Supervision Pt. 2: Best Practices for ABA Supervision

Supervision Pt. 2: Best Practices for ABA Supervision 

Providing supervision to staff implementing applied behavior analysis services is a large part of a behavior analyst’s job description. Behavior analysts may supervise the work of trainees or provide ongoing supervision to board certified assistant behavior analysts or behavior technicians. Ensuring that supervision meets the needs of each kind of supervisee, the client and ultimately the field can be challenging. The goal of this course is to assist behavior analysts in providing supervision that meets those needs by presenting best practices for behavior analytic supervision. 


Hours: 2.00


Certificates provided by accrediting body (1 Match)

Behavior Analyst Certification Board


This course is designed to meet Supervision CE requirements as outlined by the BACB.
CEU Type: Learning

Course Details

Course Code: REL-ABA-0-BPABAS
Hours: 2
Type: Online Course
Content Expiration Date: 8/31/2022
Learning Objectives:
Describe the ethical obligations of supervisors.
Describe evidenced-based supervision practices and strategies.
Define the steps of Behavioral Skills Training (BST) and its use in various supervision situations.
List common communication strategies used in ABA supervision.

Section 1: Introduction

About This Course

Learning Objectives

Section 2: Ethical Obligations of Supervisors

Meet Gina

The Rights of Clients and the Role of Supervision

Multiple and Exploitative Relationships

Supervision Strategies for Avoiding Problems Associated with Multiple Relationships

Gina’s Plan for Preventing and Addressing Multiple Relationships

Knowledge Check

Respect the Rights of Clients

Maintaining Confidentiality

Discontinuing Services Appropriately

Standards for Communication and Research

Compliance with Supervision and Coursework Standards

Gina’s Approach

Areas of Competence

Gina Ponders Scope of Competence

Supervisory Volume and Delegation

Designing Effective Supervision and Training

Communication of Supervision Conditions

Providing Feedback

Evaluating the Effects of Supervision

Gina’s View on the Ultimate Ethical Test



Section 3: Best Practices and Strategies

Gina Gets Two More to Supervise

Prepare for the Relationship

Set Performance Expectations

Identify Supervision Content

Communicate Expectations

Developing Problem Solving Repertoires

Gina’s New Supervision Strategy

Putting it All Together



Section 4: Behavioral Skills Training

What is Behavioral Skills Training

Steps to BST

Gina, Sam and Errorless Learning



Section 5: Communication Strategies

Many Formats for Communication

Gina and Veronica

Individual Supervision

Establish Rapport

Model Ethics and Confidentiality

Focus on Instruction

Group Supervision

Written Communication

Gina’s Template for Session Notes

Remote Supervision



Section 6: Conclusion


Instructor: Rhonda Davin, Ph.D., BCBA-D
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Hanna C. Rue, Ph.D., BCBA-D
Dr. Hanna C. Rue is Head of Clinical Development for Autism Spectrum Therapies. She oversees clinical standards and assists in the design and implementation of numerous research projects and staff training protocols.  Dr. Rue is a Board Certified Behavior Analyst. She obtained her doctorate in clinical psychology at the University of North Dakota and completed her pre-doctoral training at May Institute. Prior to joining AST she played a leadership role at the National Autism Center and also served as a clinical director for the May Institute's largest special education school. Dr. Rue also served as Chairperson on the National Standards Project, phase 2. Her current research interests include identification of evidence-based practice for treatment of ASD, investigation of behavior reduction procedures, and skill acquisition procedures.


Disclosure: Hanna C. Rue, Ph.D., BCBA-D 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: Behavioral Analyst; 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.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
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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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