Building a Research-Informed Early Career Progression and Development Program
July 11, 2024
July 11, 2024
There is an ever-growing body of resources for supervision of individuals pursuing post-graduate behavior analytic certification. However, recent data show that there is an empirical paucity concerning ongoing supervision of early-career BCBAs. Brown et al. (2023) found that nearly half of all current BCBAs (Behavior Analyst Certification Board, 2024) are considered early-career BCBAs, defined as being within 5 years of certification. Recent investigations found that most BCBAs indicate they don’t have access to ongoing clinical training (DiGennaro Reed & Henley, 2015; Brown et al., 2023). Continued provision of supervision during these early years is critical, as clinicians are expected to transition from a level of higher support in graduate school to autonomous practice (Rønnestad & Skovholt, 2013) and generalize skills from training scenarios to practice (Baker et al., 1990). Our efforts to date are in service of the additional training that the data show us early-career BCBAs want and need. With this knowledge, our goal is to teach others how to fill these gaps by architecting a training and career development hub based upon data-driven topics, competency-based matriculation through clinical growth paths, and recommended best practices for supervision (Sellers et al., 2016). The presenters will explain how to create clinical and professional competencies, how to use those competencies to objectively assess current repertoires and identify target training topics, and finally; how to provide training such that BCBAs are able to master competency goals and experience career development based upon their growing skillsets.
FREE to Hopebridge clinicians
CEUs: 1 LRN