|Training Pre-Service Behavior Analysts: A Review of Multiple Training Systems|
|Monday, May 25, 2020|
|10:00 AM–10:50 AM |
|Marriott Marquis, Level M4, Independence D|
|Area: TBA/OBM; Domain: Service Delivery|
|Chair: Lloyd D. Peterson (Western Michigan University)|
|CE Instructor: Lloyd D. Peterson, Ph.D.|
Board Certified Behavior Analysts are credentialed through education, fieldwork, and an exam. The fieldwork portion is an opportunity to learn and utilize behavior analytic principles for future independent practice under the supervision of an already credentialed behavior analyst. Although fieldwork guidelines are provided by the Behavior Analyst Certification Board, the implementation of the fieldwork varies across organizations and behavior analysts. The latitude of implementation within the fieldwork guidelines is helpful for implementing quality pre service training in various different contexts and to meet the needs of the trainee. The purpose of this symposium is to provide a review of different organizational practices to training pre service behavior analysts. Each presentation will provide an overview of a training practice that is applicable to the entire fieldwork requirements or to a specific portion. Attention is given to training professionalism as part of the fieldwork requirements. Each presentation will also provide barriers to implementation to provide attendees complete information for evaluating context fit within their organizations or individual supervision practices.
|Instruction Level: Intermediate|
|Keyword(s): Fieldwork, Supervision, Training|
|Target Audience: |
This symposium is for practitioners supervising pre-service behavior analysts. Additionally, individuals seeking certification may benefit from learning different approaches to supervision.
|Learning Objectives: 1. Attendees will state the definitions for scope of practice and scope of competence based upon Brodhead, Quigley, and Wylczynski (2018). 2. Attendees will describe how the Confidence and Competence Checklist (Brodhead, Quigley, & Wylcznski, 2018) can support a professional in defining personal scope of competence. 3. Attendees will describe the processes and outcomes of organizational BCBA supervision project. 4. Attendees will describe how to incorporate practices for teaching professionalism into supervision. 5. Attendees will describe a process for teaching visual analysis to pre-service behavior analysts.|
|Creating an Organizational Pre Service Supervision System: A Review of Melmark's Learning Series|
|JENNIFER RUANE (Melmark), Shawn P. Quigley (Melmark), Mary Jane Weiss (Endicott College)|
|Abstract: Scope of practice is a range of activities authorized for an entire profession based upon a credential or license (Brodhead, Quigley, & Wilczynski, 2018). Scope of competence is a subset of practice activities defined by a professional based upon education, training, and supervised experiences BACB, 2019a). As the number of and demand for behavior analysts continues to grow (BACB, 2019b; Carr & Nosik, 2017; Deochand & Fuqua, 2016) there is an increased need for discussion regarding scope of competence and its relationship to training new behavior analysts. As stated by Carr & Nosik (2017), two-thirds of all behavior analysts have obtained the BCBA credential since 2011, even though the credential has been available since 1999. Although much experience can be obtained prior to a credential (and likewise little experience might occur post credential), the recent growth of BCBAs indicates practitioners are young, with limited breadth and depth of clinical experiences. The purpose of this presentation is to describe an organizational approach to creating a fieldwork process for pre service behavior analysts. Data for evaluating scope of competence in relation to supervising behavior analytic trainees will be shared. Barriers to implementation will also be discussed.|
|Evaluating the Softer Side of Supervision: Recommendations When Teaching and Evaluating Behavior-Analytic Professionalism|
|MICHAEL KRANAK (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Natalie Andzik (Northern Illinois University )|
|Abstract: One welcomed addition to the Behavior Analyst Certification Board Fifth Edition Task List and Supervisor Curriculum (2.0) is the duty of supervisors to not only teach, but also evaluate “soft skills,” or rather, behavior-analytic professionalism. With this addition, supervisors must teach and evaluate the professional skills of their trainees. However, findings from surveys of supervisors in the field indicate that supervisors do not feel it is their job to train or evaluate these skills, and that they also do not know how. The presenter will discuss a recommended training model rooted in behavior skills training. The presenter will also provide recommendations for getting buy-in, operationally define these skills, provide examples, and how to ensure trainees have adequate practice so that timely and constructive feedback can be given.|
Teaching Graduate ABA Students to Utilize Single Subject Design in Applied Settings
|SUSAN AINSLEIGH (Bay Path University)|
In the practice of ABA, the use of experimentation and hence, experimental analysis is often overlooked. Consequently, graduate students studying applied behavior analysis and working in applied settings have fewer opportunities to practice utilizing single subject/ single case designs during a supervised fieldwork experience. The implications for the practice of ABA are significant; less experimentation and experimental analysis results in clinical decisions that may incur more error and less effective treatments. This presentation overviews the use of behavioral skills training (BST) to teach graduate students the use of single-subject design for conducting experimental analyses. Two case examples conducted by graduate students are presented.