&E 88% 22% 77% 55% 44% 55%Comp. 88% 0% 55% 77% 55% 55%
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• Rational–0%
• Setagenda–74%
• Checkedforarticlesummaryform–70%
• SAFMEDStiming–22%
InitialProjectOutcomes–Observations
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• Followedlearningseries–65%
• Feedbacktoolused–N/A
• BST–N/A
• Accurateinformation–91%
InitialProjectOutcomes–Observations
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• Appropriatevocalcommunication–100%
• Appropriatenonvocalcommunication–100%
• Professionalism–100%
InitialProjectOutcomes–Observations
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InitialProjectOutcomes–Observations
MetCriteria DidnotMeetCriteria
AgendaArticleSummaryFormAccurateInformationVocalCommunicationNon-vocalCommunicationProfessionalism
RationaleSAFMEDSFollowlearningseriesFeedbacktoolBST
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ConclusionsandDiscussion
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• Thepurposeoftheprojectwastoprovidesupervisionmaterialsthatwouldreduceburdensonthesupervisor,createauniformsupervisionprocessthatwouldincreaseconsistencyandqualityofsupervision,andsupportidentificationofscopeofcompetencewithinsupervision.
ConclusionandDiscussion
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• Useofatest,documentationofexperience,andtheCCCappearedtomatchself-identificationofcompetenceacrosscontentareas.
• Observationdataindicatesthelearningserieshavenotbeenfollowedwithfidelity.Especiallythosecomponentsthatareperformancebased.
• Thereisalackofdatatofurtherevaluatesocialvalidityofthelearningseriesandimpactofperformanceonsuperviseebehavior.
ConclusionandDiscussion
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• Thereisaneedforadditionalresourcestosupporttraining• Kazemi,Rice,andAdzhyan(2018)FieldworkandSupervisionforBehavior
Analysts:AHandbook
• Needadditionalresourcesthatprovidemorein-depthtrainingprotocolsinspecificcontentareas• Comprehensivecurriculumregardingfunctionalbehaviorassessments
• Researchthatbuildsuponspecifictrainingprocedures(e.g.,BST)andevaluatescurricula
ConclusionandDiscussion
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• Anecdotally,socialvalidityreportsindicateanexcitementforthelearningseriesandsupports.But,thereisaconcernregardingtheextraworkload.
• Itwasworktocreateconductsupervisionandcreatematerials,butthatresponseeffortmighthavebeenmorepreferredthantheresponseeffortofaformalizedprogram
ConclusionandDiscussion
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• Balancebetweenthelearningseriesandtypicaljobduties
• Fourcontactsamonth• 1groupsupervision• 1officemeetingreviewingacademiccontentoflearningseries• 2observationsthatwerealignedwithclientneedsinsteadofthelearning
seriesactivities
• Thefocusisontheclient,notsuperviseelearningskillslistedontheTaskList
ConclusionandDiscussion
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• Isclinicalsupervision(i.e.,theneedsofclient)sufficientfortrainingTaskListitems?
• Yesandno.
• ActivitiesoftenalignwiththeTaskList,buttherearelimitedopportunitiestopracticeotherskillsontheTaskListortopracticeindifferentsettingsorwithdifferentpopulations.
ConclusionandDiscussion
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• AtraineethatisreallygreatatAutismearlyintervention
• Atraineethatisreallygreatatassessingchallengingbehavioranddevelopingtechnicaldecelerationinterventions
• Atraineethatisreallygreatatassessingemployeebehaviorandsystemsoforganizationalchange
ConclusionandDiscussion
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• Beingageneralistfirst,andaspecialistsecond
• Identifyingareasofspecialty• Specialtyarea(e.g.,feeding)• Competency-basedskillsthatarespecifictothespecialtyarea• Assessmentofthespecialtyskills• Criteriaformaintainingcompetencyinthespecialtyarea
ConclusionandDiscussion
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• BehaviorAnalystCertificationBoard.(2014).Professionalandethicalcompliancecodeforbehavioranalysts.Littleton,CO:Author.
• BehaviorAnalystCertificationBoard,(2017).BCBA/BCaBATaskList(5thed.).Littleton,CO:Author.
• BehaviorAnalystCertificationBoardNewsletter.(October2017).Retrievedfromhttps://www.bacb.com/wp-content/uploads/BACB_Newsletter_101317.pdf
• BehaviorAnalystCertificationBoard.(2018).Supervisortrainingcurriculumoutline(2.0).Littleton,CO:Author.
• BehaviorAnalystCertificationBoard.(2019).BCBAfieldworkrequirements.Littleton,CO:Author.
References
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• BehaviorAnalystCertificationBoard.(2019).USemploymentdemandforbehavioranalysts(2010-2018).Littleton,CO:Author.
• Diener,L.,McGee,H.,&Migel,C.(2009).Anintegratedapproachforconductingabehavioralsystemsanalysis.JournalofOrganizationalBehaviorManagement,29,108-135.
References