BCBA Supervision
Rethink offers offers personable and expert supervision to candidates across the world seeking certification in behavior analyses. The use of technology allows for distance supervision through video-conferencing, email, and video review. With Rethink, candidates gain access to Behavior Analyst Certification Board (BACB) approved supervision with multiple supervisors, as recommended by the Board. Candidates also receive access to proprietary curriculum content, over 1,500 video-based exercises, expert-authored online resources, and a library of pertinent documents.
BCBA Supervision
What to know before you apply
As of January 1, 2015, all supervises who wish to accumulate experience hours towards BACB certification must complete the BACB Experience Standards Module prior to the onset of any experience. This means that before applying for BCBA supervision with Rethink, you must complete the Experience Standards Module and provide proof of completion upon applying. Applications of individuals who have not completed the module will not be considered.
As of January 1, 2014 we will monitor (and may audit) applications to ensure that no more than 50% of the accrued experience hours are in direct implementation of behavioral programs. Supervisees are strongly encouraged to have multiple experiences (e.g., sites, populations) with multiple supervisors and from each of the activity areas below:
  • Conducting assessments related to the need for behavioral intervention (e.g., stimulus preference assessment, functional assessment, staff performance assessment)
  • Designing, implementing, and systematically monitoring skill-acquisition and behavior reduction programs
  • Training, designing behavioral systems, and performance management
  • Overseeing the implementation of behavior-analytic programs by others
  • Other activities normally performed by a behavior analyst that are directly related to behavior analysis such as attending planning meetings regarding the behavior analytic program, researching the literature related to the program, and talking to individuals about the program
What is Distance Supervision?
The BACB allows supervision to be in various formats such as one-on-one, in a small group, or by video observation. The Board requires that a supervisor see you implementing ABA with clients in the natural environment every few weeks, allowing that this observation can be conducted by video review or web camera. Rethink o_ers distance supervision by means of video observation. We provide specific feedback on your performance during these video reviews or web camera observations and do not need to be physically present with you. Well-designed distance consultation feels personal, similar to discussing your work with a knowledgeable and trusted colleague in person. We strive to make your supervision both personal and professionally rewarding.
The BCBA also allows for half of supervision to be conducted in a group format. This provides you an engaging and supportive cohort of peers with whom to discuss your interests, ideas, and issues. The process is very, very simple and you can participate from anywhere. With the use of a web camera, you can see and hear everyone in the meeting, and have experience that is enjoyable, interactive, and very personal. The remainder of your supervision will be direct contact with a supervisor, conducted by video chat or telephone.
Why use Video?
Video is a great tool for analysis that enables us to refer to real life situations as you progress. Our supervision program requires submission of up to a 45-minute video every two weeks. You'll need to be "observed" by video as you work with multiple clients over the course of supervision. Here are some suggestions for clinical use of video:
  • Supervision: Videos can be powerful tools to support reflective supervision and continual quality. Staff can be observed and feedback provided to shape their effective interactions. Board Certification candidates can use the video to garner supervisor input on their practice and as a tool to gather additional ideas related to the child's situation. We could also have new team members watch videos as a training tool.
  • Ongoing Evaluation and Assessment: Some children become ill at ease or withdrawn around new people; which can be a barrier to assessment. Using video review as an assessment tool can help portray a more accurate picture of the child's participation, behavior, and functioning without the intimidating presence of a number of unfamiliar people. The video can also be used to gain the input of practitioners who did not attend the assessment session.
  • Staff Training: Videos of the child and family in context of their typical daily routines and activities can be used to orient and train practitioners in a variety of competencies after they join the family's team.
  • Team Consultation: Many early intervention teams work through a primary service provider (PSP). Although other team members might occasionally participate in consultation visits, the PSP provides most of the direct contact with the family. Video can help the PSP and family benefit from the expertise, perspectives, and ideas of other team members. Video allows other team members to see the child "in real time," in the context of everyday routines, activities, and relationships, so practitioners have enough information to offer input. The video might be shared at a team meeting to get the other team members' perspectives and ideas.
  • Collaborative Planning, Informational Support, and Problem Solving: Videos of children can be watched by families and practitioners together to plan intervention strategies and solve problems together. Families have reported that watching video of their children (and themselves) with their intervention team helps them feel like an equal member of the team.
  • Progress Monitoring: Video can be a very useful tool for collecting and organizing observational information for ongoing, authentic assessment. In additional, families report that they appreciate having the video documentation of their children's progress.
  • Staff training: Videos of the child and family in context of their typical daily routines and activities can be used to orient and train practitioners in a variety of competencies after they join the family's team.
  • Parent Feedback: We might want to use the video as a feedback tool or to show an example of a new way to handle situations. Video is a strategy to equalize the roles of family members and practitioners, as they both become collaborative "watchers" and assessors. Video allows the entire team (including the family) to look at the child together and encourages collaboration in developing individualized plans and solving problem.
  • What is Videotaped: Sometimes the opportunity for videotaping comes up at the spur of the moment when we see something interesting with the learner, such as a positive interaction, a tantrum, or a learning opportunity. At other times, we may want to plan together, prior to a visit, the taping of a specific routine or activity. After the first several videos, we may even modify something in the environment to see what happens, e.g. adapt the materials, furniture, or equipment, try a different activity, try an alternative position, or provide a different kind of intervention. Each of these kinds of videotaping provides us with different kinds of information.
BACB Standards and Rethink:
Rethink’s BCBA Supervision allows supervisees to meet BCBA supervision standards by giving supervisees an opportunity for individual supervision with an assigned supervisor to discuss ongoing clinical work that is being completed accordance with the current fieldwork criteria. Videos are submitted to supervisors for review and individual meetings reflect on the research and current task list item review that pertains to fieldwork, as required by BACB standards. In addition to the individual supervision, supervisees are encouraged to participate in group supervision with a supervisor and participants from all around the world, as permitted by BACB standards. In the group supervision, supervisees will be given articles and videos to review prior to the meeting in order to be prepared to discuss and participate in group activities regarding current task items designated for that group session.
Contact Us
Contact us for media inquires, please email
or call 646.257.2919.
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