When collaborating in a remote environment—whether you are a BCBA supervisor or a trainee—professionalism is just as important as it is in a clinical or school setting. In fact, remote work requires an even greater level of intentionality in communication and organization to ensure that both parties remain on track with supervision goals, fieldwork requirements, and ethical obligations. In a traditional supervisory relationship, it can be easier to build and maintain rapport through informal conversations and shared environments. In a remote setting, establishing and sustaining this connection requires some effort. It is important that remote workers focus on creating a professional, yet approachable, atmosphere that fosters collaboration and mutual trust. Everyone in the field has seen the importance of establishing themselves as a reinforcer and maintaining relationships in the workplace for the best possible outcomes. Here are some key tips to maintain professionalism while working remotely during supervised fieldwork hours:
In remote settings, you can’t rely on non-verbal cues. It’s essential to provide detailed information to avoid misunderstandings. If you think a message might be unclear, clarify upfront. The same goes for being on the receiving end of an unclear message- it is better to ask for clarification, request an explanation, or even set up a video conference in real time to ensure that you are on the same page while communicating with others virtually. Trainees should ensure that they communicate any challenges, progress, or questions they have promptly, while supervisors should focus on always providing clear feedback and guidance.
At the start of a supervision relationship, a remote supervisor and trainee should talk about how often communication should occur. This helps both the supervisor and the trainee stay aligned on progress and ensures the trainee gets the guidance they need without overwhelming their BCBA supervisor. Establish consistent supervision meetings, using video calls to maintain a more personal and professional connection- it can also be helpful to set agendas for these meetings to ensure all key topics, such as goals and fieldwork progress, are discussed. There is a ton of information to cover in a short time during supervision meetings, so plan accordingly!
Both parties should come prepared to meetings with necessary materials, such as fieldwork logs, questions, assignments, or agenda items. This ensures that meetings are productive and focused on supervision goals. While working remotely, I’ve found it helpful to plan to jump on video conferences 10 minutes before they start in case your computer/network/software needs to update or restart. I often use this time to read over key meeting points or pull up emails and notes from previous meetings. When prepping for supervision meetings, both supervisors and trainees should regularly update fieldwork trackers, documentation, and progress toward fieldwork goals.
Keeping everything organized reduces the chances of errors and missed deadlines. When onboarding remote BCBA supervisors, I always remind them at the beginning of a supervisory relationship with a trainee they should expect to prompt trainees through certain situations- such as filling out and submitting a Monthly Verification Form a few times, but then it is important to fade those prompts to independence. Supervisors should shape the behaviors they want to see in their trainees, and that might require more consistent effort when remote since you are not seeing your trainees in real-time every day.
In any supervisory relationship, it is essential for both supervisors and trainees to work towards building a foundation of mutual respect and trust. This relationship should be characterized by open, honest communication that fosters a positive and productive working dynamic. Supervisors have a responsibility to provide consistent, constructive feedback that guides the trainee’s growth, while trainees must be receptive to this feedback, demonstrating a willingness to learn- even if feedback is sometimes hard to hear. Mutual respect is cultivated when both parties acknowledge and value each other’s roles in the professional supervisory relationship.
While working remotely, I have found that it can be helpful to check-in with trainees (and co-workers) on a personal level. It can be harder to work in those small moments of empathy in a remote environment- which makes it even more important to work on. Additionally, remember that remote work has its own set of challenges. I will never forget one of the first meetings I had with two colleagues I really wanted to impress- and my toddler ran into the room while I was hosting the meeting. Both of my colleagues were patient and empathetic with the unexpected (albeit cute) meeting guest- which made me less nervous to work with them in the future.
Finally, show authenticity and vulnerability while remote. It can be easy to just focus on meeting tasks and short personal check-ins. For example, supervisors can share a mistake they made in their career that taught them a valuable lesson. A trainee should be able to share some anxieties or difficulties they are facing in their supervision journey. These interactions can bring you closer in your working relationship and really help give real-word insight to situations.
Lastly, it’s crucial to remember that our supervision relationships—whether conducted remotely or in person—must always be guided by a strong adherence to ethical standards. The ethical code established by the Behavior Analyst Certification Board (BACB) provides the foundation for how we, as supervisors, interact with our trainees, and how trainees, in turn, engage with clients, colleagues, and the broader field of behavior analysis.
Supervisors have a responsibility to ensure that their trainees are meeting the required fieldwork standards, not only in terms of hours but also in terms of ethical competence. For trainees, maintaining ethical standards is equally important. Whether interacting with clients, peers, or during their supervision sessions, trainees must always operate with integrity and accountability. By embedding ethics into every facet of the supervisory relationship, we not only protect the clients and uphold professional standards but also instill in trainees the importance of ethical practice as they progress toward certification.
Additionally, it’s essential to use secure and HIPAA-compliant platforms when conducting supervision meetings, sharing documentation, or discussing sensitive client information. Remote work environments necessitate digital communication, so using tools that guarantee the security of client data is paramount. Supervisors should ensure that all forms of communication—whether emails, video calls, or file-sharing platforms—are secure and compliant with relevant laws and regulations.
To conclude, remote supervision presents unique opportunities to practice professionalism in a supervisory relationship. By focusing on clear and consistent communication, being organized and prepared for meetings, building rapport through empathy and openness, and adhering to the highest ethical standards, both supervisors and trainees can foster a strong, productive working relationship. These skills—especially in the realm of remote work—will not only enhance the supervision experience but also equip both parties with valuable professional habits that will serve them throughout their careers. When professionalism, trust, and collaboration are prioritized, the remote supervision process can be a meaningful pathway to growth and success in the field of behavior analysis.