About the presentation:
As the number of aspiring behavior analysts continues to increase, it is imperative that certified behavior analysts provide quality supervision to those seeking BCBA certification. Providing quality supervision may facilitate quality clinical practices once those seeking supervision become certified and begin to practice independently (Leblanc & Luiselli, 2016). However, when BCBA supervision occurs within the context of providing clinical services, it can sometimes be difficult to balance quality supervision standards with quality clinical practices. Resources in clinical settings (e.g., time, availability of supervision tools, knowledge) may place constraints on supervisors (Sellers, Valentino, Landon, & Aiello, 2019). Additionally, funding requirements (e.g., number of approved service units) may place further constraints on supervisors. The purpose of this talk is to discuss common constraints or barriers supervisors may experience when providing supervision in a clinical setting. Current literature will be discussed, and suggestions based on the current literature and personal experience will be provided.
At the conclusion of the presentation, the participants will be able to:
1. Identify common barriers to providing quality supervision in a clinical setting
2. List the BACB guidelines for providing supervised fieldwork experience to BACB trainees
3. Describe strategies for providing quality supervision along with quality clinical services
About the presenter:
Dr. Kelley Harrison is a board certified behavior analyst who received her PhD from the University of Kansas in Behavioral Psychology in 2018. Following completion of her PhD, Kelley completed a post-doctoral fellowship with Trumpet Behavioral Health, a company that provides behavior therapy services to individuals with intellectual and developmental disabilities. Presently, Kelley is an Assistant Professor of the Practice in the Department of Applied Behavioral Science at the University of Kansas. Kelley’s areas of expertise include the application of behavioral principles to the early childhood education setting, including inclusive classrooms and early intervention classrooms, as well as the assessment and treatment of problem behavior. Her research interests include increasing compliance with heath care routines, increasing communication for individuals with developmental disabilities, and improving early childhood education practices. Kelley also serves as the chair for the Professional Development Board for the Kansas Association for Behavior Analysis.