Sellers, Alai-Rosales, and MacDonald ( 2016) also provided recommendations for ethical supervision but, this time, in the context of the BACB’s new Professional and Ethical Compliance Code for Behavior Analysts (BACB, 2014). For example, Hartley, Courtney, Rosswurm, and LaMarca ( 2016) described the benefits of developing and adopting an apprenticeship model of supervision, whereas Brodhead and Higbee ( 2012) described the importance of incorporating ethical training and evaluating its effects within an organization’s management and supervision systems. Several authors have provided recommendations for conducting supervision using unique approaches in an ethical and effective manner. Supervision of professional practice is one area, in particular, that has recently received some attention in the literature. As the number of individuals pursuing this credential increases, it is important that the field take stock of how it is preparing these practitioners. There are currently over 23,000 certificants holding the BCBA®-D, BCBA®, or BCaBA® credential and over 18,000 individuals holding the Registered Behavior Technician credential (BACB, 2016b). Over the last 15 years, the number of Behavior Analyst Certification Board® (BACB) certificants has increased significantly and continues to rise (Deochand & Fuqua, 2016).
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