Supporting Ethical Pre-Service Supervision: Review of a ...

Supporting Ethical Pre-Service Supervision: Review of a Pilot

Project

ShawnP.QuigleyPhD,BCBA-DMelmarkPennsylvania

[email protected]

•  JenniferRuane–DirectorofProfessionalDevelopment•  MaryJaneWeiss–SeniorDirectorofResearch

•  LighteningtheLoadFoundationgranttosupporttrainingdevelopment

Acknowledgements

•  ContextualVariables•  SupervisionexpectationsasestablishedbytheBACB•  Scopeofpracticeandcompetencerelatedtosupervisingothers•  Projectpurposeandmethods•  Initialoutcomesoftheproject•  Conclusionanddiscussion

Outline

ContextualVariablesofSupervision

•  Diener,McGee,andMiguel(2009)–Variablesoutsideandwithintheenvironmentaffectorganizationalandperformerbehavior

EnvironmentalVariables

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199920002001200220032004200520062007200820092010201120122013201420152016201720182019

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BCBA

RBT

BACB,2019

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StandardandCodeNumbers

FrequencyofStandardandCodeViolations(2002-2018)

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FrequencyofStandardandCodeViolations(2002-2018)

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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

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CumulativeRecordofStandardandCodeViolations(2002-2018)

•  Manyorganizationsarechallengedwithneedingmorebehavioranalysts

•  Manyorganizationsarechallengedwithbehavioranalyststhathavelimitedprofessionalexperience

ContextualVariables

•  Manyorganizationsareattemptingtoaddresstheshortageofbehavioranalystsbygrowingtheirown

•  Universityworkindependent/fieldworkhoursatwork

•  Universityworkpartnership,butnofinancial/fieldworkhoursatwork

•  Universityworkpartnership,butnofinancial/fieldworkhoursatwork

•  HopefullyretainBCBAsaftertraining

ContextualVariables

•  Challengeswithgrowingyourown

•  Time–supervisionrequirementscompetewithworktime

ContextualVariables


•  Time–supervisionrequirementscompetewithworktime•  Money–courseworkandsupervisionrequirementscost

ContextualVariables


•  Time–supervisionrequirementscompetewithworktime•  Money–courseworkandsupervisionrequirementscost•  Funderrequirements–certificationrequirementsmaynotmatchfunderrequirementscreatingcompetingprioritiesorlackoffunding

ContextualVariables


•  Time–supervisionrequirementscompetewithworktime•  Money–courseworkandsupervisionrequirementscost•  Funderrequirements–certificationrequirementsmaynotmatchfunderrequirementscreatingcompetingprioritiesorlackoffunding

•  Competition–Providerorganizationsandtrainingorganizationsarecompetingforthesameresources

ContextualVariables

BACBSupervisionExpectations

•  IdonotrepresenttheBACBoranyothercredentialingentity

•  ReachouttotheBACBforanyspecificquestionsaboutsupervisionrequirements


•  ProfessionalandEthicalComplianceCodeforBehaviorAnalysts(2014)

•  BCBA/BCaBATaskList(5thed.;2017)•  BACBNewsletter(October2017)•  SupervisorTrainingCurriculumOutline(2.0;2018)•  BCBAFieldworkRequirements(2019)


•  Globalethicalprinciples•  Relianceuponscientificknowledge/conceptuallysystematic•  Provideservices,teach,andconductresearchwithinscopeofcompetence•  Professionalrelationships(e.g.,discrimination)•  Clientrights•  Evaluatingoutcomes•  Workdocuments•  Interruptingordiscontinuingservices•  Assessment•  Promotinganethicalculture•  Researchrights


•  Specificethicalprinciples•  Professionalrelationships(e.g.,definedrole;contractualarrangement)•  Multiplerelationships(e.g.,avoid,inform,resolve)•  Exploitativerelationships(i.e.,togainadvantageorbenefit)•  Allof5.0

•  Competence•  Volume•  Delegation•  Effectiveness•  Feedback


•  5thEditionTaskList•  SectionI

•  Reasonsforsupervisionandrisksofpoorsupervision•  Clearperformanceexpectations•  Supervisiongoalsbaseduponneeds•  Competency-basedtraining•  Monitor,feedback,reinforcement•  Variablesaffectingpersonnelperformance•  Function-basedstrategies•  Evaluatesupervisioneffects


•  BACBNewsletterOctober2017•  Hours(i.e.,2000)•  Supervisionperiod(i.e.,1month)•  Supervisioncontacts(i.e.,2officeand2observations)

•  Monitoringthesuperviseesperformance•  Competency-basedtraining

•  Accountabilityofthesupervisor

•  Supervisorqualifications•  One-yearpostcertification


•  SupervisorTrainingCurriculum(2.0)•  Ongoingservices

•  Trainees•  CompliancewithBACBFieldworkStandards•  Evaluatetheeffectivenessofsupervision•  Incorporateethicsandprofessionaldevelopmentintosupervision


•  FieldworkRequirements–SupervisionRequirements•  Natureofsupervision

•  Monitor,observe,evaluate,behavioralskillstraining

•  Responsibilitiesofthesupervisor•  Demonstrate,ethics,competence,volume,evaluation,feedback,reinforcement

•  Multipleexperiences(differentsettingsandpopulations)andmultiplesupervisors


•  KeypointsofBACBExpectations•  Competence

•  ActivitiesalignedtotheTaskList

•  Evaluationofsuperviseeperformance

•  Evaluationofsupervisorperformance

•  Multiplesettingsandsupervisors


ScopeofPracticeandCompetence

•  Code5.01

•  Superviseonlywithinareasofdefinedcompetence

•  Howdoyouevaluateyoureducation,trainingandsupervisedexperienceinrelationtosupervisingothers?



•  Scopeofpractice–therangeofactivitiesinwhichmembersofaprofessionareauthorizedtoengage,byvirtueofholdingacredentialorlicense.Theactivitiesaredeterminedbyexternaloversightorganizations.

•  Scopeofcompetence–therangeofprofessionalactivitiesofaprofessionalataproficientlevel(i.e.,specificlevelofaccuracy,safety,andoutcome).Determinedbytheindividualprofessional.


•  Reasonssomeonemightpracticeoutsidescopeofcompetence

•  Demandforservicesishigh•  Assumptionofbeingbetterqualifiedthanotherprofessionals•  Financialreinforcers•  Inabilitytoidentifyscopeofcompetence•  Confusionofuniversallyapplicableprinciplesofthesciencewithuniversal

capacitytoapplytheprinciples•  “Behaviorisbehaviorisbehavior”


•  Potentialrisksofpracticingoutsidescopeofcompetence

•  Mayresultinpooroutcomes•  Mayincreasedriskofharmtoindividuals•  Deleteriouseffectsontheprofessional,andthefieldasawhole•  Riskofdisciplinaryaction•  Lossoffunding


•  Determiningscopeofcompetence

•  Code1.02indicatewedefineourcompetenceviaoureducation,training,andexperience.

•  Howdowejudgeoureducation,training,andexperiencetodetermineifwearecompetentinaparticulararea,skill,orprocesswithinthedefinedscopeofpracticeofbehavioranalysis?


•  Determiningscopeofcompetence

•  Askedtosupportanadultwithdepressivesymptoms

•  Askedtoevaluateappropriatenessofahomeplacementforateenresidinginaspecializedsextreatmentprogram

•  Askedtosupportanindividualwith“feedingneeds”

•  AskedtoprovideBCBAsupervisionforanPhDlevelpsychologistworkinginamentalhealthsetting


ProjectPurposeandMethods

•  Reducetheresourceburdenbyprovidingorganizedsupervisionmaterials

•  Increasethequalityofsupervisionofacrosssuperviseesbyprovidingorganizedsupervisionmaterials

•  Increasesupervisorsabilitytodeterminecompetencebyprovidingcompetencytools


•  Participants

•  9employeesmeetingcriteriatoprovideBCBAsupervision

•  18employeesmeetingcriteriatoreceiveBCBAsupervision


•  LearningSeries•  Aseriesofreadingsandactivitiesincontentareasandalignedwiththe4th

and5thEditionTaskList.Presentedin8to16modulestobecompletedweekly.

•  Amultiplechoiceexamusedinapre/postfashion

•  Materialstosupportactivitycompletion

•  TermsanddefinitionsforuseinaSAFMEDSformat


•  LearningSeries

•  Autism•  Behavioralgerontology•  Challengingbehavior•  Interdisciplinarycollaboration•  Organizationalbehaviormanagement•  Personneltraininganddevelopment





•  Scopeofcompetence•  Supervisorscompletethetestforeachlearningseries

•  Supervisorsaskedtoprovideevidenceofeducation,training,andexperience

•  SupervisorscompletetheCompetencyandConfidenceChecklist(Brodhead,Quigley,&Wylczynski,2018)

•  Supervisorsreviewinformationanddetermineifalearningseriesiswithintheirscopeofcompetence

•  Supervisorsdeliverthelearningseriestheyidentifyasfittingtheirscopeofcompetence


•  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




IOA

57%-100%PooragreementonwhetherSAFMEDSchecksneededtooccuronweeksnotspecificallyidentifiedintheseries

•  Procedures•  Completelearningseriestests

•  Provideevidenceofeducation,training,andexperience

•  Determinescopeofcompetencebaseduponaboveinformation

•  CompleteTARF

•  Implementchosenlearningseries

•  Observesupervisionsessions

•  CompleteTARF


InitialProjectOutcomes

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%

InitialProjectOutcomes–Education,Training,Exp


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 No No No No

Yes No Yes Yes No No

No No Yes No No No


88% 22% 77% 55% 44% 55%

InitialProjectOutcomes–OverallCompetency


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

InitialProjectOutcomes–Self-IdentifiedCompetency


Interdisc.Collab.

OBM Training&Dev.

No No No No Yes No


Yes No No Yes Yes No

Yes No No Yes No Yes

Yes No No 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%

InitialProjectOutcomes–All


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%

•  Rational–0%

•  Setagenda–74%

•  Checkedforarticlesummaryform–70%

•  SAFMEDStiming–22%

InitialProjectOutcomes–Observations

•  Followedlearningseries–65%

•  Feedbacktoolused–N/A

•  BST–N/A

•  Accurateinformation–91%


•  Appropriatevocalcommunication–100%

•  Appropriatenonvocalcommunication–100%

•  Professionalism–100%



MetCriteria DidnotMeetCriteria

AgendaArticleSummaryFormAccurateInformationVocalCommunicationNon-vocalCommunicationProfessionalism

RationaleSAFMEDSFollowlearningseriesFeedbacktoolBST

ConclusionsandDiscussion

•  Thepurposeoftheprojectwastoprovidesupervisionmaterialsthatwouldreduceburdensonthesupervisor,createauniformsupervisionprocessthatwouldincreaseconsistencyandqualityofsupervision,andsupportidentificationofscopeofcompetencewithinsupervision.

ConclusionandDiscussion

•  Useofatest,documentationofexperience,andtheCCCappearedtomatchself-identificationofcompetenceacrosscontentareas.

•  Observationdataindicatesthelearningserieshavenotbeenfollowedwithfidelity.Especiallythosecomponentsthatareperformancebased.

•  Thereisalackofdatatofurtherevaluatesocialvalidityofthelearningseriesandimpactofperformanceonsuperviseebehavior.


•  Thereisaneedforadditionalresourcestosupporttraining•  Kazemi,Rice,andAdzhyan(2018)FieldworkandSupervisionforBehavior

Analysts:AHandbook

•  Needadditionalresourcesthatprovidemorein-depthtrainingprotocolsinspecificcontentareas•  Comprehensivecurriculumregardingfunctionalbehaviorassessments

•  Researchthatbuildsuponspecifictrainingprocedures(e.g.,BST)andevaluatescurricula


•  Anecdotally,socialvalidityreportsindicateanexcitementforthelearningseriesandsupports.But,thereisaconcernregardingtheextraworkload.

•  Itwasworktocreateconductsupervisionandcreatematerials,butthatresponseeffortmighthavebeenmorepreferredthantheresponseeffortofaformalizedprogram


•  Balancebetweenthelearningseriesandtypicaljobduties

•  Fourcontactsamonth•  1groupsupervision•  1officemeetingreviewingacademiccontentoflearningseries•  2observationsthatwerealignedwithclientneedsinsteadofthelearning

seriesactivities

•  Thefocusisontheclient,notsuperviseelearningskillslistedontheTaskList


•  Isclinicalsupervision(i.e.,theneedsofclient)sufficientfortrainingTaskListitems?

•  Yesandno.

•  ActivitiesoftenalignwiththeTaskList,buttherearelimitedopportunitiestopracticeotherskillsontheTaskListortopracticeindifferentsettingsorwithdifferentpopulations.


•  AtraineethatisreallygreatatAutismearlyintervention

•  Atraineethatisreallygreatatassessingchallengingbehavioranddevelopingtechnicaldecelerationinterventions

•  Atraineethatisreallygreatatassessingemployeebehaviorandsystemsoforganizationalchange


•  Beingageneralistfirst,andaspecialistsecond

•  Identifyingareasofspecialty•  Specialtyarea(e.g.,feeding)•  Competency-basedskillsthatarespecifictothespecialtyarea•  Assessmentofthespecialtyskills•  Criteriaformaintainingcompetencyinthespecialtyarea


•  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

•  BehaviorAnalystCertificationBoard.(2019).USemploymentdemandforbehavioranalysts(2010-2018).Littleton,CO:Author.

•  Diener,L.,McGee,H.,&Migel,C.(2009).Anintegratedapproachforconductingabehavioralsystemsanalysis.JournalofOrganizationalBehaviorManagement,29,108-135.

References

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Supporting Ethical Pre-Service Supervision: Review of a ...

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