Structuring BCBA Supervision: Strategies to Make the Greatest Impact
- Ashleigh Evans (BCBA)
- Jul 16
- 3 min read
Behavior analysts who provide BCBA fieldwork supervision have a tremendous responsibility. Supervision is about more than just checking off boxes. It's about shaping the next generation of behavior analysts in a rapidly growing field. Done well, the supervision experience offers powerful opportunities to develop clinical judgment, instill ethical practices, and build the confidence needed for a career as a BCBA. However, without structure, supervision often becomes inconsistent, rushed, and ineffective.
If you provide supervised fieldwork to aspiring analysts, consider these recommendations for structuring your supervision to maximize its impact.
Starting BCBA Fieldwork Supervision: Set a Solid Foundation
When you begin supervising a new candidate, spend time going over the basics. Explain the fieldwork process and set clear expectations. Many supervisors rush into supervision, skipping over this step. While candidates are responsible for reviewing the BCBA Handbook and understanding the requirements, reviewing everything with them at the onset of supervision can go a long way in ensuring they are well-prepared.
In your first few supervision sessions, focus on the following.
Ensure your trainee meets the requirements to begin fieldwork.
Review and sign a supervision contract.
Build rapport; Spend time getting to know your supervisee–their background, experiences, interests, and career goals.
Review the BACB® supervision requirements, including the number of hours and supervision percentage required, and the differences between unrestricted and restricted hours.
Set Expectations, discussing what supervision will entail, the structure of supervision, bidirectional feedback expectations, and anything else that will set the tone for a collaborative, professional relationship.
Establish short and long-term career goals.
Review the 6th Edition Test Content Outline.
Set a supervision schedule.
Develop a Balance Between Restricted & Unrestricted Hours
A common complaint for trainees who accrue their hours as a behavior technician (BT)/registered behavior technician (RBT) is that they don't get enough unrestricted hours. They're stuck in a direct care role where they work restricted hours but don't receive opportunities for unrestricted tasks.
The BACB requires 60% of fieldwork hours to be spent on unrestricted tasks, and for good reasons. While there's great value in working in an RBT position, especially for aspiring analysts who will one day become supervisors, they must also develop BCBA-level competencies.
Develop a plan to ensure a healthy balance of restricted and unrestricted hours. While it's fine at the beginning for hours to be heavier on the restricted side, there should be a clear timeline for shifting into a more unrestricted workload. Your trainees should have opportunities to develop competencies in assessments, treatment planning, supervising, parent training, and other BCBA duties.
Establish Strong Communication
Each week, we see trainees on social media asking questions about fieldwork hours that would be best answered by their own supervisor. It's evident that there are critical gaps in communication between supervisors and supervisees.
Establish open and reliable communication from the start. Set expectations on how and when they can contact you. Clarify boundaries while also encouraging open dialogue. Further, model non-judgmental feedback to help your trainees feel safe in sharing mistakes and asking questions.
Feedback, Feedback, Feedback
Feedback is so important throughout the fieldwork experience—and in the ABA field in general. Feedback is critical for trainees to refine their skills and develop confidence. Without consistent quality feedback, fieldwork may feel directionless for aspiring behavior analysts.
Develop a plan for regular feedback, including immediate feedback in the moment as well as informal feedback during supervision meetings and semi-formal evaluations.
Don't forget that feedback is bidirectional. Encourage your trainees to provide feedback to you as well. Because direct feedback can be intimidating, it is also important to offer a channel for anonymous feedback, such as an anonymous Google Form that your supervisees can access.
Address Soft Skills
Don't neglect the development of soft skills. You’re not just training someone to pass an exam. You're preparing them to lead teams, support families, and navigate real-world clinical practice with confidence and compassion. Help your trainees develop critical soft skills in the areas of:
Communication
Problem-solving
Cultural humility
Professionalism
Leadership
While these skills aren't explicitly outlined in the TCO, they’re crucial to success as a BCBA. The BCBA® Fieldwork Supervision Curriculum includes a section on soft skills, with discussion prompts and reflection activities specifically designed to target the development of soft skills alongside technical competencies.
Set the Stage for Future BCBAs
ABA is still a relatively new field. Nearly half of all BCBAs earned certification in the last five years. As the number of certificants increases, quality supervision is crucial in shaping the future of our field. By building a structured, skill-based, and supportive supervision experience, you’re helping your trainees become confident, ethical, and compassionate behavior analysts.
In need of further direction to structure your fieldwork supervision? Make it more impactful with our BCBA® Fieldwork Supervision Curriculum.
Comments