When considering behavior analytic supervision, the Ethics Code for Behavior Analysts (ECBA; BACB, 2020) provides a helpful framework for structuring supervision, however behavior analysts may have very little contact with education or training on building a repertoire as a supervisor. This session will use the ECBA along with the current BCBA and RBT task lists as a jumping off point for structuring supervision systems. Additionally, resources will be provided for self-assessment of supervision skill set in context (Dreyfus & Dreyfus, 1980; Ala’i, 2019; Brodhead, Quigley, & Wilczynski, 2018, Leland, 2024), and review a decision making model for tiered supervision system design in alignment with the ECBA.
This Supervision course provides 2 CEU credits for BACB, QABA, and IBAO.
Objectives
1. Describe use of a self-assessment for supervisory competence in context
2. Select ECBA codes related to supervision structure
3. Identify what tier of supervision matches their current competence in context
4. List at least 2 ways to identify another person who many be competent to supervise their own supervision in context
Author/Speaker
Worner Leland (they/them) is an agender, autistic, disabled human, and a behavior analyst. They are a former researcher and educator with Upswing Advocates, a current educator with Collab Lab and Sex Ed Continuing Ed, and a current collaborative writer with the Assent Lab and the Louisiana Contextual Science Research Group. They are a past president of the Sexual Behavior Research and Practice SIG of ABAI, and are the current president of the inaugural Board of Applied Behavioral Sexology. Their work focuses on sex education, assent and consent education, and harm reduction and coercion reduction education in behavior analysis.
