Cross-disciplinary structured peer group supervision: school psychology and behavior analysis

References

• American Psychological Association. (2015). Guidelines for clinical supervision in health service psychology. American Psychologist, 70(1), 33–46. https://doi.org/10.1037/a0038112
   PubMed Web of Science ®Google Scholar
• Behavior Analyst Certification Board. (2017). BCBA task list (5th ed). https://www.bacb.com/wp-content/uploads/2020/08/BCBA-task-list-5th-ed-211019.pdf
   Google Scholar
• Behavior Analyst Certification Board. (2018). Supervision training curriculum outline (2.0). https://www.bacb.com/wp-content/uploads/2022/01/Supervision_Training_Curriculum_220318.pdf.
   Google Scholar
• Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wpcontent/ethics-code-for-behavior-analysts/
   Google Scholar
• Behavior Analyst Certification Board. (2021). BCBA 2022 eligibility requirements.
   Google Scholar
• Behavior Analyst Certification Board. (2022). BACB Newsletter: February 2022. Author. https://www.bacb.com/wp-content/uploads/2022/02/BACB_February2022_Newsletter-220207.pdf
   Google Scholar
• Behavior Analyst Certification Board. (n.d.). BACB certificant data. https://www.bacb.com/BACB-certificant-data
   Google Scholar
• Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
   Google Scholar
• Boivin, N., Ruane, J., Quigley, S. P., Harper, J., & Weiss, M. J. (2021). Interdisciplinary collaboration training: An example of a preservice training series. Behavior Analysis in Practice, 14(4), 1223–1236. https://doi.org/10.1007/s40617-021-00561-z
   PubMed Web of Science ®Google Scholar
• Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling & Development, 69(3), 248–252. https://doi.org/10.1002/j.1556-6676.1991.tb01497.x
   Web of Science ®Google Scholar
• Borders, L. D. (2012). Dyadic, triadic, and group models of peer supervision/consultation: What are their components, and is there evidence of their effectiveness. Clinical Psychologist, 16(2), 59–71. https://doi.org/10.1111/j.1742-9552.2012.00046.x
   Web of Science ®Google Scholar
• Brodhead, M. T., Quigley, S. P., & Wilczynski, S. M. (2018). A call for discussion about scope of competence in behavior analysis. Behavior Analysis in Practice, 11(4), 424–435. https://doi.org/10.1007/s40617-018-00303-8
   PubMed Web of Science ®Google Scholar
• Falender, C. A. (2018). Clinical supervision-the missing ingredient. American Psychologist, 73(9), 1240–1250. http://dx.doi.org/10.1037/amp0000385
   PubMed Web of Science ®Google Scholar
• Falletta-Cowden, N., & Lewon, M. (2022). The fundamental role of social validity in behavioral consultation in school settings. Psychology in the schools. (Advance online publication). https://org/uc.idm.oclc.org/10.1002/pits.22841
   Google Scholar
• Fischer, A. J., Lehman, E., Miller, J., Houlihan, D., Yamashita, M., O’Neill, R. E., & Jenson, W. R. (2021). Integrating school psychology and applied behavior analysis: A proposed training model. Contemporary School Psychology, 25(1), 51–65. https://doi.org/10.1007/s40688-018-00223-y
   Google Scholar
• Garza, K. L., McGee, H. M., Schenk, Y. A., & Wiskirchen, R. R. (2018). Some tools for carrying out a proposed process for supervising experience hours for aspiring board certified behavior analysts. Behavior Analysis in Practice, 11(1), 62–70. https://doi.org/10.1007/s40617-017-0186-8
   PubMed Web of Science ®Google Scholar
• Goodyear, R. K., Borders, L. D., Chang, C. Y., Guiffrida, D. A., Hutman, H., Kemer, G., Watkins, C. E., & White, E. (2016). Prioritizing questions and methods for an international and interdisciplinary supervision research agenda: Suggestions by eight scholars. The Clinical Supervisor, 35(1), 117–154. https://doi.org/10.1080/07325223.2016.1153991
   Web of Science ®Google Scholar
• Guiney, M. C. (2019). The school psychology supervisor’s toolkit. Routledge.
   Google Scholar
• Guiney, M., & Newman, D. S. (2021). A grounded theory of model school psychology internship supervision. School Psychology Review. https://doi.org/10.1080/2372966X.2021.1946379.
   Google Scholar
• Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19(S1), 188–196. https://doi.org/10.1080/13561820500081745
   PubMedGoogle Scholar
• Helvey, C. I., Thuman, E., & Cariveau, T. (2022). Recommended practices for individual supervision: Considerations from behavior analytic trainee. Behavior Analysis in Practice, 15(1), 370–381. https://doi.org/10.1007/s40617-021-00557-9
   PubMed Web of Science ®Google Scholar
• Ingraham, C. L., Johnson, E. M., & Lopez, K. (2022). What kinds of support do novice consultants request and receive? A constructivist grounded theory investigation. Journal of Educational and Psychological Consultation, 32(1), 69–105. https://doi.org/10.1080/10474412.2020.1816473
   Web of Science ®Google Scholar
• Kazemi, E., Rice, B., & Adzhyan, P. (2019). Fieldwork and Supervision for Behavior Analysts: A Handbook. Springer.
   Google Scholar
• Kemer, G., Rocha, J., Reiter, A., Dominguez, V. N., & Giresunlu, Y. (2021). Structured peer feedback exchange in group supervision of beginning supervisors. Counselor Education and Supervision, 60(2), 148–163. https://doi.org/10.1002/ceas.12200
   Web of Science ®Google Scholar
• King, H. C., Bloomfield, B. S., Wu, S., & Fischer, A. J. (2022). A systematic review of school teleconsultation: Implications for research and practice. School Psychology Review, 51(2), 237–256. https://doi.org/10.1080/2372966X.2021.1894478
   Web of Science ®Google Scholar
• Kirby, M. S., Spencer, T. D., & Spiker, S. T. (2022). Humble behaviorism redux. Behavior and Social Issues, 31, 133–158. https://doi.org/10.1007/s42822-022-00092-4
   Web of Science ®Google Scholar
• 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(4), 271–273. https://doi.org/10.1007/s40617-016-0156-6
   PubMedGoogle Scholar
• LeBlanc, L. A., Taylor, B. A., & Marchese, N. V. (2020). The training experiences of behavior analysts: Compassionate care and therapeutic relationships with caregivers. Behavior Analysis in Practice, 13(2), 387–393. https://doi.org/10.1007/s40617-019-00368-z
   PubMed Web of Science ®Google Scholar
• Lindblad, T. L. (2021). Ethical considerations in clinical supervision: Components of effective clinical supervision across an interprofessional team. Behavior Analysis in Practice, 14(2), 478–490. https://doi.org/10.1007/s40617-020-00514-y
   PubMed Web of Science ®Google Scholar
• Lyon, R. C., Heppler, A., Leavitt, L., & Fisher, L. (2008). Supervisory training experiences and overall supervisory development in predoctoral interns. The Clinical Supervisor, 27(2), 268–284. https://doi.org/10.1080/07325220802490877
   Google Scholar
• Mann, S. T., & Merced, M. (2018). Preparing for entry-level practice in supervision. Professional Psychology: Research and Practice, 49(1), 98–106. http://dx.doi.org/10.1037/pro0000171
   Web of Science ®Google Scholar
• McKenney, E. L. W., Newman, D. S., Faler, A., & Hill, K. L. (2019). Structured peer group supervision of school consultation: A case study. The Clinical Supervisor, 38(1), 135–157. https://doi.org/10.1080/07325223.2018.1561344
   Web of Science ®Google Scholar
• McMahon, M. X. H., Feldberg, Z. R., & Ardoin, S. P. (2021). Behavior analysis goes to school: Teacher acceptability of behavior-analytic language in behavioral consultation. Behavior Analysis in Practice, 14(1), 131–140. https://doi.org/10.1007/s40617-020-00508-w
   PubMed Web of Science ®Google Scholar
• Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250–260. https://doi.org/10.1037/0022-0167.52.2.250
   Web of Science ®Google Scholar
• National Association of School Psychologists. (2018). Supervision in school psychology. position statement
   Google Scholar
• National Association of School Psychologists. (2020). The professional standards of the national association of school psychologists.
   Google Scholar
• Newman, D. S., Hazel, C. E., Faler, A., & Pomerantz, L. (2021). Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi. Training and Education in Professional Psychology, 15(3), 176–188. https://doi.org/10.1037/tep0000310
   Web of Science ®Google Scholar
• Newman, D. S., Nebbergall, A. J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational and Psychological Consultation, 23(3), 200–216. https://doi.org/10.1080/10474412.2013.814305
   Web of Science ®Google Scholar
• Newman, D. S., Simon, D. J., & Swerdlik, M. E. (2019). What we know and don’t know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017. Psychology in the Schools, 56(3), 306–334. https://doi.org/10.1002/pits.22182
   Web of Science ®Google Scholar
• Noell, G. H., & Witt, J. C. (1999). When does consultation lead to intervention implementation? Journal of Special Education.33, (1), 29–35. https://doi.org/10.1177/002246699903300103
   Google Scholar
• Phillips, L. A., Logan, J. N., & Mather, D. B. (2021). COVID-19 and beyond: Telesupervision training within the supervision competency. Training and Education in Professional Psychology, 15(4), 284–289. https://doi.org/10.1037/tep0000362
   Web of Science ®Google Scholar
• Sellers, T. P., LeBlanc, L. A., & Valentino, A. L. (2016). Recommendations for detecting and addressing barriers to successful supervision. Behavior Analysis in Practice, 9(4), 309–319. https://doi.org/10.1007/s40617-016-0142-z
   PubMedGoogle Scholar
• Sellers, T. P., Valentino, A. L., Landon, T. J., & Aiello, S. (2019). Board certified behavior analysts’ supervisory practices of trainees: Survey results and recommendations. Behavior Analysis in Practice, 12(3), 536–546. https://doi.org/10.1007/s40617-019-00367-0
   PubMed Web of Science ®Google Scholar
• Sellers, T. P., Valentino, A. L., & LeBlanc, L. A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274–286.
   PubMedGoogle Scholar
• Sharma, R. N. (2015). Experiential exposure to the supervision competency in graduate education. Training and Education in Professional Psychology, 9(2), 183–186. http://dx.doi.org/10.1037/tep0000078
   Web of Science ®Google Scholar
• Simon, D. J., Cruise, T. K., Huber, B. J., Swerdlik, M. E., & Newman, D. S. (2014). Supervision in school psychology: The developmental/ecological/problem-solving model. Psychology in the Schools, 51(6), 636–646. https://doi.org/10.1002/pits.21772
   Web of Science ®Google Scholar
• Simon, D. J., & Swerdlik, M. E. (2022). Supervision in school psychology: The developmental, ecological, problem-solving model (2nd ed.). Routledge.
   Google Scholar
• Stone, M., O’Donnell, P., & Williams, S. (2020). Preservice to in-service: Impact of structured peer group supervision in the training of the school psychology interns. The Clinical Supervisor, 39(1), 85–105. https://doi.org/10.1080/07325223.2019.1695160
   Web of Science ®Google Scholar
• Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3
   PubMed Web of Science ®Google Scholar
• Turner, L. B. (2017). Behavior analytic supervision. In J. K. Luiselli (Ed.), Applied behavior analysis advanced guidebook: A manual for professional practice (pp. 3–20). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-811122-2.00001-2
   Google Scholar
• 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(4), 287–298. https://doi.org/10.1007/s40617-016-0121-4
   PubMedGoogle Scholar
• Valentino, A. L., LeBlanc, L. A., & Sellers, T. P. (2016). The benefits of group supervision as a recommended structure for implementation. Behavior Analysis in Practice, 9(4), 320–328. https://doi.org/10.1007/2Fs40617-016-0138-8
   PubMed Web of Science ®Google Scholar
• Wilbur, M. P., Roberts-Wilbur, J., Morris, J. R., Betz, R. L., & Hart, G. M. (1991). Structured group supervision: Theory into practice. The Journal for Specialists in Group Work, 16(2), 91–100. https://doi.org/10.1080/01933929108415593
   Google Scholar