Supervision and the Principles of Positive Behavior Support Part 1: Components

Supervision and the Principles of Positive Behavior Support Part 1: Components 

Supervisors of staff in the field of developmental disability services are responsible for the success of their support for those individuals in their care. This course will present evidence-based ways to promote work quality and enjoyment among support staff working with people who have developmental and related disabilities. Interactive exercises, detailed case examples, and instructive information make this course helpful for applying this knowledge whenever you may need it. Based on guidelines from Positive Behavior Support Training Curriculum published by The American Association on Intellectual and Developmental Disabilities (AAIDD), this course is designed for supervisors working with staff to provide quality supports and services that promote daily enjoyment among people with disabilities and reduce the likelihood of challenging behavior through the principles and practices of Positive Behavior Support (PBS). Another course, the “Overview of the Principles of Positive Behavior Support for Direct Support Professionals” provides an introduction to the principles of PBS, focusing on the reasons behind behavior issues. While the audience for this training should already know the basic human rights of the people they serve, this course is appropriate for supervisors of any direct support personnel working in any setting providing services for people with developmental and related disabilities.


Hours: 2.00


Certificates provided by accrediting body (2 Match)

National Alliance for Direct Support Professionals


This activity is approved for 2.00 contact hours.

National Alliance for Direct Support Professional Frontline Supervisor Training


Course Details

Hours: 2
Type: Online Course
Content Expiration Date: 12/31/2021
Learning Objectives:
Describe the importance of graphing for data analysis.
Summarize four guidelines for obtaining information about staff performance.
Identify three primary reasons why Behavior Support Plans (BSPs) may not be working.

SECTION 1. Introduction A. About This Course B. Learning Objectives SECTION 2. Using Data Analysis to Understand Why Behaviors Occur A. Meet John B. Graphs Help Us Understand Behavior C. The Three Parts of a Graph D. Frequency Data Graph E. Interval Data Graph F. Basic Rule for Understanding Graphed Data G. Exercise: Is the Behavior Occurring More or Less Often? H. Frequency Data Graph Sample 1 I. Interval Data Graph Sample J. Frequency Data Graph Sample 2 K. Summary SECTION 3. Using Scatter Plots A. Using Scatter Plots to Understand Why Behavior Occurs B. What Is a Scatter Plot? C. Example 1 of a Scatter Plot: Aggression and Self-Injury D. Review of What the Data Tells Us E. Example 2 of a Scatter Plot: Biting Wrist F. Review of What the Data Tells Us G. Meet Tyrone H. Summary SECTION 4. Giving Feedback and Evaluating Staff Using Checklists A. Defining What Feedback Is B. Why Verbal Feedback Helps Staff Performance C. Components of Effective and Acceptable Feedback D. Using the Teaching Skills Checklist for Observation of Supervisors E. Exercise: Give Effective Feedback F. Summary SECTION 5. What is A Performance Checklist? A. What Is a Performance Checklist? B. Example of a Performance Checklist C. When to Use a Performance Checklist D. Advantages of Using a Checklist E. Exercise: Benefits of a Checklist F. Summary SECTION 6. Staff Observation, Modeling, and Training A. Supervising to Ensure Quality Work B. Guidelines for Getting Information about Staff Work C. #1: Rely on First-Hand Information D. #2: Be Consistent in Getting Information E. #3: Make Frequent Observations F. #4: Make Observations Acceptable G. Making Observations Pleasant for Staff H. Exercise: Which Way of Observing Is Acceptable I. Summary SECTION 7: Modeling As a Staff Management Tool A. What Is Performance Modeling? B. Modeling as a Staff Management Tool C. Modeling as a Staff Training Tool D. Steps in Performance-Based Staff Training E. Simulated Training vs. Training at the Work Site F. An Important Rule in Staff Training G. Formal vs. Informal Staff Training with Modeling H. Meet Sam I. Summary SECTION 8. Conclusion A. Summary B. Course Contributors C. References D. Congratulations

Expert Reviewer: Dennis Reid, Ph.D.
Dr. Dennis H. Reid is a licensed psychologist and Board Certified Behavior Analyst who has spent his career providing behavioral services as a teacher, psychologist, program director, and director of psychology services. Dr. Reid shows a sustained record of impressive and outstanding applied research with major benefits for its direct participants, populations of participants, and fellow researchers. While most of his work is reported as peer-reviewed research in the most rigorous of applied journals, he has also taken the time to write books and manuals to allow this information to be exported to the widest audience. His work on reinforcer assessment/preference and happiness indices was seminal and is frequently cited. This line of preference investigation has opened new opportunities for the lives of individuals with profound, multiple handicaps. His work in staff training and management (including staff motivation) has helped other researchers and practitioners understand and use these procedures. Disclosure: Dennis Reid, Ph.D. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Marsha Parsons, M.A.
Marsha B. Parsons is Director of the Dogwood Resource Center at the J. Iverson Riddle Center in Morganton, North Carolina, and has over 45 peer-reviewed journal article publications and has coauthored 3 books. She has over 30 years of supervisory experience and offers a wide range of behavioral support services for individuals with developmental disabilities. She has given more than 75 presentations in staff training, management and motivation, evaluation, and provision of services. Disclosure: Marsha Parsons, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Staff Writer: Myra Lavenue, M.A.
Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Advanced, Intermediate, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
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