Professor: So we've talked about through different levels of certification and who supervises who in that kind of thing. The next step is really to think about what skills are needed for supervision. It's a, it's a real, it's an art and a science. As I can tell you, there's an art to delivering feedback and having rapport. There's also the scientific part. And hopefully by the time you go through these, these next few lessons, you'll at least be able to pick up on some of that. It's a skill that, you know, going back in the in the certification history, wasn't paid a lot of attention to early on. It was all about basic principles and data collection intervention. And I think we pretty quickly saw that, you know, you need to provide be CPAs with PCBs are teaching other people to run programs. And we need to find ways to do that well and to manage programs. If we have somebody working for me, I have the best program ever. I develop it. It's the most intricate, eloquent, whatever you want to call it. It's perfect in every way. It's great. But if the person implementing it can't implement it with fidelity, then we have a problem. The client's behavior will never change. So I think over the last 1520 years in our field, we've started to recognize the need to really make supervision a big player and what we do. So let's dig into this just a little bit. I'm going to talk a little bit about just the skills needed. And these are from the task list. So you should be very, very familiar with task list. You should read it all the time twice on the weekends if you have time to do that. And I'm not going to go into each of these in any great depth, but I just want to hit some highlights of this. And this is basically the outline of this section of the course. So stating reasons for using behavior analytic supervision and the risks. Max is going to cover that in another segment. So let's kind of kick the can on that one, establishing clear performance expectations for supervisor. Supervisor, who's gonna do what as a supervisor? How often am I going to show up? When am I going to show up? What's the expectations for the supervisor? What did they need to show? What do they need to provide? Making sure that everybody is on the same page is really important. Select supervision goals based on an assessment of the supervisory skills. So you got to supervise someone. It's not just kind of the Wild West out there and you're observing anything and it's sort of willy nilly, you really want to look for specific things. And it's no different when you work with clients or students or whoever you're working with, I want to target, I want to focus in on some, some, some, some places where that person needs support. So remember supervising students are supervise ease our trainees, I went goals that are based on their needs for support. So if I have a student that is not delivering reinforces appropriately, One of my goals will be to address that situation and put that trainee or that supervisor in situations where I can provide feedback and I can reinforce their behavior of appropriately reinforcing client behavior. That's pretty confusing, but you want to develop goals that are based on an assessment. And one way to assess is to go through that task list. That's a really good way to, to self-evaluate. One of the things, again, that I would do now is have that task list and read it over. Start to check off skills that you feel like, Hey, I got this one down, I do it all the time versus skills that I'm a little weak and talk to your supervisor on those skills where you little weak and put yourself into positions that you will need to use that skill and receive feedback on that skill. Training personnel at a couple of competently perform assessment intervention procedures, again, through behavioral skills training. How do I do that as a as a Board Certified Behavior Analyst? Yeah. I probably have this down pretty well. I can reinforce behavior, I can use Extinction, I can run a functional analysis, so on and so forth. But you need to train people to perform these, these functions as well. How do you do that? We'll talk more about that. Use performance monitoring, feedback and reinforcement systems. Again, I'm going to monitor performance as a supervisor. I want to see as I'm teaching you, if, if that teaching is sticking and you're changing your behavior, I'm going to use feedback and reinforcement systems to do that. You use a functional assessment approach to identify variables affecting personal personnel performance. So again, I'm going to use function, I'm going to use structural analysis. I'm going to look at motivation versus skill deficits. And I'm going to determine What's going on with a given skill. As a supervisor, can you perform the skill? Now? I perform it, but can you perform it at the right time? Can you perform it to a high level of fluency, too high criterion? And we're gonna use those data then to develop interventions to increase our treatment fidelity. Use function may strategies to improve personal performance. Again, using looking at function, why do things happen? Why does behavior happen? And then basing interventions on that information, evaluate the effects of supervision, client outcomes, and supervise these repertoire. So here's why we supervise increase client outcomes, outcomes. But we do that because as a supervisor, I'm that directly intervening on the client, indirectly intervening on the client. I'm training somebody to a high level to implement whatever strategy, whatever intervention, who that implements out with a client to change their behavior. So it's almost like as a supervisor, My goal is to change the supervisor, ye are the trainees behavior that then results in a change in the client outcomes. So that's sort of the the yeah, I'll call that sort of the outline of of overhead it but again, based on the task list. So the super the baby Certification Board has a supervisory curriculum. And what happens is once you become a b CBA, immediately people will start asking you to supervise them. What I would suggest to you again, as you work or work a little bit, get comfortable in your own behavioral skin, so to speak, you know, get, get kind of an understanding of where we are with that. But at some point, you're going to be called upon to supervise. And you in order to supervise, you have to complete training. And it's a block of training right now. It's eight hours that you complete and you do that training. And then you need to do a certain number of hours every Continuing Education cycles. So you get a block of training, then you get boosters along the way. So this is the supervisor curriculum and I have provided for you and you can read it and you can see it's in really great detail. So you can read all of that. But I just wanted to go through a few of these just to see where we are. This is for ongoing supervision. So sort of broken into two components, ongoing and then trainee. Ongoing supervision is when on the B CBA and I've working with others teachers, PCA's are BTS, whoever. And we're running behavior programs for our clients. That's sort of ongoing supervision. I hope you'll think about that as the upkeep of the programs, right? So in that kind of situation, supervisor should be able to state the purpose of supervision to the supervisor. You're trainee and it's always to make helped the trainee help the supervisor perform better and a higher level. And that should translate into better client goals. Supervisor should be able to describe the strategies and potential outcomes of ineffective supervision. Okay? And we're going to talk about that in a little while here. And another segment supervisor should be able to prepare for the supervisor relationship with a supervisory or trainee. You're part of that part of what we do. Where do people oriented business and an endeavor. And we need to have rapport with people. So, you know, thinking about the supervisor relationship. As a supervisor, you want to be professional, you want to have good, good rapport. You also want to sort of match personalities. And again, I'm sometimes set of sort of laid-back person and, you know, some folks who maybe a little higher strung may not want to work with me and others might. So sometimes personality's gotta match up well and sometimes they don't. But the idea here is, you know, with, with preparing for the supervisor relationship, it's about ethics, it's about rapport, it's about being truthful and honest about performance. Supervisor. Again, this is an ongoing supervision. Supervisors should be able to establish a plan infrastructure, supervision content, evaluation of competence. So how am I going to plan for supervising my group of team members on an ongoing basis because we all slip a little bit over time. We all cut corners over time, and there's those kind of things that go on. How can I have a plan for basically a professional development plan for my staff supervisor should be able to create a committed and positive relationships. Again, goes back to rapport. Supervisor should be able to use behavioral skills training to teach new skills. Will talk more about that. This is, this section of the curriculum really has to do with trainee supervision. So a lot of you folks are, are trainees. You're going to be become board certified behavior analysts someday. You're going to likely be supervising folks. So supervisor should be able to comply with the requirements. It's very important that can be very complicated. So it's important that you follow those and do that in an ethical manner. Supervisors should be able to evaluate the effectiveness of supervision of the trainee. So, you know, again, going back to data collection, you're, you're using behavioral skills training using a variety of approaches, behaviorally based approaches to intervene with a trainee. How do you evaluate the effectiveness of that supervision? Supervisors should be able to incorporate ethics and professional development into supervision of training. This is really important. A huge part of the certification test is on ethics. So you should really incorporated into everything you do. And again, we'll talk more about this as we go. But you know, and of course you have the whole ethics course here. But I think it's really important because every time you get involved in a discussion with the supervisors. So what's the ethical, what am I ethical responsibilities here, just just kind of spinning those, those kind of scenarios are really, really important. So just to recap, we have supervisory guidelines and a curriculum. We have the task list. And it kind of merging those two. And you can see that they're pretty similar on some of the content. But this course is, this block of this course anyway is really geared towards those. Those ideas are providing effective supervision feedback. I don't know that you can learn. You can't learn without feedback. Some type of feedback must be given. Sometimes it's a human working with you, other times it's feedback sort of arranged haphazardly by the environment. But we learn via feedback. And I think a lot, if I were to, in a word, kind of encapsulate supervision, it would be feedback. So we're going to talk more about feedback, how to deliver it, how delivery enforcers to our, our teammates and our team members and go on from there. But again, it's a very important topic that has traditionally been understated in behavior analysis, but with a fifth, fifth edition has sort of been lifted up to where it needs to be.