Staff Training and Supervision
Effective supervision is data-based and documented. Begin with a task analysis of the skill to be taught, then use Behavioral Skills Training (BST): (1) written or verbal instructions, (2) modeling, (3) rehearsal/role-play, and (4) immediate feedback until a mastery criterion is met. The most common exam trap is stopping after instruction or modeling - BST requires rehearsal and feedback, and competence is demonstrated, not assumed.
Use competency checklists and direct observation in the natural setting. Provide performance feedback that is specific, timely, and behavioral ("you delivered the prompt within 2 seconds and praised after each correct response" rather than "good job"). Feedback should reference graphed data whenever possible. Pyramidal training trains a few staff who then train others; it is efficient but requires fidelity checks at each level.
Supervisors must ensure treatment integrity through observation, self-monitoring, and permanent products. When integrity is low, diagnose why (skill deficit vs performance deficit) - a skill deficit needs retraining; a performance deficit needs antecedent and consequence supports.
Know the boundaries: supervisees work within their competence and scope, and supervisors are responsible for delegated tasks, documentation, and client welfare. Avoid supervising outside your own competence. Rule of thumb: train it, watch it, measure it, give feedback, and re-check it. Worked example: a paraprofessional implements DRA incorrectly → supervisor models the correct prompt sequence, has them rehearse, observes a session, and graphs integrity until it reaches 90% across three sessions.