A Behavior Analyst's Guide to Supervising Fieldwork

by Tonya N. Davis, Jessica S. Akers

Overview

This guide is specifically designed for supervisors of trainees completing fieldwork requirements for the Board-Certified Behavior Analyst (BCBA) credential, to ensure a well-planned and well-documented fieldwork experience. Supervisors have a significant responsibility to plan, sequence, implement, and track their supervisee's fieldwork and skill acquisition. This guide was created to align with the Board-Certified Behavior Analyst Task List, providing a structured curriculum to support the many responsibilities of a supervisor, and covering a wide range of topics.
The book includes instructions for group and individual supervision activities, homework activities for supervisees, and methods of assessing skills. It is designed to support the supervisor by covering all aspects key to supervision. Its many additional materials are designed to maximize the supervisor's use of time, and to gauge the effectiveness of their work. It is evidence-based and practically oriented, and will benefit the supervisor as well as the trainee.

Product Details

ISBN-13:	9783031099342
Publisher:	Springer International Publishing
Publication date:	01/05/2023
Edition description:	1st ed. 2022
Pages:	803
Sales rank:	633,725
Product dimensions:	6.10(w) x 9.25(h) x (d)

About the Author

Dr. Tonya Davis is a Professor at Baylor University where she teaches undergraduate and graduate courses in applied behavior analysis. In 2010, she founded the Applied Behavior Analysis graduate program at Baylor University as well as the university-affiliated applied behavior analysis clinic where students completed a portion of their supervised fieldwork. Within this capacity, Dr. Davis developed and implemented supervision activities for numerous graduate students. Dr. Davis’ research revolves around her primary goal of ensuring children with developmental and intellectual disabilities have access to the most effective interventions across a variety of settings. This includes two lines of research, first developing approaches support pre- and in-service professionals to implement evidence-based practices. The second is evaluating interventions to reduce challenging behavior, focusing on approaches to address barriers of implementing interventions in homes and schools.

Dr. Jessica Akers is an Assistant Professor at Baylor University where she teaches courses in the applied behavior analysis program. Dr. Akers serves as the practicum coordinator which entails directing and managing the field experience course within the program. In this role, Dr. Akers oversees the supervision of graduate students accumulating hours for certification. Dr. Akers’ research interests include strategies for promoting appropriate social and play skills in individuals with autism and related disabilities and identifying effective procedures for training caregivers and professionals to implement behavior analytic interventions.

Table of Contents

1. Introduction
2. Feedback
• Delivering feedback/consultation
• Obtaining feedback from supervisees and others
3. Tracking skill and concept mastery (must contain a document to track completion (a) taught it, (b) supervisee passed knowledge test, and (c) supervisee passed skills/application test).
4. Measurement
• Operational Definitions and Continuous Data Collection
• Data Collection: Sampling Procedures & Trials to Criterion
• Selecting Measurement System, Reliability
5. Data display
• Graphing & Interpreting Graphs
• Experimental Designs
6. Reinforcement, Part 1
• Positive
• Negative
• Schedules of Reinforcement
7. Preference Assessments
• Free operant
• Multiple Stimulus
• Paired Stimulus
8. Reinforcement, Part 2
• Conditioned reinforcers
• Token economies
9. Discrete Trial Training
• Stimulus and Response Prompts
• DTT
10. Discriminative stimuli Part 1
• Modeling & Imitation Training
• Simple and Conditional Discriminations
11. Discriminative stimuli Part 2
• Instructions and Rules
• Equivalence based instruction
12. Naturalistic Instruction
• Milieu Teaching
• Incidental Teaching
13. Motivating operations
• Manipulating MOs of reinforcers,
• Choice
14. Shaping and Chaining
• Shaping
• Chaining
• Activity schedules
15. Generalizationo Generalization
• Maintenance
16. Descriptive Review
• FAST
• RAISD
• ABC Recording
17. Functional analyses, Part 1
• Traditionalo Demand Assessments
18. Functional Analyses, Part 2
• Brief
• Trial-based
• Interpretation of results
19. Behavior Reduction Procedures, Part 1
• Extinction
• NCR
20. Differential Reinforcement Procedures
• DRA (not FCT)
• DRO
• DRI
21. Functional Communication Training (FCT)
22. Behavior Reduction Procedures, Part 2
• High-probability instructional sequence
• Group contingencies
23. Behavior Reduction Procedures, Part 3
• Contingency contracting
• Self-management
24. Punishment
• Ethics of punishment
• Response interruption and redirection
• Response cost
25. Strengths/Deficits assessments
• Person-centered planning
• Assessment tools
26. Selecting and Implementing Interventions
• State intervention goals in observable and measurable terms
• Identifying evidence-based practices
• Treatment integrity
• Data-based monitoring
27. Personnel Supervision and Management
• Behavior skills training
• Performance monitoring
28. Ethics
• Responsibility to clients
• Ethical responsibilities to colleagues and traineeso Ethical responsibilities in conducting research