The COVID-19 pandemic necessitated a rapid transition to virtual service delivery and supervision. This preliminary study examined acceptability and feasibility of virtual supervision for 94 BCBA/BCaBA trainees during COVID-19, including variables that affected perceived satisfaction, effectiveness, and supervision preference for this sample. Results indicate a decrease in accrual of direct client hours during the pandemic, with a third of participants reporting a decrease in individual supervision. In general, participants were satisfied with virtual individual and group supervision as indicated by high satisfaction domain scores and individual item means, with minimal overall change in satisfaction. Participants indicated preference for in-person or hybrid supervision and considered in-person most effective. In general, participants reported that virtual supervision was feasible and supervisors used best-practice strategies. We discuss variables that affected satisfaction (e.g., length of supervisory relationship), preference (e.g., age, services provided), and perceived effectiveness (e.g., time supervisor was a BCBA). We provide practical implications and recommendations for virtual supervision.

The coronavirus disease 2019 (COVID-19) pandemic necessitated an abrupt move to virtual modalities of training and supervision for many psychology doctoral students across the U.S. completing a practicum or externship experience. As supervision is critical to the development of psychology trainees, it is imperative to assess the impact of the COVID-19 pandemic on supervisory practices, particularly with virtual supervision. The present study examined psychology doctoral students’ self-reported satisfaction with virtual supervision during COVID-19, their supervision format preference, and the supervision format they perceived to be most effective. Results indicated that participants (N = 129) were satisfied with the overall virtual supervision they received during COVID-19; however, there was a significant decrease in the degree of satisfaction with supervision received before and during COVID-19. The majority of participants indicated that they both preferred in-person supervision and perceived it to be the most effective supervision format. The present study discusses variables (e.g., change in individual supervision hours, number of supervision methods used) that predicted or impacted satisfaction, format preference, and perceived effectiveness, and quantified the supervisory experience of psychology doctoral students completing a practicum or externship. Participants reported a decrease in practicum hours (65%), concern about accruing hours for internship (54%), and change in the nature of practicum activities (68%). The majority of participants reported no change in their individual supervision hours (64%). As virtual supervision is a modality that supervisors may continue using beyond the COVID-19 pandemic, the present study provides potential guidelines for supervisors to increase trainee satisfaction when using virtual supervision.