Association for Behavior Analysis International

Staff training in autism intervention is crucial for ensuring that individuals are equipped to provide effective, evidence-based care to individuals with autism. Effective staff training often includes the use of Behavioral Skills Training (BST), regular supervision, and ongoing professional development. More recently, innovative strategies such as asynchronous computer-based modules and enhanced supervision have been employed. The current symposium will present a series of studies examining effective methods to promote training methods. The first presentation will provide a comprehensive review of the staff training literature on manualized instruction within behavior analysis, covering studies from 1974 to the present, and offering best practice recommendations for practitioners involved in staff training. The second presentation will examine the impact of "enhanced" supervision on trainees' skills, confidence, and application of behavioral terminology. The third presentation will evaluate the effectiveness of asynchronous, computer-based training for teaching clinicians how to implement key components of Direct Instruction's Language for Learning curriculum. Lastly, the final presentation will focus on a study evaluating the effects of programming of conditions to develop behavior (PCDB)-based parent training program on parent-delivered instructions and children's compliance.

The target audience includes clinicians responsible for supervising trainees and providing training to both trainees and caregivers.

Direct Instruction (DI) is an evidence-based methodology gaining support for use with children with autism and language delays, particularly through the Direct Instruction-Language for Learning (DI-LL) curriculum. DI includes a teacher’s guide and presentation books that include precise methods for presenting the content material. Direct Instruction (DI) has been proven effective for a wide range of neurotypical children and has also shown significant efficacy for children with autism. The existing literature strongly supports the value of DI, highlighting its utility as a powerful instructional method across diverse populations. Despite the growing evidence, behavior analysts are often not familiar with the teaching approach or the available curricula. Given the amount of time spent in pre-service training, Board-Certified Behavior Analysts (BCBAs), Speech and Language Pathologists (SLPs), and Registered Behavior Technicians (RBTs) may not be afforded the additional training time required to learn to implement a new teaching strategy in their clinical settings. This study examines whether an asynchronous, computer-based training model can effectively teach the praise delivery, error correction, and signal delivery components of DI to clinicians working with children diagnosed with autism. Clinicians' performance in delivering DI-LL was evaluated through pre- and post-training role-plays. Results showed that the asynchronous training was effective for one participant, though a booster session was required. These findings suggest that asynchronous training provides a cost- and time-efficient approach to teaching DI, potentially enhancing the use of DI in clinical practice for children with autism.

Programming of conditions to develop behaviors (PCDB; Kienen et al., 2013), a teaching technology derived from Skinner's Programmed Instruction, has been applied successfully in various domains, such as higher education and leadership training. However, there is limited research on its application for parent training of children with developmental disabilities, including autism. The current study evaluated the effects of a PCDB-based parent training program on the levels of parent-delivered instructions and children's compliance. Participants included three parent-child dyads, with children aged between 2 and 10 years diagnosed with autism. Parents participated in weekly 90-minute training sessions over 6 weeks. The training covered observing and analyzing target behaviors, formulating clear and attainable instructions, implementing a three-step guided compliance procedure, and delivering appropriate consequences for compliance. Results showed a marked improvement in parent skills relative to baseline. Children's compliance levels also increased after PCDB-based parent training. The outcomes of the current study contribute to the development of effective PCDB-based parent training programs. The implications for selecting relevant behavior and developing effective parent training programs will be discussed, along with recommendations for future research.

In recent years behavior analysts have recognized the need practice with greater compassion and increased cultural responsiveness. This includes enhancing practices in graduate training programs and fieldwork supervision to ensure that students and trainees are well prepared to meet their clients’ needs, and training clinicians to use compassionate care skills in their practice. Currently there is limited research related to the explicit instruction of skills related to increasing cultural responsiveness and compassionate care. This symposium will provide an overview of existing behavior analytic research related to cultural responsiveness training in graduate training and supervisory practices. Next, three different presenters will review the use of video modeling, self-monitoring procedures, or TAGteach used to teach compassionate care skills to graduate students and clinicians. Results demonstrating the effectiveness of each procedure will be shared, along with social validity data supporting the use of video modeling and self-monitoring procedures. Recommendations to help instructors, supervisors, and clinicians advance their cultural responsiveness and compassionate care skills will be provided.

Intermediate: Attendees should have knowledge of behavioral skills training, conditioned reinforcement, and self-monitoring procedures. They should also be aware of the recent call for greater cultural responsiveness and compassionate care within behavior analysis.

Cultural competency is a necessary component of effective clinical practice, and it is essential to equip future practitioners and supervisors with the skills to meet diverse client needs. Graduate training programs and clinical supervisors should educate and teach students culturally responsive practice. In this paper, we systematically reviewed fourteen articles on graduate training and supervision in the applied behavior analytic literature and explored critical recommendations for enhancing cultural responsiveness in graduate training and supervisory practices within the field of behavior analysis. We categorized the recommendations aimed at faculty, professors, and behavior analytic departments, as well as those for supervisors and supervisory practices. These recommendations aim to create a more culturally aware training environment and better prepare trainees to be culturally responsive. By analyzing and summarizing the recommendations, this literature review provides actionable steps and resources for educators and supervisors to implement and to help promote cultural responsiveness in behavior analysis.

Compassion is an important skill for building positive therapeutic relationships with supervisees. However, research related to training compassionate supervision skills is lacking. The current study evaluated the effectiveness and efficiency of a treatment package including video-modeling with voice over instructions and feedback to teach compassionate supervision skills to six providers working at an early intervention clinic for young children with autism. In order to develop clinical scenarios for use throughout the study, we surveyed eight board certified behavior analysts to identify common challenges encountered in early intervention settings. We measured participants engagement in 13 component skills of compassionate supervision (e.g., building rapport, being responsive to the therapist’s perspective, being empathetic) during role-play with a confederate playing the role of a therapist. Overall, participants quickly acquired the component skills of compassionate supervision after being exposed to the video-model with voice over instructions and brief feedback. Additionally, the results of social validity data suggest that participants found the intervention acceptable. Finally, we discuss potential clinical implications and areas for future research.

The field of Applied Behavior Analysis (ABA) has faced criticism for its rigid adherence to protocols, often at the expense of flexibility and empathetic interpersonal interactions. In response, there is an increasing emphasis on integrating compassion into clinical practice. This symposium will present four talks that highlight strategies for promoting compassionate care within ABA. The first presentation will offer insights from a survey exploring RBTs’ perspectives on compassionate supervision. The second will discuss approaches to fostering compassion in future clinicians through cultural interviewing techniques. The third presentation will share data that showcases the development of an assessment tool designed to measure behaviors associated with compassionate care. Finally, the fourth will share findings from a study that trained Registered Behavior Technicians (RBTs) in compassionate care practices with learners. Taken together, study data reveal that behavioral components of compassionate care can be operationalized and trained using a conceptually systematic and replicable technology. These presentations underscore the importance of compassionate interactions in clinical settings and provide practical tools for developing these skills in both clinicians and direct care staff.

Individuals should be familiar with behavior skills training and have an understanding of supervision practices. Individuals should feel comfortable with data analysis and interpretation and have experience.

The field of behavior analysis has recently renewed its focus on compassionate care, especially in the interactions between Board Certified Behavior Analysts (BCBAs®) and caregivers, with increasing attention on learners. Research indicates that many behavior analysts lack training in interpersonal skills related to compassion, which can affect service quality, client care, and staff supervision. A survey of caregivers conducted by Taylor et al. (2019) highlighted the need for more compassionate family interactions between BCBAs® and caregivers, with the implication that incorporating compassion into supervision practices could enhance staff morale and service quality. That is, high turnover rates among Registered Behavior Technicians (RBTs®) may be linked to perceived deficiencies in supervisor support, emphasizing the need to improve supervision through compassionate approaches. This study therefore extends Taylor et al.'s (2019) work by adapting their original caregiver survey to better examine the relationship between BCBAs® (supervisors) and RBTs® (direct staff). Survey results from 254 RBTs® showed that questions relating to compassion in supervision were rated with the lowest scores and indicate a need for improvement, aligning with Taylor et al.’s findings. Recommendations for improving training and supervision in compassionate relationship skills will be provided.

The field of behavior analysis has a call to action towards increasing the extent to which clinical services are delivered in a compassionate way (Taylor, 2019) and that a repertoire of cultural responsiveness is a key part of this mission (Gatzunis et al., 2023). Clinicians must be equipped to engage in ways that centralize a compassionate, client-centered, culturally humble, and culturally responsive approach with an increasingly diverse clientele (Beaulieu & Jimenez-Gomez, 2022; Wright, 2019). Beaulieu and colleagues (2019) have highlighted the fact that while today’s behavior analysts highly value cultural responsiveness skills, most have never received formal training. There is evidence that structured interviewing that centralizes personal narrative and clinical advice can be a tool to impart knowledge (Tereshko et al., 2024). These findings are the driving force for the current investigation that assessed the extent to which Registered Behavior Technicians’ (RBTs®) conversations with experienced clinicians may be a means to initiate the development of a compassionate, culturally responsive repertoire. Analyses of RBT® interviewers’ reported knowledge showed wide variability and some consistent themes. Results will be presented along with recommendations for enhancing the extent to which compassionate care and cultural responsiveness are integrated into training, supervision, and service provision.

There has been a call to action in the field of behavior analysis to improve our interactions with caregivers and recipients of services. However, despite the resurgence of interest in compassionate care, there is a paucity of research evaluating and teaching this complex and nuanced repertoire with direct care interventionists, Registered Behavior Technicians (RBTs®). The current study seeks to advance our training of compassionate care skills between the recipient of services (i.e., a child with autism) and the RBT® during intervention sessions. Based on the results of initial self-instruction plans used to teach compassionate care, the current study utilized a multiple-baseline design across participants to evaluate the effectiveness of a teaching package aimed to improve behaviors associated with compassion with RBTs®. The teaching package included two phases; 1.) a job aid that outlined the expected behaviors; and 2.) behavior skills training (BST). Implications for practice will be discussed along with how these procedures may be used to improve RBT® training and interactions with clients.

This symposium explores innovative and technology-based strategies to train staff across a variety of domains. The first paper, “Increasing the Efficiency of Computer-Based Instruction for Staff Training” is a research study that evaluates the effectiveness of combining computer-based instruction with general-case procedures to promote generalization of staff training. The second paper, “Literature Review of Virtual Reality Training” is a literature review that provides an overview of current applications of virtual reality training inside and outside of behavior analytic intervention. The third paper, “An Evaluation of Virtual Reality Training in Free Operant Preference Assessment Skills” is a research study that evaluates the effectiveness of a simulated virtual reality training to train college students to implement preference assessments. Together, these studies highlight not only various technology-based staff training interventions but also highlights the versatility of these interventions. These papers have implications for improving the effectiveness and applicability of behavior analytic staff training interventions across domains.

Target Audience is graduate students in behavior analysis or board certified behavior analysts who conduct staff training across various settings.

As technological advancements continue to redefine the landscape of adult education and training, virtual reality has emerged as a potent tool for enhancing skill acquisition. This literature review synthesizes existing research on the utilization of immersive and discrete virtual reality in training adults in the medical domain. The primary focus was on understanding the effectiveness, challenges, and potential applications of virtual reality-based training programs. Specifically, we reviewed studies related to practical skills critical to safety that target a non-surgical, discrete medical procedure (e.g., diabetes care procedures, how to correctly set a G-tube, CPR, correct personal protective equipment [PPE] usage) using an immersive VR technology as a training modality. Further, the studies reviewed had to include a comparison of immersive virtual reality training to that of a business-as-usual method. We conducted a review of the six studies that met the criteria and coded variables related to what technology was used, targeted skills being trained, social validity, effectiveness of the intervention, and whether generalization occurred. Key themes explored in the literature include the role of immersive experiences in enhancing learning outcomes when comparing virtual reality training to business-as-usual and the adaptability of virtual reality platforms to different skill sets.

Evaluating procedural fidelity—the extent to which procedures are carried out as designed—is essential to providing training and supervision to behavior-change agents and monitoring the quality of behavior-analytic services. Nevertheless, there are barriers to collecting procedural-fidelity data in practice, so more research is needed to enhance our understanding of procedural-fidelity measurement in real-world settings. This symposium presents three studies addressing this topic. First, Resendez et al. will discuss a study examining the use of multiple measurement systems to assess procedural fidelity of discrete-trial instruction procedures, highlighting the differences observed with each system. Next, Blackman et al. will present findings from procedural-fidelity data collection by providers at 29 organizations, providing an overview of the current state of procedural fidelity in ABA services and its implications. Finally, Echeveria et al. will review a study examining an assessment-based intervention designed to increase the frequency with which behavior analysts measure procedural fidelity in practice. These studies collectively offer valuable insights for supervisors to improve fidelity measurement to support staff in providing high-quality services.

supervising BCBAs and behavior-analytic researchers

Assessing procedural fidelity is essential for evaluating staff performance and treatment effectiveness, yet research comparing different measurement methods remains limited. To address this gap, we systematically replicated Bergmann et al. (2023), which explored how procedural fidelity in discrete-trial-instruction (DTI) sessions varies based on the measurement system and calculation method. In contrast to their approach, our study simulated real-time conditions by viewing recorded sessions without pausing or rewinding, making the process more representative of actual practice. Interobserver agreement was calculated across studies to make conclusions about the reliability of each measurement system in real-time conditions. We will discuss the key differences observed between the systems, with particular emphasis on connecting our findings to the utility of procedural-fidelity assessment in practice. This study highlights the importance of selecting the appropriate measurement system based on the specific goals and needs of the evaluation, ensuring more accurate and meaningful fidelity assessments during supervision sessions.

In the pursuit of excellence, understanding and implementing treatment fidelity (Gresham, 1989) is paramount. Treatment fidelity serves as the backbone of quality service delivery in applied behavior analysis (ABA) therapy, directly impacting client outcomes (e.g., DiGennaro et al., 2007) and organizational standards. Despite its importance, many in the industry face considerable challenges in effectively collecting, tracking, and analyzing fidelity data (Colon et al., 2024). This presentation aims to bridge that gap by offering an overview of aggregated fidelity data from across the industry and highlighting its profound implications. We will discuss findings from an extensive analysis of de-identified fidelity data collected from 29 different organizations, showcasing the real-world state of treatment fidelity in ABA (Blackman et al., under review). These data reveal significant gaps in protocol adherence, and these shortcomings have a direct impact on both the quality of services delivered to consumers and the turnover rates among service providers.

The effectiveness of behavioral skills training (BST) and Fluency Based Instruction (FBI) have been well documented into the behavior analytic literature to teach several different skills to a diverse population that includes caregivers, staff members, and more. This event will review the use of BST and FBI to teach skills necessary for new RBT candidates and onboarding BCBAs as well as methods to improve performance post onboarding. We will discuss the use of a variety of training tools to teach skills to both new and current employees, such as gamification in new behavior technician training, fluency based instruction in behavior technician ongoing training, and the use of ongoing training tools that target the specific skills needed for success in BCBA roles. In addition, we will review the implications of a streamlined training sequence and how that transfers to the application of those skills to one’s day to day activities with clients, ultimately impacting client outcomes.

Beginners

Starting a new job is hard, which makes it necessary for proper onboarding process to support newer clinicians and experience clinicians to learn new skills in a new job. The purpose of this study is to evaluate the effects of a onboarding process for BCBAs or BCBA candidates and to measure the improvement of clients outcomes post initial behavior skills training program. The participants are BCBAs new to company as well as trainee’s transitioning to clinician in training roll to learn the job under a BCBA mentor. Materials include onboarding with video learning, BA modeling, supervisor review of skills and topics and conducts competencies to mastery. Rubrics provide us with data analysis for mastery criteria. The key outcomes are measured by programming changes (i.e., change harder) data and the timeline until a BCBA has a complete caseload. Results support the effectiveness of the process and highlights the key outcomes used as training outcomes measure.

Supervision and training are critical variables in the application of evidence-based behavior analytic services. Application of programming by inadequately supervised, trained, and/or mentored professionals or caregivers can lead to increased risks for consumers. Such circumstances could pose risks to clients achieving an improved quality of life and compromise their safety. These risks are further compounded by the surge in newly certified behavior analytic professionals across certificate levels. A potential solution involves utilizing evidence-based supervision and training procedures to support clinicians and caregivers. This symposium features three presentations aimed at building expertise in the application of behavior analysis services with both clinicians and caregivers. The first presentation will describe an agency-wide fieldwork support model designed to enhance professional development for analysts in training. The second presentation will provide a literature review of pyramidal training. The third presentation will focus on an evidence-based approach for training parents to conduct preference assessments to identify reinforcers for their autistic child.

The target audience should have the prerequisites necessary to provide supervised fieldwork or be in the process of gaining the necessary certifications to do so. Audience members should also have prior knowledge on staff training approached (e.g., BST and pyramidal training) and preferences assessments.

In recent years, our profession has experienced an exponential increasing demand for Applied Behavior Analytic (ABA) services and these conditions have set the occasion of limited available expertise and a wide range of challenges, including lack of skilled ABA practitioners (Batt et al., 2023) and challenges related to protecting the integrity of ABA (Tayler et al., 2023). The Behavior Analysis Certification Board’s (BACB) 2024 data shows 69,645 credentialed individuals in 2024, with 54% of these certified in the past 5 years, and 76% in the past 10 years. In addition, the BACB Annual Data Report (2023) indicated only 56% of examinees passed the exam on their first attempt. This presents with a herculean effort for supervisors to provide effective behavior-analytic supervised fieldwork experience that meets the minimal requirements described by the BACB (2023) in the development of case conceptualization and problem-solving and decision-making repertoires, as well as the more practice-oriented skills within the Applications section of the BACB Task List, 5th ed (2017). This presentation will cover the Fieldwork Support Model within the Center for Applied Behavior Analysis, including the structures, competencies, exam rates, and performance criteria both as a trainee and within the first year of BCBA credentialing.

An accurate self-assessment repertoire is crucial for maintaining high standards of practice, or a scope of competence, among behavior analysts. However, procedural means to achieve this remain underexplored. Medical communities have investigated these effects and largely found that accuracy in self-assessment is poor, with an inverse relation between ratings of adequacy and experience. Regular self-assessment strengthened by feedback from standardized rubrics or expert raters is key to maintaining ethical practice and engaging in self-guided learning. Drawing on foundational values and BACB ethical standards, this study extended research from medical communities to assess self-assessment accuracy and confidence among ABA graduate students with three skills: mock exams, mock caregiver interviews, and discrete trial training with actual clients. These represented a range of familiar and unfamiliar activities for ABA professionals. Where deficits in self-assessment accuracy were found, behavior analytic tactics related to feedback and reference tools were implemented to close the gap. Several participants met criteria across the skill types for intervention, and the intervention quickly improved self-assessment across all participants. Implications for fostering a more defined scope of competence and the durability of these findings as they relate to confidence levels are discussed to inform future research on this topic.

The Comprehensive Application of Behavior Analysis to Schooling (CABAS) is acybernetic system which takes into account the behaviors and outcomes of all ofits parts (students, caregivers, teachers, mentors/supervisors, and administrators)(Singer-Dudek, Keohane, & Matthews, 2021). In this system, the student and theirprogress drives the decision-making of the remaining stakeholders. In this system,performance of all participants is measured, monitored, and supported tomaximize outcomes. Some cornerstones of the CABAS system are the learn unit(Albers and Greer,1991; Bahadourianet al. 2006; Greer, 2002), the TeacherPerformance Rate Accuracy (TPRA) (Ross et al.,2005; Singer-Dudek et al., 2010)and the Early Learner Curriculum and Achievement Record (ELCAR) (Greer et.al.2023). In three studies, we demonstrate how these tools can be used to maximizestudent and teacher outcomes. In one study, we used the TPRA as a teachertraining tool and measured correct delivery of learn unit components. In anotherstudy, we tested the efficiency of Google Gemini Pro 002 on identification ofinstructional trial components. Finally, we tested the convergent and divergentvalidity of the ELCAR curriculum with Preschool Language Scales and ChildhoodAutism Rating Scale-2.

Intermediate- BACB holders, BACB supervisors, BACB consultants in school settings Prerequisite skills include holding BACB certification

This symposium presents four innovative studies exploring the acceptability and effectiveness of the teach-back method in enhancing communication and training within behavior analysis and healthcare contexts. The first talk investigates participants' acceptability of clinicians using teach-back and plain language in doctor-patient interactions, revealing a strong preference for plain language and teach-back, particularly for unfamiliar topics like multiple sclerosis. The second presentation evaluates the teach-back method in training research assistants on processing simulated blood samples, with all participants achieving mastery and reporting positive experiences. The third study replicates previous research on teach-back to train college students in a behavior analysis program to implement multiple schedules. The findings demonstrate that students learned the skills to mastery and retained them after two weeks, highlighting the practicality of teach-back via telehealth. Finally, the fourth talk extends these findings by applying teach-back to train behavior therapists to implement naturalistic environment training with children with disabilities.

All people who train others.

Different teaching methods (e.g., behavioral skills training [BST], video modeling, video modeling plus feedback, instructions) have been used for decades in the field of applied behavior analysis to train a variety of individuals or behavior change agents new skills. Recently, Sleiman et al. (2023) assessed the use of the teach-back method to train college students how to implement behavior analytic procedures (e.g., preference assessments, token economies). Teach-back, is when a trainer explains one chunk of information at a time and asks the learner to repeat it back to them using their own words. If there is no correspondence the trainer explains the chunk of information again using different words until the learner can accurately explain the information. The purpose of this study was to replicate Sleiman et al. (2023) evaluating teach back as a training method to teach how to implement multiple schedules to college students enrolled in a behavior analysis program. In addition, a second purpose was to assess the practicality of using teach-back via telehealth. Three college students participated in the study. All participants learned the skills to mastery and retained the skills after a 2-week follow-up.

As Applied Behavior Analysis (ABA) expands its reach and impact, it is essential to focus on developing leaders, not just practitioners, who can drive the field forward with integrity, innovation, and a commitment to behavior analysis. This session delves will focus on the importance of cultivating leadership skills in emerging behavior analysts, equipping them with the qualities needed to not only provide effective interventions but also to inspire, guide, and improve the field of Applied Behavior Analysis as a whole. Panelists will discuss mentorship, strategies for fostering independent thinking, and the cultivation of skills that go beyond clinical competency, such as ethical decision-making, effective communication, and collaborative problem-solving. Attendees will gain insights into creating training environments that encourage personal growth, resilience, and professional excellence, fostering a culture of lifelong learning and leadership among new professionals. This session will provide practical tools for supervisors, mentors, and educators looking to nurture the next generation of leaders. By shaping practitioners into capable, motivated leaders, we contribute to a brighter, more sustainable future for the field and those it serves. Join us in building a legacy of leadership within Applied Behavior Analysis.

Those attending will either have experience as a supervisee or supervisor who The target audience includes: BCBA Supervisors and Managers, Clinical Directors, Program Coordinators, Those who oversee the work of newly certified practitioners or supervise trainees. These individuals will benefit from strategies to elevate their supervisory practices beyond clinical skill-building, focusing on leadership, ethical decision-making, and fostering independence. Experienced BCBAs Interested in Mentorship: Seasoned practitioners looking to contribute to the next generation of ABA professionals will benefit from learning effective mentorship techniques that emphasize leadership and professional growth. ABA Students and Early-Career Professionals: While not the primary audience, emerging professionals may also find value in understanding the expectations and skills necessary to become effective leaders within the field.

The efficacy of the application of behavior analytic principles to supports for people with intellectual and developmental disabilities has been demonstrated across the life span (Kurtz & Lind, 2013) and has been a hallmark of applied behavior analysis for decades. Although a great deal of literature has provided guidance on behavior analytic support for children and young adults with intellectual and developmental disabilities, considerably less literature has focused on how those supports can be adapted and provided across a person’s lifespan, particularly into older adulthood. As medical advances continue to extend the expected lifespan and improve the quality of life for all people including those with intellectual or developmental disabilities, we are faced with a growing older adult population in need of supports. Advancements in certification, licensure, and funding for behavioral services mean that more individuals have received support at an early age and increasingly more are receiving supports throughout life. This presents a complex intersection of training needs for specialized staff supporting the needs of adults with intellectual and developmental disabilities who are experiencing aging-related changes. This presentation will review the existing literature on staff training and intervention for older adults with intellectual and developmental disabilities. It will then present existing resources that can be readily adopted into training, as well as ideas for the development of specialized trainings. Finally, these resources will be incorporated in identifying staff training needs for both direct support staff and clinical staff.

BCBAs or upper management in agencies providing services to adults with autism and/or intellectual and developmental disabilities who are supervising staff, aspiring BCBAs, and BCBAs. In particularly, agencies serving an aging population, but any adult agency would be relevant.

TThe need for qualified Board Certified Behavior Analyst (BCBA) supervisors in educational settings is critical as schools strive to address diverse behavioral and learning challenges. This panel discussion, "Essential Supervisory Skills for Overcoming Challenges and Shaping the Next Generation of BCBAs in School Settings," will provide insights into the unique role of BCBAs within the complex school ecosystem, which includes interactions among students, teachers, administrators, and parents. A structured framework for supervision will be presented, outlining best practices in mentorship, collaboration, and communication tailored to school environments. Through an interactive framework, panelists will present strategies for creating robust supervision models tailored to the unique challenges of school settings. Additionally, the discussion will highlight the importance of modeling ethical decision-making and fostering professional development opportunities for supervisees, ensuring that emerging BCBAs are equipped to navigate ethical dilemmas and contribute meaningfully to educational communities. Attendees will gain valuable strategies for fostering ethical behavior, promoting skill development, and supporting professional growth. This session is intended to equip supervisors with essential tools to prepare future BCBAs for effective practice, ultimately enhancing behavioral support systems within schools.

The target audience is BCBA that currently supervising or considering to supervise trainees in a school setting.

Autism intervention staff training has been the focus of numerous publications in the applied behavior analytic literature. Although recent publications have focused on behavior skills training (cf., Parsons et al., 2012), the work of Mont Wolf and his colleagues (Wolf et al.,1995) was seminal in articulating the steps of a teaching interaction found to be effective for working with adjudicated youth. ASAI agency members have been operating from the elements of those teaching interactions (cf., McClannahan et al.,1982; Leaf et al., 2015) for decades, teaching staff at all levels to use them with colleagues to celebrate praiseworthy performances and to instruct on performances which need to be different. Despite the uniform agreement of the value of these interactions, no data to date have been published that quantify the use of these procedures nor have there been demonstrations of a functional relationship between them and staff performance. This paper will present 6 months of data from the five international ASAI members displaying the use of these dimensions while providing hands-on training to teachers employed at ASAI member agencies. The data will be discussed in terms of its generality to educating autism interventionists and future research questions in need of answers.

The science-based autism intervention model used by the Alliance for Scientific Autism Intervention (ASAI) agencies , originally developed by Drs. McClannahan and Krantz, has a number of advantages in establishing skillful clinical and professional repertoires. The model includes not only didactic teaching but also hands-on training, both of which are necessary to establish the highest quality professional and clinical skills in those instructing individuals with autism. The purpose of this paper is to discuss the Institute for Child Development’s (IWRD) model of training and supervision in IWRD-Recommended Institutions throughout Poland to achieve positive outcomes for children and teenagers with autism. The systematic supervision and training model provided by IWRD specialists is used to develop skills of clinicians in various agencies to use effective, science-based teaching techniques; data collection tools, and individualized motivational systems. The training model also helps staff to involve families in the educational process and teaches program leadership to conduct professional evaluations annually for all therapists. Data will be presented across a 7-year period from all IWRD-Recommended centers documenting the number of children in therapy, educational programs, supervision hours, and evaluations conducted (with average evaluation scores).

Understanding Applied Behavior Analysis (ABA) interventions, evidence-based assessments, writing behavior intervention plans, and data collection are critical components of becoming a behavior analyst and are all required areas of training per the Behavior Analyst Certification Board’s® Task List. While the task list and mandated training in these technical competencies are critical, the importance of interpersonal skills must not be overlooked (Taylor et al., 2018). Interpersonal skills, also known as “soft skills”, include effective communication, empathy, active listening, and establishing safety and rapport with stakeholders. While little research exists on best practices for training adults in professional interpersonal skills, the new 6th edition of the BACB® has added an Ethics Code E.8, stating that trainees and behavior analysts should be able to “Identify and apply interpersonal and other skills (e.g., accepting feedback, listening actively, seeking input, collaborating) to establish and maintain professional relationships”. These interpersonal skills are pivotal for fostering stakeholder buy-in and ensuring continued success for clients (Roher et al., 2021). Still, they are often inadequately addressed in traditional training programs, which primarily emphasize the technical aspects of ABA. This research aims to evaluate the effectiveness of video modeling as an innovative training tool to enhance the interpersonal skills of trainees pursuing certification as behavior analysts. Video modeling bridges the gap between theoretical knowledge and real-world application by providing visual and practical demonstrations of desired interpersonal behaviors (Parsons et al., 2012). This research aims to provide practical and evidence-based solutions for behavior analysts to meet BACB® Ethics Code 4.08 regarding performance monitoring and feedback and Code 4.06 regarding providing supervision and training. The interpersonal skills addressed in this research are specific to conducting an intake appointment when a behavior analyst first meets with the caregiver of a new client. These skills are crucial in intake meetings to build rapport and trust with the client, especially as this is often the first impression of the behavior analyst and/or agency. This study features a nonconcurrent multiple baseline across participants design, with baseline data collected for each participant before the introduction of the video modeling training. The intervention is evaluated across three participants of varying ages and experience levels who each received the training. Assessments are conducted using an interpersonal skills checklist to measure the impact of the training. Qualitative feedback is also gathered through participant surveys and interviews to assess their perceptions of the training methods.

Beginner and intermediate