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Fieldwork and Supervision for Behavior Analysts: A Handbook [Mīkstie vāki]

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  • Formāts: Paperback / softback, 282 pages, height x width: 254x178 mm, weight: 512 g, 20 Illustrations
  • Izdošanas datums: 18-Dec-2018
  • Izdevniecība: Springer Publishing Co Inc
  • ISBN-10: 0826139124
  • ISBN-13: 9780826139122
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Fieldwork and Supervision for Behavior Analysts: A HandbookPalielināt
  • Formāts: Paperback / softback, 282 pages, height x width: 254x178 mm, weight: 512 g, 20 Illustrations
  • Izdošanas datums: 18-Dec-2018
  • Izdevniecība: Springer Publishing Co Inc
  • ISBN-10: 0826139124
  • ISBN-13: 9780826139122
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780826139122.html
Keywords:

This long-awaited resource is the first to focus specifically on orienting and guiding trainees in the field of behavior analysis through the practicum and supervised experience. Clear and succinct, it provides comprehensive information on the competencies as required by the Fifth Edition the BACB® Task List. Going beyond the basic nuts and bolts of skill and knowledge requirements, the text prepares students for the day-to-day realities of the supervised practicum experience. It describes the process of locating a site, finding and working with supervisors and peers, and adhering to professional and ethical guidelines. Including seasoned advice on concluding the practicum, getting ready for the board exam, and developing a professional portfolio, this unique resource prepares behavior analyst trainees for employment and beyond.

Real-life examples and case scenarios help students gain an in-depth understanding of requisite competencies. Abundant performance monitoring checklists and sample forms—conveniently downloadable—further reinforce knowledge. This book is also a useful resource for practicing behavior analysts guiding trainees under their supervision.

Key Features:

  • Delivers concise, structured guidance for students in behavior analysis training programs
  • Provides practical tips on giving and receiving feedback as well as time management and communication skills
  • Focuses on the development of competencies and encompasses the BACB® Task List
  • Covers the full range of practicum experience, from orientation to skill development to post-certification employment
  • Includes abundant checklists and forms, available for download
  • Illustrated with practical examples and case scenarios
  • Includes free ebook with purchase of print book

Recenzijas

The authors have created a truly valuable resource for those beginning their journey towards a credential as a behavior analyst. Supervision will be most effective when both the supervisor and the supervisee are well-prepared for the experience. This book is full of practical suggestions and activities that help a supervisee take full advantage of his or her opportunities. -- Linda A. LeBlanc, PhD, BCBA-D, Licensed Psychologist

Preface xi
Acknowledgments xiii
SECTION I INTRODUCTION TO SUPERVISION
1 Preparing for Practica
3(8)
What Steps Do I Need to Take to Become a Credentialed Behavior Analyst?
3(3)
What is the Difference Between Practicum, Internship, and Fieldwork?
6(1)
What is and is Not Supervision?
7(2)
Nature and Function of Supervision
9(1)
Chapter Review
9(1)
References
9(2)
2 Choosing the Type of Fieldwork You Want
11(6)
University-Based Sites
13(1)
Community-Based Sites
14(1)
Now What?
15(1)
Chapter Review
16(1)
Reference
16(1)
3 Selecting a Supervisor
17(10)
Ethics of Supervision
18(2)
Supervisor Competence
20(3)
How Would I Know If I Am Getting Good Supervision?
23(1)
Now What?
24(1)
Chapter Review
25(1)
References
25(2)
4 Applying, Interviewing, and Securing Fieldwork
27(12)
Evaluating Different Internship Sites
27(1)
Know the BACB Requirements
28(1)
Research the Organization as Your Potential Internship Site
28(1)
Preparing to Apply
28(1)
Building Your Cover Letter
29(1)
Building Your CV
30(3)
Personal Contact Information
31(1)
Education
31(1)
Employment or Work Experience
31(1)
References
32(1)
Other Subheadings
32(1)
Grammar and Formatting
33(1)
Asking for Letters of Recommendation
33(1)
Preparing for the Interview
34(2)
Before the Interview
34(1)
The Interview Date
35(1)
What If You Were Not Offered a Position?
36(1)
Chapter Review
37(1)
Reference
37(2)
5 Formalizing Supervision and Record Keeping
39(12)
Before You Can Begin Accruing Hours
40(1)
Formalizing the Supervised Experience
40(8)
Supervision Contract
40(2)
Paperwork and Proper Documentation
42(6)
Chapter Review
48(1)
References
48(3)
SECTION II BECOMING A COMPETENT SUPERVISEE
6 Gaining the Most From Your Supervision Experience
51(16)
Use Your Supervision Time Efficiently
51(5)
Work on Your Foundational Knowledge in Behavior Analysis
52(2)
Show Appreciation for Opportunities to Learn
54(1)
Take Advantage of Opportunities That Arise
54(1)
Take Responsibility for Your Experience
55(1)
Gain the Most From Performance Feedback
56(8)
What is Performance Feedback and Why Does It Matter?
56(1)
How Can You Receive Feedback Well?
57(5)
How to Provide Feedback to Your Supervisor
62(1)
Remote Supervision and Feedback
63(1)
Chapter Review
64(1)
References
64(3)
7 Putting Time and Effort Into Increasing Your Pivotal Skills
67(8)
Time Management Skills
68(1)
Self-Care Skills
69(2)
Communication Skills
71(1)
Written Communication
71(1)
Oral Communication
71(1)
Professional Skills
72(2)
Chapter Review
74(1)
References
74(1)
8 Knowing What to Expect From Individual Versus Group Supervision Meetings
75(16)
BACB Requirements of Supervision Meetings
75(2)
Practicum Versus Fieldwork
77(1)
Activities During Supervision Meetings
77(1)
Audio or Video Recordings
77(1)
Clinical Records
78(1)
Role-Play
78(1)
Professional and Personal Support
78(1)
Individual Supervision
78(3)
Benefits
78(1)
Observation and Performance Feedback
79(1)
Individual Meetings
80(1)
Group Supervision
81(5)
Benefits
81(2)
Group Dynamics and Rules
83(2)
Group Supervision in Practicum Versus Fieldwork
85(1)
Chapter Review
86(1)
References
87(4)
SECTION III EVIDENCE-BASED STRATEGIES FOR DEVELOPING COMPETENCE THROUGH SUPERVISION
9 Evidence- and Competency-Based Supervision
91(172)
The Next Sections of This Book
92(2)
Competency 1 Adhere to Legal, Professional, and Ethical Guidelines
94(11)
Competency 1 Example Case Scenario 9.1.1. Teaching Ethical Conduct
96(5)
Competency 1 Possible Group Supervision Activities
101(1)
Competency 1 Specific Task Lists and Additional Resources
101(3)
Additional Resources to Consider
104(1)
Competency 2 Develop and Use Behavior Measurement Methods and Record and Analyze Data
105(20)
Competency 2 Example Case Scenario 9.2.1. Teaching Continuous Behavior Methods
108(4)
Competency 2 Possible Group Supervision Activities
112(1)
Competency 2 Specific Task Lists for the Component Skills and Additional Resources
112(12)
Additional Resources to Consider
124(1)
Competency 3 Conduct Behavior Assessments (e.g., Functional Behavior Assessment, Preference Assessment, Reinforcer Assessment)
125(25)
Competency 3 Example Case Scenario 9.3.1. Teaching Component Skill: Indirect Assessment
127(7)
Competency 3 Possible Group Supervision Activities
134(1)
Competency 3 Specific Task Lists for the Component Skills and Additional Resources
134(12)
Additional Resources to Consider
146(2)
Competency 4 Evaluate and Develop Evidence-Based Intervention Plans
148(2)
Competency 4 Example Case Scenario for Teaching Component Skill: Developing Evidence-Based Interventions
150(17)
Competency 4 Possible Group Supervision Activities
156(1)
Competency 4 Specific Task Lists for the Component Skills and Additional Resources
156(9)
Additional Resources to Consider
165(1)
Bibliography
165(2)
Competency 5 Design and Implement Skill Acquisition Procedures Based on Initial Assessment
167(27)
Competency 5 Example Case Scenario for Teaching Component Skill: Using Discrete Trial Training in Skill Acquisition Programming
170(6)
Competency 5 Possible Group Supervision Activities
176(1)
Competency 5 Specific Task Lists for the Component Skills and Additional Resources
176(16)
Additional Resources to Consider
192(2)
Competency 6 Design and Implement Behavior Reduction Procedures
194(26)
Competency 6 Example Case Scenario for Teaching Component Skill: Writing Behavior Reduction Plans
196(2)
Competency 6 Possible Group Supervision Activities
198(1)
Competency 6 Specific Task Lists for the Component Skills and Additional Resources
199(18)
Additional Resources to Consider
217(3)
Competency 7 Program and Probe for Generalization and Maintenance
220(9)
Competency 7 Example Case Scenario for Teaching Component Skill
222(2)
Competency 7 Possible Group Supervision Activities
224(1)
Competency 7 Specific Task Lists for the Component Skills and Additional Resources
224(4)
Additional Resources to Consider
228(1)
Competency 8 Conduct Experimental Evaluations and Ongoing Assessments of Interventions
229(13)
Competency 8 Example Case Scenario for Teaching Component Skill: Evaluating Intervention Effectiveness
231(2)
Competency 8 Possible Group Supervision Activities
233(1)
Competency 8 Specific Task Lists for the Component Skills and Additional Resources
234(6)
Additional Resources to Consider
240(2)
Competency 9 Train Another Individual to Conduct a Procedure
242(11)
Competency 9 Example Case Scenario for Teaching Component Skill: Training Another Person on a Procedure
243(5)
Competency 9 Possible Group Supervision Activities
248(1)
Competency 9 Specific Task Lists for the Component Skills and Additional Resources
248(3)
Additional Resources to Consider
251(2)
Competency 10 Represent and Disseminate the Field of Behavior Analysis
253(10)
Competency 10 Example Case Scenario for Teaching Component Skill: Disseminating ABA to Non-Behavior Analyst Audiences
255(3)
Competency 10 Possible Group Supervision Activities
258(1)
Competency 10 Specific Task Lists for the Component Skills and Additional Resources
258(3)
Additional Resources to Consider
261(2)
10 Pulling It All Together
263(4)
What Are ePortfolios?
263(1)
Why Use an ePortfolio?
264(1)
How Do I Get Started?
264(1)
Key Elements of an ePortfolio
265(1)
Pulling It All Together in Your ePortfolio for Culminating Your Supervision Experience
265(1)
Additional Resources
266(1)
References
266(1)
Index 267
Ellie Kazemi, PhD, BCBA-D, Professor, Department of Psychology, California State University, Northridge, Los Angeles, California.

Brian Rice, MA, BCBA, Practica Instructor, California State University, Northridge, Los Angeles, California.

Peter Adzhyan, PsyD, LEP, BCBA-D, Practica Supervisor, California State University, Northridge, Los Angeles, California.