Behavioral Supervision of Behavioral Consultation: A Case Study and Future Directions

ABSTRACT

This case study examines behavioral supervision of behavioral consultation (BSBC) during a school-based practicum experience in one school psychology training program. Supervision implemented by three advanced doctoral trainees included performance feedback to increase supervisees’ understanding and implementation of behavioral consultation. Supervisors assessed supervisees’ adherence to consultation procedures, active listening, and encouragement through video review. Data indicated supervisees’ adherence to behavioral consultation improved over the course of the academic year, as did encouragement, although changes to active listening were variable. Results are considered in the context of a BSBC framework, including implementation challenges and implications for behavioral consultation training and practice.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lyndsie A. Erdy

Lyndsie A. Erdy, PhD, NCSP, BCBA-D, is a training and consulting specialist at the Devereux Center for Effective Schools, located outside of Philadelphia, Pennsylvania. Her research interests include the use of multi-tiered systems of support (MTSS) to address the needs of both students and staff in urban and alternative school settings.

Emily M. Flowers

Emily M. Flowers, PhD, BCBA, COBA, is a clinical psychologist at Nationwide Children's Hospital Center for Autism Spectrum Disorders. Her research interests include behavioral assessment and treatment for children and adolescents with severe problem behavior and ASD in an intensive outpatient setting and strategies to increase generalization and maintenance of treatment effects across environments.

Colleen J. Hernan

Colleen J. Hernan, PhD, is a school psychologist with Clermont County Educational Service Center in Cincinnati, Ohio. Her research interests include low intensity, class-wide, peer-mediated, and group contingency interventions.

Daniel S. Newman

Daniel S. Newman, PhD, is an associate professor in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His research interests include school consultation practice and training, clinical supervision, and professional issues in school psychology.