25 Essential Skills &amp; Strategies for the Professional Behavior Analysts

Bailey, Jon; Burch, Mary R.

doi:10.4324/9780203879184

Cited by 29 publications

(27 citation statements)

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“…These problems could limit the success of supervision and jeopardize ongoing professional activities if they are not detected and addressed swiftly by an attentive supervisor. The transition from the student role to the professional role can be a challenging one if the supervisor and graduate program have not actively focused on establishing critical skills for becoming a professional behavior analyst in addition to basic concepts, principles, and procedures (Bailey & Burch, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Sellers et al (2016) provide a recommendation to explicitly discuss the expectations around accepting feedback. Bailey and Burch include a chapter that addresses strategies for effectively receiving feedback that a supervisor can assign to a supervisee (Bailey & Burch, 2010). It may be necessary for the supervisor to overtly define the behavior for the supervisor and point out examples of accepting feedback successfully as they arise in the context of the supervisory relationship.…”

Section: Difficulty Accepting and Applying Feedbackmentioning

confidence: 99%

“…The supervisor might suggest that the supervisee read books focusing on developing effective organizational and time management skills (Allen, 2015;Bailey & Burch, 2010;Covey, 2004). For those who prefer online resources, consider asking the supervisee to review the five steps for setting and meeting goals by Daniels (2013a, b), the productivity tips and infographics included in the online article by Ganesh (2015), or to identify and try out one of the many available organization/time-management apps.…”

Section: Disorganization and Poor Time Managementmentioning

confidence: 99%

“…Problems may also arise because reasonable supervisory practices proved ineffective for various reasons. These issues are distinct from performance issues related to the supervisee's repertoire of behavior analytic skills (e.g., difficulty identifying the differences between a motivating operation and discriminative stimulus), but can be equally detrimental to long-term success as a behavior analyst (Bailey & Burch, 2010).…”

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confidence: 99%

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Recommendations for Detecting and Addressing Barriers to Successful Supervision

Sellers

LeBlanc²,

Valentino³

2016

Behav Analysis Practice

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Behavior analysts who supervise staff are responsible for establishing a healthy supervisory relationship and for teaching basic behavior analytic skills (e.g., verbal repertoires, technical repertoires, clinical decision-making). In addition, supervisors should prepare their supervisees to succeed in their subsequent professional activities by developing their interpersonal skills and professionalism repertoires. Difficulties in the supervisor relationship and problematic personal and professional skills often become the focus of targeted supervision efforts after the effects of deficits (e.g., avoidance of supervision, complaints from consumers, persistent tardiness) are detected. The primary purpose of this paper is to provide guidance to the supervisor's effort to identify and address barriers to successful supervision related to a damaged supervisory relationship and persistent interpersonal and professional skills of the supervisee. A secondary purpose of this paper is to act as a general call to supervisors to continually and thoughtfully reflect on their own history, repertoires, and behavior, such that they may continue professional growth as supervisors.

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Section: Discussionmentioning

confidence: 99%

Section: Difficulty Accepting and Applying Feedbackmentioning

confidence: 99%

Section: Disorganization and Poor Time Managementmentioning

confidence: 99%

mentioning

confidence: 99%

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Recommendations for Detecting and Addressing Barriers to Successful Supervision

Sellers

LeBlanc²,

Valentino³

2016

Behav Analysis Practice

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“…As a next step in contacting the literature, behavior analysts should search beyond behavioral outlets for handbooks, journals, and manuals that provide general knowledge (e.g., epidemiology, etiology, common characteristics) specific to the target population (Bailey & Burch, 2010). Many of these resources exist on national organization websites.…”

Section: Table 1 Bacb® Guidelines For Professional Conduct Pertinentmentioning

confidence: 99%

Expanding the Consumer Base for Behavior-Analytic Services: Meeting the Needs of Consumers in the 21st Century

LeBlanc¹,

Heinicke

Baker

2012

Behav Analysis Practice

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A growing workforce of behavior analysts provides services to individuals with autism and intellectual disabilities as legislative initiatives have spurred a growth of funding options to support these services. Though many opportunities currently exist for serving individuals with autism, the growing demand for these services may wane or, at some point, the growth in service providers will meet that demand. Other consumer groups could benefit from behavior analytic services, but typically have limited access to qualified providers. Individuals with dementia and traumatic brain injury are used as example consumer groups to illustrate the necessary tasks for a behavior analyst to expand their scope of practice to a new population. This paper provides strategies for developing competence and creating employment opportunities with new consumer groups.

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Organizational Behavior Management

Abernathy¹,

Lattal²

2014

The Wiley Blackwell Handbook of Operant and Classical Conditioning

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25 Essential Skills & Strategies for the Professional Behavior Analysts

Cited by 29 publications

References 0 publications

Recommendations for Detecting and Addressing Barriers to Successful Supervision

Recommendations for Detecting and Addressing Barriers to Successful Supervision

Expanding the Consumer Base for Behavior-Analytic Services: Meeting the Needs of Consumers in the 21st Century

Organizational Behavior Management

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