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Ellie Kazemi, PhD Training and Supervision Research Laboratory |
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The following documents were developed by Dr. Kazemi and Dr. Adzhyan to guide supervision of candidates preparing to become Board Certified Behavior Analysts. We thank Meline Pogosjana and Marnie Shapiro for their help preparing and posting these documents on the K-lab website for public use.
Please note guides for supervisors will be in red. Instructions, tabs, and documents for the supervisee be will in green. To access the files please click on the colored words. Part 1 Introduction to the Supervision Folder Part 2 Supervisor’s instructions for Tabs 1 & 2 Tab 1: Contract between supervisor and supervisee Template of supervision contract Tab 2: Experience Standards Supervisor’s instructions for Tabs 3 through 7 Tab 3: Ethical Conduct BACB Guidelines for Responsible Conduct for Behavior Analysts (link) Tab 4: Task List Task List Edition 3 (link) Tab 5: Task List for BCBAs working with persons with Autism Tab 6: Supervisory feedback Copy of supervisory feedback forms (from BACB) Tab 7: In-field Experience Hours Tracking Supervision Hours File Supervisor’s Guide to Competency 1: Demonstrate knowledge of HIPPA and Confidentiality Rules Tab 8: HIPPA and Confidentiality rules Supervisor’s Guide to Competency 2: Select & Define Target Behavior for Change Tab 9: Select & Define Target Behavior for Change Worksheet for Evaluating Social Significance of Target Behaviors Worksheet for Prioritizing Potential Target Behaviors Performance Monitoring: Competency 2 performance assessment form Supervisor’s Guide to Competency 3: Using Indirect Measures of Behavior and Setting Events/MOs Tab 10: Use indirect measures of behavior & summarize findings Performance Monitoring: Competency 3 performance assessment form Supervisor’s Guide to Competency 4: Use direct observation methods to collect baseline data Tab 11: Use indirect measures of behavior & summarize findings Performance Monitoring: Competency 4 performance assessment form Competency 5: Tab 12: Use direct assessment to identify preferred stimuli Competency 6: Tab 13: Assess quality of behavioral measurement (Accuracy & Reliability) Competency 7: Tab 14: Conduct descriptive analysis and develop hypotheses Competency 8: Tab 15: Conduct Functional Analysis; test hypotheses Competency 9: Tab 16: Analyze & interpret gathered information Competency 10: Tab 17: Depict MOs, Antecedent, Behavior, & Consequence relationship Competency 11: Tab 18: Obtain, summarize, and evaluate at least three research articles that could be used in your recommendations and intervention plan Competency 12: Tab 19: Recommend intervention strategies based on function of the behavior Competency 13: Tab 20: Develop and implement antecedent control interventions Competency 14: Tab 21: Develop and implement consequent based interventions Competency 15: Tab 22: Select & use appropriate design to test interventions Competency 16: Tab 23: Discuss ethical considerations related to your behavioral intervention Competency 17: Tab 24: Construct and interpret graphic display of behavioral data Competency 18: Tab 25: Evaluate effects and make data-based decisions Competency 19: Tab 26: Provide and implement a plan for generalization and maintenance Competency 20: Tab 27: Select & use appropriate design to test generalization & maintenance Competency 21: Tab 28: Written functional behavior assessment(s) Competency 22: Tab 29: Written intervention plan(s) Competency 23: Tab 30: Written task analysis & graph of progress teaching behaviors Competency 24: Tab 31: Development and implementation of a training module
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Structured BCBA Supervision |
