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Remote Supervision: BCBA Fieldwork

Remote supervision has become an increasingly popular choice for trainees working toward their fieldwork hours for the Behavior Analyst Certification Board (BACB). While it is often seen as a convenient alternative to in-person supervision experiences, there are some compelling reasons why remote supervised fieldwork may be the better choice overall. In this blog post, we will discuss these reasons and explore how remote supervision aligns with BACB ethical guidelines while benefiting both supervisors and trainees. The benefits of remote supervised fieldwork include:

  1. Minimizing Dual Relationships

Remote supervision can significantly reduce the risk of dual relationships, which occur when a supervisor and trainee have overlapping roles, such as the supervisor also being the trainee's employer. These situations can blur boundaries and create conflicts of interest, potentially hindering the trainee’s ability to give honest feedback about the supervision process. If a Board Certified Behavior Analyst (BCBA) supervisor has control over a trainee’s schedule, clients, drive-times, and livelihood- the trainee may be put in a position where they aren’t comfortable questioning the BCBA’s supervision style or work tasks that they are assigned. This could lead to major ethical dilemmas, conflicts of interest, and even trainee burnout. 

With remote supervision, trainees can find a qualified supervisor who is independent of their workplace, potentially promoting an objective and ethical supervisory relationship. Trainees working under supervisors who are also their employers may struggle to raise concerns about ethical issues or workload due to fear of professional repercussions. Remote supervision mitigates this issue, allowing for candid discussions and ethical transparency without fear.

Also, when a trainee pays for supervision outside their workplace, the supervisor’s role is clearly defined as providing training for certification rather than fulfilling multiple roles. In my experience working with BCBA supervisors who receive compensation for their supervision services- they hold themselves extremely accountable to providing quality content in their meetings and ensure that unscheduled interruptions to the supervision schedule are quickly made up. In short, since their paycheck is dependent on providing quality supervision- they make quality supervision meetings happen. Additionally, on the trainee’s end- this separation helps maintain clear boundaries and reduces the potential for exploitation. For instance, some companies require trainees to "pay back" their supervision hours by working for reduced salaries after obtaining their certification. While common, such practices can be ethically questionable, as they may prioritize the organization’s interests over the trainee’s professional and financial growth.

  1. Expanding Access to Qualified Supervisors

In a traditional supervisory relationship where the trainee works at one organization- they have limited options for supervisors, often restricted to a few BCBAs within their organization. This can limit their exposure to diverse approaches and perspectives in the field. Remote supervision breaks down geographic barriers, allowing trainees to connect with experienced BCBAs from different regions and backgrounds. This expanded access ensures that trainees receive high-quality, ethically sound supervision that aligns with BACB guidelines, regardless of location.

Remote supervision also enables trainees to learn from supervisors who specialize in various populations or treatment approaches, such as early intervention, trauma-informed care, or organizational behavior management. This diversity in training enriches the learning experience and better prepares trainees for a range of professional situations, making them more well-rounded practitioners as they enter the workforce.

  1. Enhancing Flexibility and Consistency

Ethical supervision involves providing consistent feedback and guidance. Remote supervision allows for greater flexibility in scheduling, making it easier to maintain regular meetings and stay on track with fieldwork goals. Virtual sessions can take place even when travel, weather, or health issues might otherwise disrupt in-person meetings. This flexibility helps ensure that trainees receive the ongoing support needed to develop their skills and meet BACB requirements without compromising ethical standards.

Additionally, the structure of paid supervision arrangements reinforces the importance of consistency and quality in supervision. When BCBAs are compensated for their time during supervision meetings, there is a built-in incentive to provide high-quality, regular support. The financial compensation serves as positive reinforcement for the supervisor, encouraging them to consistently engage in behaviors that lead to effective supervision—such as preparing thoroughly for each meeting, providing actionable feedback, and addressing the trainee’s questions or concerns. This reinforcement can increase the likelihood that supervisors will maintain a high standard of performance and continue to meet regularly with their trainees. In contrast, when supervision is provided informally or as an unpaid responsibility of the supervisor, there may be less motivation to prioritize the trainee’s needs. In such cases, the consistency of meetings might suffer due to competing demands on the supervisor’s time (like billable client hours) which can potentially result in less effective guidance and support. Paid remote supervision helps ensure that supervisors remain committed to their role in the trainee's professional development and are continually motivated to deliver quality supervision.

  1. Promoting Professionalism Through Technology

Remote supervision demands intentionality in communication, organization, and documentation. Skills honed through remote supervision—such as effective communication, confidentiality practices, and goal tracking—are valuable for ensuring ethical behavior and high-quality client care in any setting. Remote supervision provides a unique opportunity to practice and refine these skills in a setting that mirrors real-world professional demands, thereby preparing trainees to manage similar tasks in their future roles as BCBAs.

Another technological advantage of remote supervised fieldwork is that by leveraging secure digital tools—such as HIPAA-compliant video conferencing platforms, encrypted messaging services, and cloud-based document-sharing applications—supervisors and trainees can establish a virtual environment that supports the ethical handling of sensitive client information. Regular use of secure digital tools also allows for a consistent, clear record of supervision activities, including notes, assignments, feedback, and fieldwork hours. This intentional approach to communication, documentation, and the use of technological tools not only supports the trainee's progress but also fosters a culture of professional accountability that is essential for effective practice as a BCBA.

Conclusion

Remote supervision offers compelling  advantages for BACB fieldwork that go beyond mere convenience. By minimizing dual relationships, expanding access to qualified supervisors, enhancing flexibility and consistency, and promoting professionalism through technology, remote supervision aligns with BACB ethical guidelines while addressing some of the limitations found in traditional in-person supervision models. Trainees benefit from increased experiences and exposure to diverse perspectives, while supervisors are incentivized to deliver high-quality, consistent support.

In short, remote supervision is not just a convenient alternative to traditional methods—it may represent a more ethical, flexible, and effective approach to training future BCBAs. By embracing the benefits of remote supervised fieldwork, BCBA supervisors and trainees can create a supervision experience that prioritizes quality, accountability, and ethical growth. This approach not only meets BACB standards but sets a higher bar for the next generation of behavior analysts.