•	Graduate programs focused on establishing critical skills for becoming a professional behavior analyst
•	Addressing issues directly increases skills supervisee
•	Skills supervisor may improve
•	Examine literature on supervision
•	Engage in a systematic functional assessment
•	Development action plan
•	Not avoiding difficult or uncomfortable situations


University of Wisconsin - Superior

Lack in supervisory responsibility is barrier to successful BACB supervision and training

Issues in BACB Supervisory Relationships Leading to ABA Therapy Malpractice.

Sellers, T., Alai-Rosales, S., & Macdonald, R. (2016). Taking Full Responsibility: The Ethics of Supervision in Behavior Analytic Practice. Behavior Analysis In Practice, 9(4), 299-308. https://doi.org/10.1007/s40617-016-0144-x

Taking Full Responsibility: The Ethics of Supervision in Behavior Analytic Practice

Prevention of Unethical BACB Supervision

Behavioral indicators and issues which may be present in supervisory relationships may be caused by a number of factors. Some factors of the supervisory responsibility include a lack of skill, knowledge, or outdated skills, taking on work outside scope of competence, delegating inappropriately or prematurely to supervisee, ineffective training skills, lack of communication and feedback, and lack of self-reflective activities. The same applies to supervisee’s but also lack of skills may be associated with following the model presented by their trainer. Some steps to take in repairing a defective supervisory relationship should include operating only within their defined competence levels. Not accepting more supervisory assignments or tasks than they can logically account for time and attention. Not delegating to others what is outside of other volumes or competence, keeping a well-designed supervision plan for training at the forefront which would include open communication of supervision conditions, time tables. expectations of their supervisee. Also being open to self-reflection and providing feedback to themselves and their supervisees. Some common barriers that may result from organizational or time management skills include not following a guideline or model of supervision. The model only needs to be strictly adhered to in regards to mandatory subjects like laws and harm. The BACB offers supervisory curriculum as a great starting point. Other problems may arise from defective interpersonal skills of either the supervisor or the supervisee. In such cases, it is appropriate for both parties to brush up on essential skills for professionalism such as business etiquette, assertiveness, leadership, public relations, etc. If either party sees a need to address issues related to difficulty accepting feedback, hopefully there is a peer review group in proximity to the relationship which can offer suggestions and aid in the communication of a need for improvement.

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