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• Cover
• Title Page
• Copyright
• Contents
• Preface
• Acknowledgments
• Share Fieldwork and Supervision for Behavior Analysts: A Handbook
• Section I. Introduction to Supervision
• 1. Preparing for Practica
• What Steps Do I Need to Take to Become a Credentialed Behavior Analyst?
• What Is the Difference Between Practicum, Internship, and Fieldwork?
• What Is and Is Not Supervision?
• Nature and Function of Supervision
• Chapter Review
• References
• 2. Choosing the Type of Fieldwork You Want
• University-Based Sites
• Community-Based Sites
• Now What?
• Chapter Review
• Reference
• 3. Selecting a Supervisor
• Ethics of Supervision
• Supervisor Competence
• How Would I Know If I Am Getting Good Supervision?
• Now What?
• Chapter Review
• References
• 4. Applying, Interviewing, and Securing Fieldwork
• Evaluating Different Internship Sites
• Know the BACB Requirements
• Research the Organization as Your Potential Internship Site
• Preparing to Apply
• Building Your Cover Letter
• Building Your CV
• Personal Contact Information
• Education
• Employment or Work Experience
• References
• Other Subheadings
• Grammar and Formatting
• Asking for Letters of Recommendation
• Preparing for the Interview
• Before the Interview
• The Interview Date
• What If You Were Not Offered a Position?
• Chapter Review
• Reference
• 5. Formalizing Supervision and Record Keeping
• Before You Can Begin Accruing Hours
• Formalizing the Supervised Experience
• Supervision Contract
• Paperwork and Proper Documentation
• Chapter Review
• References
• Section II. Becoming a Competent Supervisee
• 6. Gaining the Most From Your Supervision Experience
• Use Your Supervision Time Efficiently
• Work on Your Foundational Knowledge in Behavior Analysis
• Show Appreciation for Opportunities to Learn
• Take Advantage of Opportunities That Arise
• Take Responsibility for Your Experience
• Gain the Most From Performance Feedback
• What Is Performance Feedback and Why Does It Matter?
• How Can You Receive Feedback Well?
• How to Provide Feedback to Your Supervisor
• Remote Supervision and Feedback
• Chapter Review
• References
• 7. Putting Time and Effort Into Increasing Your Pivotal Skills
• Time Management Skills
• Self-Care Skills
• Communication Skills
• Written Communication
• Oral Communication
• Professional Skills
• Chapter Review
• References
• 8. Knowing What to Expect From Individual Versus Group Supervision Meetings
• BACB Requirements of Supervision Meetings
• Practicum Versus Fieldwork
• Activities During Supervision Meetings
• Audio or Video Recordings
• Clinical Records
• Role-Play
• Professional and Personal Support
• Individual Supervision
• Benefits
• Observation and Performance Feedback
• Individual Meetings
• Group Supervision
• Benefits
• Group Dynamics and Rules
• Group Supervision in Practicum Versus Fieldwork
• Chapter Review
• References
• Section III. Evidence-Based Strategies for Developing Competence Through Supervision
• 9. Evidence- and Competency-Based Supervision
• The Next Sections of This Book
• Competency 1. Adhere to Legal, Professional, and Ethical Guidelines
• Competency 1. Example Case Scenario 9.1.1. Teaching Ethical Conduct
• Competency 1. Possible Group Supervision Activities
• Competency 1. Specific Task Lists and Additional Resources
• Additional Resources to Consider
• Competency 2. Develop and Use Behavior Measurement Methods and Record and Analyze Data
• Competency 2. Example Case Scenario 9.2.1. Teaching Continuous Behavior Methods
• Competency 2. Possible Group Supervision Activities
• Competency 2. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 3. Conduct Behavior Assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment)
• Competency 3. Example Case Scenario 9.3.1. Teaching Component Skill: Indirect Assessment
• Competency 3. Possible Group Supervision Activities
• Competency 3. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 4. Evaluate and Develop Evidence-Based Intervention Plans
• Competency 4. Example Case Scenario for Teaching Component Skill: Developing Evidence-Based Interventions
• Competency 4. Possible Group Supervision Activities
• Competency 4. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Bibliography
• Competency 5. Design and Implement Skill Acquisition Procedures Based on Initial Assessment
• Competency 5. Example Case Scenario for Teaching Component Skill: Using Discrete Trial Training in Skill Acquisition Programming
• Competency 5. Possible Group Supervision Activities
• Competency 5. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 6. Design and Implement Behavior Reduction Procedures
• Competency 6. Example Case Scenario for Teaching Component Skill: Writing Behavior Reduction Plans
• Competency 6. Possible Group Supervision Activities
• Competency 6. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 7. Program and Probe for Generalization and Maintenance
• Competency 7. Example Case Scenario for Teaching Component Skill
• Competency 7. Possible Group Supervision Activities
• Competency 7. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 8. Conduct Experimental Evaluations and Ongoing Assessments of Interventions
• Competency 8. Example Case Scenario for Teaching Component Skill: Evaluating Intervention Effectiveness
• Competency 8. Possible Group Supervision Activities
• Competency 8. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 9. Train Another Individual to Conduct a Procedure
• Competency 9. Example Case Scenario for Teaching Component Skill: Training Another Person on a Procedure
• Competency 9. Possible Group Supervision Activities
• Competency 9. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• Competency 10. Represent and Disseminate the Field of Behavior Analysis
• Competency 10. Example Case Scenario for Teaching Component Skill: Disseminating ABA to Non-Behavior Analyst Audiences
• Competency 10. Possible Group Supervision Activities
• Competency 10. Specific Task Lists for the Component Skills and Additional Resources
• Additional Resources to Consider
• 10. Pulling It All Together
• What Are ePortfolios?
• Why Use an ePortfolio?
• How Do I Get Started?
• Key Elements of an ePortfolio
• Pulling It All Together in Your ePortfolio for Culminating Your Supervision Experience
• Additional Resources
• References
• Index