Posted: April 24th, 2025

Discussion

Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee’s performance on the skill, both initially and ongoing.

BCBA Task List (5th ed.)
Introduction

The BCBA Task List includes the knowledge and skills that serve as the foundation for the BCBA examination.

Structure

The BCBA Task List is organized in two major sections, Foundations, which includes basic skills and underlying
principles and knowledge, and Applications, which includes more practice-oriented skills.

Section 1: Foundations
A Philosophical Underpinnings
B Concepts and Principles
C Measurement, Data Display, and Interpretation
D Experimental Design

Section 2: Applications
E Ethics (Ethics Code for Behavior Analysts)
F Behavior Assessment
G Behavior-Change Procedures
H Selecting and Implementing Interventions
I Personnel Supervision and Management

January 2017

This document should be referenced as:
Behavior Analyst Certification Board. (2017). BCBA task list (5th ed.).

https://www.bacb.com/wp-content/bcba-task-list-5th-ed

Section 1: Foundations
A. Philosophical Underpinnings

A-1 Identify the goals of behavior analysis as a science (i.e., description, prediction, control).

A-2 Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism,
determinism, empiricism, parsimony, pragmatism).

A-3 Describe and explain behavior from the perspective of radical behaviorism.

A-4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and
professional practice guided by the science of behavior analysis.

A-5 Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).

B. Concepts and Principles

B-1 Define and provide examples of behavior, response, and response class.

B-2 Define and provide examples of stimulus and stimulus class.

B-3 Define and provide examples of respondent and operant conditioning.

B-4 Define and provide examples of positive and negative reinforcement contingencies.

B-5 Define and provide examples of schedules of reinforcement.

B-6 Define and provide examples of positive and negative punishment contingencies.

B-7 Define and provide examples of automatic and socially mediated contingencies.

B-8 Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers.

B-9 Define and provide examples of operant extinction.

B-10 Define and provide examples of stimulus control.

B-11 Define and provide examples of discrimination, generalization, and maintenance.

B-12 Define and provide examples of motivating operations.

B-13 Define and provide examples of rule-governed and contingency-shaped behavior.

B-14 Define and provide examples of the verbal operants.

B-15 Define and provide examples of derived stimulus relations.

C. Measurement, Data Display, and Interpretation

C-1 Establish operational definitions of behavior.

C-2 Distinguish among direct, indirect, and product measures of behavior.

C-3 Measure occurrence (e.g., count, frequency, rate, percentage).

C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).

C-5 Measure form and strength of behavior (e.g., topography, magnitude).

C-6 Measure trials to criterion.

C-7 Design and implement sampling procedures (i.e., interval recording, time sampling).

C-8 Evaluate the validity and reliability of measurement procedures.

C-9 Select a measurement system to obtain representative data given the dimensions of behavior and the
logistics of observing and recording.

C-10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs,
cumulative records).

C-11 Interpret graphed data.

D. Experimental Design

D-1 Distinguish between dependent and independent variables.

D-2 Distinguish between internal and external validity.

D-3 Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own
controls, repeated measures, prediction, verification, replication).

D-4 Describe the advantages of single-subject experimental designs compared to group designs.

D-5 Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing
criterion).

D-6 Describe rationales for conducting comparative, component, and parametric analyses.

Section 2: Applications
E. Ethics
Behave in accordance with the Ethics Code for Behavior Analysts

E-1 Introduction

E-2 Responsibility as a Professional

E-3 Responsibility in Practice

E-4 Responsibility to Clients and Stakeholders

E-5 Responsibility to Supervisees and Trainees

E-6 Responsibility in Public Statements

E-7 Responsibility in Research

F. Behavior Assessment

F-1 Review records and available data (e.g., educational, medical, historical) at the outset of the case.

F-2 Determine the need for behavior-analytic services.

F-3 Identify and prioritize socially significant behavior-change goals.

F-4 Conduct assessments of relevant skill strengths and deficits.

F-5 Conduct preference assessments.

F-6 Describe the common functions of problem behavior.

F-7 Conduct a descriptive assessment of problem behavior.

F-8 Conduct a functional analysis of problem behavior.

F-9 Interpret functional assessment data.

G. Behavior-Change Procedures

G-1 Use positive and negative reinforcement procedures to strengthen behavior.

G-2 Use interventions based on motivating operations and discriminative stimuli.

G-3 Establish and use conditioned reinforcers.

G-4 Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt
delay, stimulus fading).

G-5 Use modeling and imitation training.

G-6 Use instructions and rules.

G-7 Use shaping.

G-8 Use chaining.

G-9 Use discrete-trial, free-operant, and naturalistic teaching arrangements.

G-10 Teach simple and conditional discriminations.

G-11 Use Skinner’s analysis to teach verbal behavior.

G-12 Use equivalence-based instruction.

G-13 Use the high-probability instructional sequence.

G-14 Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

G-15 Use extinction.

G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

G-17 Use token economies.

G-18 Use group contingencies.

G-19 Use contingency contracting.

G-20 Use self-management strategies.

G-21 Use procedures to promote stimulus and response generalization.

G-22 Use procedures to promote maintenance.

H. Selecting and Implementing Interventions

H-1 State intervention goals in observable and measurable terms.

H-2 Identify potential interventions based on assessment results and the best available scientific evidence.

H-3 Recommend intervention goals and strategies based on such factors as client preferences, supporting
environments, risks, constraints, and social validity.

H-4 When a target behavior is to be decreased, select an acceptable alternative behavior to be established or
increased.

H-5 Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.

H-6 Monitor client progress and treatment integrity.

H-7 Make data-based decisions about the effectiveness of the intervention and the need for treatment
revision.

H-8 Make data-based decisions about the need for ongoing services.

H-9 Collaborate with others who support and/or provide services to clients.

I. Personnel Supervision and Management

I-1 State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision
(e.g., poor client outcomes, poor supervisee performance).

I-2 Establish clear performance expectations for the supervisor and supervisee.

I-3 Select supervision goals based on an assessment of the supervisee’s skills.

I-4 Train personnel to competently perform assessment and intervention procedures.

I-5 Use performance monitoring, feedback, and reinforcement systems.

I-6 Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting
personnel performance.

I-7 Use function-based strategies to improve personnel performance.

I-8 Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires).

SUPERVISOR TRAINING
CURRICULUM OUTLINE (2.0)

Copyright © 2022 by the Behavior Analyst Certification Board,® Inc. (“BACB®”), all rights reserved. Unauthorized reproduction, copying, or
transmission in any medium is strictly prohibited.

®The trademarks “Behavior Analyst Certification Board,® Inc.,” “BACB®.” “Board Certified Behavior Analyst®,” “BCBA®,” “Board Certified
Assistant Behavior Analyst®,” “BCaBA®,” and “RBT®,” are owned by the Behavior Analyst Certification Board®. Unauthorized use or
misrepresentation is strictly prohibited.

Table of Contents

Overview ………………………………………………………….

Supervision of Ongoing Services ………………….

Supervision of Trainees ………………………………….

Selected Supervision Resources …………………

This document should be referenced as:
Behavior Analyst Certification Board. (2018). Supervisor training curriculum outline (2.0).

https://bacb.com/wp-content/Supervisor-Training-Curriculum

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

Overview

This curriculum outline is comprised of learning objectives, tasks, and considerations that are
important for creating an effective supervisory relationship. Supervisors who oversee the work
of (a) individuals acquiring fieldwork (i.e., experience1) for BCBA or BCaBA certification (trainees)
and (b) current BCaBA or RBT certificants who are required to have ongoing supervision
(supervisees) are required to complete an 8-hour supervision training based on this curriculum
before providing any supervision. Supervisors, supervisees, and trainees should confirm the
date the supervisor completed the training prior to initiating the supervisor relationship.

Requirements for Training Providers

All Authorized Continuing Education (ACE) Providers and Verified Course
Sequences (VCS) are eligible to offer supervision training based on this
curriculum outline. The cumulative duration of training must be at least 8
hours (but may be offered in units as brief as 1 hour). The training activities
must include opportunities for trainees to demonstrate verbal or practical
competence of the curricular areas below. Training may be conducted
in person or online. The training may be completed up to 180 days prior
to the learner’s2 original BACB certification date or, for qualifying non-
certified RBT supervisors and non-certified VCS instructors, as soon they
meet the other supervision eligibility requirements.

Requirements for Documentation

ACE Providers must provide the learner with a one-page document showing that
the learner completed the full training (see the ACE Handbook for documentation
requirements). If the training is completed as part of a VCS, the course syllabus and the
learner’s unofficial transcript, showing a passing grade, will be required. The training
provided must include a link to the BACB Supervisor Training Curriculum Outline (2.0), as
well as the following text in all online and print materials for their training program:

“This training program is based on the BACB Supervisor Training Curriculum
Outline (2.0) but is offered independent of the BACB.”

The learner must upload the documentation described above into their BACB Account.
Once the documentation has been approved and they meet all other relevant supervision
eligibility requirements, they may begin providing supervision.

1 The term fieldwork will be used throughout this document to refer to the supervised practical
experience required for obtaining BCBA or BCaBA certification.

2 We are using the term learner in this document to refer to those who are taking the supervision training.

As of January 1,
2026, the 8-hour
supervision training
may only be offered
by ACE Providers.

https://www.bacb.com/wp-content/uploads/BACB-ACE-Provider-Handbook

https://gateway.bacb.com/Account/Login.aspx

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

Supervision of Ongoing Services

The section below applies to supervision of the ongoing delivery of behavior-analytic
services and, thus, is particularly relevant to the supervision of BCaBAs and RBTs.

1) The supervisor should be able to state the purpose of supervision to the supervisee
or trainee.
a) Provide high-quality services that result in client improvement

i) Create context for clear communication

ii) Ensure procedural fidelity of service delivery
b) Develop and maintain behavior-analytic, professional, and ethical repertoires of the

supervisee (as relevant)
c) Teach conceptual skills using applied case exemplars

i) Philosophical underpinnings of behavior analysis

ii) Concepts and principles of behavior analysis
d) Develop problem-solving skills

i) Responding to novel behavior and insufficient progress of clients

ii) Addressing questions from clients/caregivers

iii) Maximizing learning opportunities for clients
e) Monitor and evaluate decision-making skills

i) Professionalism decisions

ii) Ethical decisions

iii) Treatment decisions
f) Model assistance-seeking skills

i) Identifying problems

ii) Providing opportunities for feedback

iii) Seeking assistance from appropriate parties
g) Improve and maintain beneficial repertoires of the supervisee or trainee

i) Progress monitoring

ii) Opportunities for advancement
h) Model effective supervision practices

i) Professional behaviors

ii) Ethical behaviors

iii) Training behaviors

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

2) The supervisor should be able to describe the strategies and potential outcomes of
ineffective supervision.
a) Identify low-quality client services

i) Insufficient client progress

ii) Potential for harm to clients
b) Identify poor performance

i) Inadequate practice repertoires

ii) Inadequate professional repertoires
c) Monitor indicators of potentially unethical behavior

i) Inability to identify ethical issues

ii) Inability to problem solve and make decisions in novel or unfamiliar settings
d) Evaluate modeling of effective supervision practices

i) Missed training opportunities

ii) Production of ineffective supervisors
e) Reduce the risks associated with high-volume work hours

i) Lower likelihood of compliance with supervisor recommendations

ii) Costs of attrition
3) The supervisor should be able to prepare for the supervisory relationship with the

supervisee or trainee.
a) Determine feasible supervision capacity based on available time and resources for

the following activities:

i) Maintenance of effective services

ii) Available institutional/organizational resources

iii) Identification of billable vs. non-billable time, if relevant

iv) Access to supervision sites (e.g., travel time required)

v) Preparation of content for supervision

vi) Timely responding to correspondence (e.g., calls, texts, emails)
b) Verify and review BACB certification maintenance requirements

i) Supervision requirements

ii) Competency assessment requirements (RBT)

iii) Continuing education requirements (BCaBA)
c) Verify certification status

i) Use the BACB registry to check status of certification

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

d) Create a secure record system to document the supervisory relationship with the
following information:

ii) Supervision contracts and forms

iii) Supervision and work logs

iv) Background checks

v) Supervision performance evaluations

vi) Required documentation for a BACB audit
4) The supervisor should be able to establish a plan for structured supervision content and

evaluation of competence for supervisees and trainees.
a) Review the nature of supervision and include

the following:

i) Set performance expectations

ii) Observe, implement behavioral skills training, and deliver performance feedback

iii) Model technical, professional, and ethical behavior

iv) Guide strategies for developing behavioral case conceptualization, problem-solving,
and decision-making repertoires (e.g., consider motivating operations, discriminative
stimuli, functions of behavior)

v) Review written materials (e.g., behavior programs, data sheets, reports)

vi) Oversee and evaluate the effects of behavioral service delivery

vii) Provide ongoing evaluation of the effects of supervision
b) Review frequency, type, and structure of supervision sessions and consider

the following:

i) Schedule

ii) Location

iii) Individual vs. group supervision

iv) Meeting agendas

v) Multiple supervisors
c) Review expectations for behavior while feedback is being delivered, including

the following:

i) Engagement in active listening (eye contact, posture) and engagement (question
asking, paraphrasing) strategies

ii) Taking notes during feedback meetings

iii) Restatement of feedback to check for understanding

iv) Requests for clarification, examples, or models as needed

v) Acknowledgement of responsibility for errors (take responsibility)

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

d) Review expectations for behavior after feedback has been received, including
the following:

i) Acknowledgement of the feedback received

ii) Goal setting for behavior-change goals

iii) Progress monitoring plan
e) Set appropriate boundaries

i) Response-time expectations

ii) Multiple relationships

iii) Preferred means of communication (e.g., face-to-face, phone, text, email)
f) Review supervisee or trainee performance evaluation processes

i) Frequency

ii) Type (e.g., written correspondence, meetings)

iii) Formal and informal reviews

iv) Areas of performance (e.g., professionalism, organization, time management,
program implementation, ethics)

g) Review supervisor performance evaluation processes

i) Frequency

ii) Type (e.g., written correspondence, meetings)

iii) Formal and informal reviews

iv) Areas of performance (e.g., professionalism, time management, effectiveness, ethics)
h) Identify the conditions under which a supervisory relationship may end

i) Identification of a new supervisor

ii) Continued failure to meet learning goals
5) The supervisor should be able to create committed and positive relationships with

supervisees or trainees.
a) Use positive body language when interacting

i) Eye contact

ii) Posture

iii) Affirmative movements
b) Communicate regularly

i) Follow-up

ii) Regular check-ins

iii) Timely responses to questions and concerns

c) Review and provide timely feedback on documents, including:

i) Data sheets and graphs

ii) Written protocols and reports

iii) Treatment notes

iv) Behavior plans

v) Professional correspondence

vi) Training materials

vii) Portfolios
d) Provide undivided attention during supervision

i) Engage in active listening strategies

ii) Take notes

iii) Remove distractions (e.g., phone and email notifications)
6) The supervisor should be able to use behavioral skills training to improve supervisee

or trainee performance.
a) Deliver clear, succinct, and detailed instructions

i) Describe rationale for why the target skills are to be trained

ii) Provide vocal and written descriptions of the target skills

iii) Use clear, concise, and simple instructions when describing the skill

iv) Require active participation from the learner
b) Model the required skills across all relevant contexts

i) Incorporate role play, in vivo, and video modeling

ii) Use role models, peers, and self-modeling

iii) Deliver instructions concurrently with the model
c) Find and create opportunities to rehearse skills

i) Use in vivo and role play scenarios

ii) Rehearse immediately after the skill is demonstrated

iii) Practice the skill in relevant settings
d) Deliver effective feedback to shape performance

i) Provide contingent, descriptive feedback immediately after skill rehearsal

ii) Correct errors using empathy statements and descriptive information on how
to improve

iii) Provide vocal, written, modeled, video, and graphic feedback

iv) Deliver feedback individually and to a group

v) Deliver feedback using formal and informal methods

vi) Incorporate self-monitoring

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

e) Repeat behavioral skills training steps until skill reaches mastery

i) Set a pre-determined mastery criterion for the skill

ii) Measure procedural fidelity with the skill

iii) Assess application and generalization of skill to new targets, clients, and settings

iv) Schedule follow-up competency checks
f) Train across skill areas that are relevant

i) Measurement, data displays, and interpretation

ii) Assessment and treatment procedures

iii) Professionalism
g) Describe the detrimental effects of withholding feedback

i) Poor quality control

ii) Development of an apathetic relationship
h) Describe the detrimental effects of performing skills independently prior to

demonstrating competency

i) Increase likelihood of harm to the client

ii) Develop a history of incorrect responding
i) Describe the detrimental effects of avoiding practice opportunities for weak or absent

skills within repertoires

i) Lack of commitment to supervisee’s or trainee’s training

ii) Failure to improve client services

Supervision of Trainees

In addition to the section above, supervisors have additional responsibilities when
supervising trainees pursuing BCBA or BCaBA certification; these responsibilities are
described below.

1) The supervisor should be able to comply with relevant BACB fieldwork requirements
when supervising a trainee pursuing BCBA or BCaBA certification.
a) Review the requirements for those pursuing BCBA or BCaBA certification that are

specific to the trainee, including:

i) Degree requirements

ii) Coursework requirements

iii) Fieldwork requirements

iv) Maintenance requirements

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

b) Develop, review, and sign a supervision contract prior to beginning supervision

i) Write a comprehensive supervision contract

ii) Review the supervision contract

iii) Clarify and agree to scope of supervision

iv) Review the conditions under which a supervisor may refuse to sign forms

v) Provide copies of signed contracts to all parties
c) Document the supervisory relationship

i) Fieldwork verification forms

ii) Supplemental documentation systems

iii) Professional portfolios

iv) Filing system
d) Collaborate to establish training objectives based upon the following:

i) Trainee interests

ii) Trainee deficits

iii) Coursework objectives

iv) Goals
e) Measure trainee progress towards training goals

i) Knowledge-based evaluations

ii) Performance-based evaluations
f) Identify training opportunities designed to develop and improve trainee skill sets that

align with the fieldwork requirements and training objectives

i) Appropriate vs. inappropriate fieldwork activities

ii) Restricted vs. unrestricted fieldwork activities
g) Provide a variety of fieldwork opportunities

i) Establish pre-determined mastery criterion

ii) Incorporate behavioral skills training

iii) Identify trainee and supervisor responsibilities for progression through
training objectives

h) Create assignments designed to improve and extend the trainee skill set

i) Assign type (e.g., written, oral, video)

ii) Assign hour allocation

iii) Set deadlines

iv) Document evidence of completion

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

i) Model and teach professionalism

i) Time management (e.g., measure planned activities vs. actual activities, adherence
to deadlines)

ii) Organization (e.g., measure client programming, meeting preparation)

iii) Prioritization (e.g., measure appropriate allocation of time towards tasks based
on criticality)

iv) Social skills (e.g., evaluate posture, adaptation to audience)

v) Interpersonal skills
j) Regularly monitor the supervision experience for effectiveness

i) Review the supervision contract and goals periodically to determine satisfaction
with the trainee experience (e.g., evaluate frequency and structure of meetings,
goals, areas of deficiency)

ii) Review supervisor competencies
1. Identify self-selected goals for supervision
2. Self-rate supervisory activities
3. Use supervisor peer-overlap of supervision activities for the purpose of

obtaining peer feedback when possible
k) End the supervisory relationship appropriately

i) Complete the accrual of supervised fieldwork hours

ii) Plan for fading supervisor-trainee contact

iii) Plan for continued mentorship
2) The supervisor should be able to evaluate the effectiveness of supervision of

the trainee.
a) Assess baseline skills

i) Conduct interviews

ii) Conduct observations

iii) Consult with previous supervisors, given consent from supervisee or trainee

iv) Review writing samples and portfolios
b) Schedule observations with clients

i) Conduct in-vivo observations

ii) Conduct live video observations

iii) Conduct recorded video observations

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

c) Evaluate supervision based on client performance where appropriate

i) Objective measures of client behavior addressed by services (e.g., graphic
display of client performance)

ii) Interviews and direct observations of client and caregiver satisfaction with
services (e.g., social validity/satisfaction questionnaires)

d) Evaluate supervision based on supervisee or trainee performance

i) Objective measures of direct observation of supervisee or trainee behavior
addressed in training and supervision

ii) Interviews and direct observations of supervisee satisfaction with training
and supervision

e) Evaluate professionalism using objective or subjective measures as appropriate

i) Attire

ii) Social interactions

iii) Attendance

iv) Time management

v) Organization (e.g., measure client programming, meeting preparation)

vi) Flexibility (e.g., evaluate problem-solving and responsiveness to changes in tasks)
f) Evaluate the fidelity of implementation of specific interventions

i) Objective measures

ii) Self monitoring

iii) Peer monitoring

iv) Supervisor monitoring
g) Describe the potential outcomes of ineffective supervision practices, including

the following:

i) Limits the supervisor’s ability to replicate effects of effective supervision with
subsequent supervisees or trainees

ii) Disorganized supervisory fieldwork that is time and cost prohibitive

iii) Discourages effective supervisors from supervising

iv) Models ineffective supervisory practices to the supervisee who may later
become a supervisor

v) Increases potential risks of harm to current and future clients and supervisees
or trainees

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

3) The supervisor should be able to incorporate ethics and professional development
into supervision of trainees.
a) Identify relevant ethical requirements and remain in compliance with them

i) Ethics Code for Behavior Analysts

ii) BACB code-enforcement systems

iii) Licensure laws

iv) Other policies (e.g., funding and institutional requirements)
b) Analyze and solve ethical dilemmas

i) Engage in problem-solving activities

ii) Seek assistance when necessary (e.g., colleagues, supervisors, mentors)
c) Identify and develop new areas of defined competency to ensure ethical supervision

i) Review literature related to new competency areas

ii) Engage with professional groups in new areas of practice

iii) Pursue training and supervision in new areas

iv) Identify necessary requirements for new areas of practice
d) Pursue professional development opportunities for supervisors

i) Create a continuous learning community to enhance behavior-analytic skills (e.g.,
study groups and journal clubs)

ii) Read the literature (e.g., supervision, ethics, practice)

iii) Attend professional development activities (e.g., conventions, workshops, webinars)

iv) Engage in peer review

v) Seek mentorship

vi) Consult with colleagues

vii) Participate in professional networks

viii) Develop self-care strategies to maintain healthy and stable work environments

SUPERVISOR TRAINING CURRICULUM OUTLINE (2.0)

Selected Supervision Resources

DiGennaro Reed, F. D., & Henley, A. J. (2015). A survey of staff training and performance
management practices: The good, the bad, and the ugly. Behavior Analysis in
Practice, 8, 16-26. doi:10.1007/s40617-015-0044-5

Dubuque, E. M., & Dubuque, M. L. (2018). Guidelines for the establishment of a university-
based practical training system. Behavior Analysis in Practice, 11, 51-61. doi:10.1007/
s40617-016-0154-8

Garza, K. L., McGee, H. M., Schenk, Y. A., & Wiskirchen, R. R. (2017). Some tools for
carrying out a proposed process for supervising experience hours for aspiring Board
Certified Behavior Analysts®. Behavior Analysis in Practice, 11, 62-70. doi:10.1007/
s40617-017-0186-8

Hartley, B. K., Courtney, W. T., Rosswurm, M., & LaMarca, V. J. (2016). The apprentice:
An innovative approach to meet the Behavior Analysis [sic] Certification Board’s
supervision standards. Behavior Analysis in Practice, 9, 329-338. doi:10.1007/
s40617-016-0136-x

LeBlanc, L. A., Heinicke, M. R., & Baker, J. C. (2012). Expanding the consumer base for
behavior analytic services: Meeting the needs of consumers in the 21st century.
Behavior Analysis in Practice, 5, 4-14. doi:10.1007/BF03391813

LeBlanc, L. A., & Luiselli, J. K. (2016). Refining supervisory practices in the field of behavior
analysis: Introduction to the special section on supervision. Behavior Analysis in
Practice, 9, 271-273. doi:10.1007/s40617-016-0156-6

Sellers, T. P., Alai-Rosales, S., & MacDonald, R. P. (2016). Taking full responsibility: The ethics
of supervision in behavior analytic practice. Behavior Analysis in Practice, 9, 299-308.
doi:10.1007/s40617-016-0144-x

Sellers, T. P., LeBlanc, L. A., & Valentino, A. L. (2016). Recommendations for detecting and
addressing barriers to successful supervision. Behavior Analysis in Practice, 9, 309-
319. doi:10.1007/s40617-016-0142-z

Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended practices for individual
supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9, 274-286.
doi:10.1007/s40617-016-0110-7

Turner, L. B., Fischer, A. J., & Luiselli, J. K. (2016). Towards a competency-based, ethical,
and socially valid approach to the supervision of applied behavior analytic trainees.
Behavior Analysis in Practice, 9, 287-298. doi:10.1007/s40617-016-0121-4

Valentino, A. L., LeBlanc, L. A., & Sellers, T. P. (2016). The benefits of group supervision and
a recommended structure for implementation. Behavior Analysis in Practice, 9, 320-
338. doi:10.1007/s40617-016-0138-8

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5048247/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5843566/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5843570/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118256/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3546640/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118263/

https://www.ncbi.nlm.nih.gov/pubmed/27920961

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118258/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118252/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5118253/

https://www.ncbi.nlm.nih.gov/pubmed/27920963

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