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| Providing Distance/Remote Supervision for Preprofessional Behavior Analysts: Strategies, Technologies, and Quality Assurance |
| Friday, May 22, 2015 |
| 4:00 PM–7:00 PM |
| 213B (CC) |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Susan Ainsleigh, Ed.D. |
| SUSAN AINSLEIGH (Bay Path University), Cheryl A. Young-Pelton (Montana State University in Billings), Robyn M. Catagnus (Ball State University), Michael Weinberg (Orlando Behavior Health Services, LLC) |
| Description: As university courses become increasingly accessible via online technology, there is a growing obligation to train behavior analysts where they live and work--sometimes at a distance from the convenience of a university lab program, established service providers, or highly skilled behavior analysts. Providing access to coursework where supervision is not available, however, leaves the pre-professional behavior analyst only partially trained. It is critical for university programs to assure that students have the opportunity to receive both classroom instruction and experiential learning; in many cases this leaves only the option of distance or remote supervision for experiential learning. This workshop assumes this necessity and addresses ethical concerns and quality assurance of distance/remote supervision. Workshop instructors will present strategies, technologies, and systems for assuring quality of distance/remote supervision. Specific skill areas will include: establishing meaningful supervisory relationships via distance, using observation via distance to shape skills, and observe skill demonstration, selecting and maximizing the effectiveness of technologies for supervision activities and requirements, sequencing of curriculum for optimal learning, ethical challenges and considerations related to distance/remote supervisions, and accountability and regulatory adherence. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to: (1) list strategies for promoting the development of meaningful supervisory relationships via distance; (2) list examples of the effective use of direct observation via distance to shape skills, observe skill demonstration, and teach concepts; (3) discuss the pros, cons, and ethical considerations for various technological applications that allow for distance supervision; (4) outline an effective sequence of supervision activities with adaptations noted for distance/remote supervision; and (5) list and describe systems to develop and implement to assure supervisor accountability and regulatory adherence. |
| Activities: (1) Small group discussion--supervision scenarios (difficult cases, ethical considerations); (2) compare/contrast and evaluative activity: technological apps; (3)development of sample curricular sequence; and (4) model and practice observation with feedback (using video and live modeling). |
| Audience: New ABA supervisors; experienced supervisors new to distance/remote supervision; and undergraduate and graduate course sequence directors. |
| Content Area: Methodology |
| Instruction Level: Intermediate |