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| The Behavior Analyst as Supervisor: Creating Advanced Supervision and Mentoring Repertoires |
| Sunday, February 4, 2018 |
| 2:00 PM–4:50 PM |
| Regency Ballroom |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Linda A. LeBlanc, Ph.D. |
| LINDA A. LEBLANC (LeBlanc Behavioral Consulting LLC) |
 Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist is the President of LeBlanc Behavioral Consulting. She previously served as a professor at Claremont McKenna College, Western Michigan University and Auburn University and as the Executive Director of Trumpet Behavioral Health. She has published over 100 articles and book chapters on topics such as behavioral treatment of autism, technology-based behavioral interventions, behavioral gerontology, supervision and mentorship, and systems development in human services. Dr. LeBlanc is an Associate Editor for Behavior Analysis in Practice and the Literature Review Editor for Education and Treatment of Children. She has previously served as an Associate Editor for The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis. She is the 2016 recipient of the American Psychological Association Nathan H. Azrin Award for Distinguished Contribution in Applied Behavior Analysis. |
| Description: Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its� practice. Though there are now training and CEU requirements for supervising those who are accruing hours towards the experience requirement for certification, few resources exist to guide supervisor activities and recommended practice. This workshop summarizes five overarching recommended practices for supervision with detailed strategies and resources for structuring the supervisory experience and ongoing mentorship. Examples are provided for how to: create expectations for supervisees, use positive strategies for managing performance, teach structured clinical-decision making and problem-solving skills, and arranging to be a mentor and to be mentored. Examples from the presenter�s history with mentorship are presented and analyzed. |
| Learning Objectives: At the conclusion of the workshop, attendees will be able to: (1) list the 5 recommended practices for supervision; (2) describe several critical components of an effective supervision contract; (3) describe positive strategies for managing supervisee performance; (4) identify behaviors that contribute to a positive long-term supervisory and mentoring relationship. |
| Activities: Instructional strategies include lecture and discussion. |
| Audience: This workshop is targeted at board certified behavior analysts who are supervisors or who will become supervisors in the future. All are welcome. |
| Content Area: Practice |
| Instruction Level: Advanced |