Top 10 Reasons Your Supervision Experience is Robbing You - And What To Do About It.
Supervision for future behavior analysts is no small feat. Time and time again, I read the good, the bad, and the ugly. I've had supervisees come to me from previous supervisors with chilling stories of "only being assigned research articles", "never conducting an initial assessment", you name it. To put it frankly, lax supervision practices like this aren’t just lazy or uninformed, they’re dangerous. These students are coming to BCBAs to lead, guide, inspire, and, most importantly, ensure a well-rounded clinician.
While I can't stop the poor supervision practices out there - I can give a word to students on how to recognize these flaws in their supervision experience, and what to do about it.
Students - don't settle. Don't settle for higher pay, don't settle for the supervisor who doesn't challenge you - the pay will come, but the mentorship you need in your first 2 years is not something companies are going to always be able to invest in.
It is vital that the supervision process sets students up to becoming a competent, and well rounded ethical behavior analyst. Poor supervision undermines growth, and puts our clients in a dangerous position. The Ethics Code isn't just a checklist - it's a guide for shaping meaningful mentorship.
Below I will be reviewing the Top 10 mistakes I frequently encounter, read about, and engaged in myself as a new BCBA put under untoward positions.
“Quality is never an accident. It is always the result of intelligent effort.”
Don’t let your compass for quality supervision be like Jack Sparrow’s - spinning wildly and pointing to whatever you want most in the moment. Let it guide you, unwaveringly, toward what matters most: the best possible outcomes for your future clients.
I’ve met multiple students and supervisees who made the difficult - but deeply respectable - decision to walk away from hundreds of accrued hours. Why? Because they knew they deserved supervision that would truly prepare them to become the best BCBA or BCaBA they could be. That kind of courage speaks volumes.
Choose growth. Choose ethics. Choose better.
Supervision Slip #1: No System for Eliciting Feedback from the Supervisee
Two-way feedback isn’t just a nice-to-have in supervision—it’s an ethical and educational must. In fact, it’s explicitly outlined in the 6th Edition Task List.
I-2 of the 6th Edition Test Content Outline states that supervisors should “identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback).”
Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.).
https://www.bacb.com/wp-content/bcba-outline-6thEd/
Reid, Parsons & Green (2021) in “The Supervisor’s Guidebook” on the importance of soliciting feedback from supervisees as a means to enhance supervision effectiveness:
The authors advocate for a participative supervision approach, wherein supervisors actively involve staff in the supervision process. This collaborative method not only increases the acceptability of work responsibilities, but also enhances the overall supervision experience.
A link to one of my favorite books - “The Supervisor’s Guidebook”. It’s exactly what it says - a guide on how to supervise (but also a guide on what your supervision should look like!): https://www.amazon.com/Supervisors-Guidebook-Evidence-Based-Strategies-Promoting/dp/0398093601.
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When feedback only flows in one direction, it creates a power imbalance, reduces growth opportunities, and ultimately undermines the purpose of supervision.
The Solution? Advocate for a structured, ongoing feedback system—think anonymous check-ins, regular verbal reviews, or digital surveys. It’s also wise to document your advocacy efforts (e.g., keep a dated copy of any formal requests you make)
Need a template? Here’s a sample message you can send to your supervisor:
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Subject: Feedback Structure in Supervision
Link to Recommended Questionnaire:
Hi [Supervisor’s Name],
Thank you for providing me with supervision over the past [X] months. While I’ve found much of this experience valuable, I’ve noticed that we don’t currently have a consistent method in place for you to receive feedback from me regarding the supervision process.
Establishing a system for two-way feedback is not only part of the BACB’s expectations, but it also helps ensure we’re aligned and that the experience continues to be mutually beneficial. I’d love to collaborate on a way to incorporate regular feedback check-ins or a feedback form moving forward.
Looking forward to hearing your thoughts!
Sincerely,
[Your Name]
Supervision Slip #2: Your Supervisor Doesn’t Help You Bridge Coursework to Practice
The BACB Ethics Code (4.02) states:
"Behavior analysts deliver supervision and training in compliance with applicable requirements (e.g., BACB rules, licensure requirements, funder and organization policies). They design and implement supervision and training procedures that are evidence-based, focus on positive reinforcement, and are individualized for each supervisee or trainee and their circumstances."
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In other words, your supervision should build a bridge between what you’re learning in your coursework and what you’re doing in the field. That’s where true competence takes root. Supervisors are expected to design individualized experiences that help you apply concepts in real-world scenarios, using evidence-based strategies like Behavior Skills Training (BST), modeling, role-play, and feedback.
If your supervision feels disconnected from your studies, you’re missing one of the most essential components of ethical, high-quality mentorship.
The Solution? Advocate for alignment. Ask for case-based discussions and problem-solving opportunities that directly relate to your current coursework. Supervisors can’t read your mind—so speak up and guide them on how to support your learning best.
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Here’s a sample message you can use to start the conversation:
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Subject: Request for More Application-Based Supervision
Hi [Supervisor’s Name],
Thank you again for your time and support during this supervision experience. I’m reaching out to advocate for more targeted supervision that fits my learning style and current coursework. Right now, I’m enrolled in [Course Name], and I’ve been finding it difficult to apply certain concepts, particularly around [insert topic].
I’d really benefit from integrating more case-based discussions and problem-solving opportunities that relate to what I’m studying. I believe this will help me get the most out of supervision and improve my clinical application moving forward.
Let me know your thoughts, and I’m happy to collaborate on how we can make this work together. I appreciate your time and guidance!
Warmly,
[Your Name]
Supervision Slip #3: Your Supervisor Had Minimal Training Themselves
The BACB Ethics Code (4.02) States:
“Behavior Analysts supervise and train others only within their identified scope of competence. They provide supervision only after obtaining knowledge and skills in effective supervisory practices, and they continually evaluate and improve their supervisory practices, and they continually evaluate and improve their supervisory repertoires through professional development.
If your supervisor is serious about doing it well, they should be familiar with guidance like the BACB’s Recommendations for Respecializing in a New Area of Practice, which outlines the steps required to gain true competency. Supervisors should be actively refining their skills through research, expert consultation, advanced training, and mentorship - just like any other new area of competency. Supervision is a specialty, not an add-on.
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The Reality: Taking an 8-hour supervision course doesn’t make someone a great mentor.
So here’s the real question: Is your supervisor truly competent in the area of providing supervision?
The Solution? Encourage your supervisor to pursue ongoing CEUs related to supervision and ask about their own mentorship experiences. Ideally, this should happen before you begin supervision, but if you’re already in the thick of it, you can still advocate for more intentional support. Also, remember to be kind. This isn’t a call to “dump your supervisor” at the first sign of trouble. The reality is, many BCBAs didn’t receive high-quality supervision themselves, and they may be doing the best they can with what they were taught.
But that’s exactly why your voice matters. This cycle can be broken through respectful advocacy, honest dialogue, and a shared commitment to the ethical standards that guide our field.
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Here is a sample email to open a dialogue on this topic:
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Subject: Exploring Supervisory Development Opportunities
Also, remember to be kind.
The reality is, many BCBAs didn’t receive high-quality supervision themselves, and they may be doing the best they can with what they were taught.
Hello [Supervisor’s Name],
I wanted to take a moment to thank you for the time and effort you’ve put into my supervision experience so far. As I continue to grow my skills, I’ve been reflecting on how important it is to learn under someone who is also committed to ongoing development. I recently came across the BACB’s Recommendations for Respecializing in a New Area of Practice, and it reinforced for me how supervision itself is a skill that takes time, training, and mentorship to do well. I was wondering if you’ve pursued any CEUs or mentorship specifically related to supervision practices, and if so, I’d love to hear more about your journey.
I truly value our time together and want to make the most out of this experience. Thank you again for your support and guidance!
Warmly,
[Your Name]
Supervision Slip #4: No Culturally Responsive Assessment or Guidance
Ideas for Supervision Activities Include: Culture Wheels, Discussion of What “Culture” means, Reviewing Research Articles on Cultural Competency, Taking Implicit Biases Tests Together, etc.
In addition to this - explore with your supervisor/supervisee areas of cultural competency within the specific area of your practice (example: if you primarily work with autistic learners, explore & engage with autistic content creators).
The BACB 6th Edition Test Content Outline (I-5) States That Supervisors Should:
“Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort).”
The BACB Ethics Code (4.07) Further States:
“During supervision and training, behavior analysts actively incorporate and address topics related to diversity (e.g., age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic status).”.
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Lack of cultural context limits treatment validity and undermines ethical practice. Has your supervisor created space to better understand how cultural variables may impact your supervision experience? This should be an ongoing, intentional effort - embedded through goal setting, task clarification, and collaborative reflection. Supervision should include open discussions about the supervisee’s areas of strength & areas for growth. Your supervisor should also be assigning or facilitating activities that help you reflect on and build these skills.
The Solution? Bring up cultural considerations and ask for literature that supports responsive practices.
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Subject: Advocating for Culturally Responsive Supervision Practices
Hello [Supervisor’s Name],
Thank you for continuing to provide supervised fieldwork experience hours to me over the last [x] months. I truly appreciate the time and support you’ve dedicated to my growth.
As I reflect on my experience, I realize that we haven’t yet had an open discussion around the cultural context of supervision. I’d like to begin that dialogue by sharing a few areas that are meaningful to me as a supervisee:
List any cultural variables that may impact your supervision experience and how your supervisor can best approach this with you (Example: I am very open about my experiences with ADHD; however, this is not just four letters on a page to me. It deeply impacts how I learn, interpret what others say around me, and interact with others. I benefit from clear deadlines, reminders, and would be interested in a goal for executive functioning skills.
Add more information (as you are willing and open to disclosing)
List any cultural barriers, biases, goals, etc., you would like to address in supervision (Example: I grew up in a household where discipline was emphasized, and I’m learning to shift toward a reinforcement-first mindset. I would appreciate guidance in navigating this shift during our discussions.
Once again, I thank you for your time and I look forward to discussing this with you in supervision.
Warmly,
[Your Name]
Supervision Slip #5: No Goals Tied to Your Interests
The BACB Ethics Code (4.06) States:
“Behavior analysts deliver supervision and training in compliance with applicable requirements (e.g., BACB rules, licensure requirements, funder and organization policies). They design and implement supervision and training procedures that are evidence-based, focus on positive reinforcement, and are individualized for each supervisee or trainee and their circumstances.”
Without goals based on your values or future aspirations, supervision becomes a “checkbox exercise.”
Without goals based on your values or future aspirations, supervision becomes a “checkbox exercise”
The Solution? Initiate a conversation about your long-term interests and request individualized goals.
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Below is a sample email to open up dialogue on the topic:
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Subject: Supervision Goals Aligned with My Interests
Hello [Supervisor’s Name],
I wanted to reach out to discuss the possibility of incorporating supervision goals that align more closely with my professional interests. A few areas I’m particularly interested in include [insert interests, or areas of growth you feel will set you up to have the most success as a BCBA]. I believe focusing on these areas would help deepen my engagement and growth during our time together.
Thank you for your time and support - I look forward to your thoughts!
Sincerely,
[Your Name]
If you’ve made it this far, Thank you!! 🥹 You’re halfway there!!!
Supervision Slip #6: You Receive No Feedback (Positive or Constructive)
The BACB Ethics Code (4.08) States:
“…They provide timely informal and formal praise and feedback designed to improve performance and document formal feedback delivered.”
Don’t allow your supervision experience to slip through the cracks.
In my experience, positive feedback is often the most needed, but also the easiest to overlook. Silence isn’t golden - it’s confusing. You deserve clear, specific feedback - both on what you’re doing well and where there’s room to grow.
The Solution? Ask for frequent, specific feedback and self-evaluation measures.
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If your supervisor simply missed an opportunity to provide you with feedback, I recommend keeping it light and simple: “Hello _____, Do you have any feedback for me regarding ____ [a specific session, parent interaction, etc.].
IF, however, your supervisor is routinely missing opportunities to provide you with meaningful feedback, here is a sample email to send:
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Subject: Request for More Consistent Feedback in Supervision
Hello [Supervisor’s Name],
Thank you again for your continued support in my supervision. I’ve been reflecting on how I can make the most of this experience and wanted to bring up something that I believe could really enhance my learning and growth.
Lately, I’ve noticed that we haven’t consistently incorporated specific feedback, both positive and constructive, into our meetings. I know how busy things can get, and I completely understand how this can sometimes fall through the cracks. That said, clear feedback is really important to me as a developing clinician. It helps me understand where I’m doing well and where I can continue to grow.
If possible, I’d love to build in a more structured time for feedback during our supervision sessions. I’m open to any suggestions you may have for how we can approach this together.
Thank you so much - I truly appreciate your time and guidance.
Best,
[Your Name]
Supervision Slip #7: No Data Informed Supervision
The BACB 6th Edition Test Content Outline (I-7) States That Supervisors Should:
“Make data-based decisions about the efficacy of supervisory practices.”
If supervision isn’t tracked or measured, how do you know you’re growing? My second favorite part of supervision is seeing the graph of my supervisees competency areas improve from Quarter 1 to Quarter 2. My favorite part? - Seeing my supervisee’s face light up when they see their growth reflected in the data.
The Solution? Request data sheets, graphing of competencies, or progress reviews tied to observable goals.
Supervisors - You don’t need to have a fancy data-collection system to begin with. When I first started, it was a simple rating scale on pen & paper that my supervisees and I used. “Not having time” is not an acceptable excuse.
Subject: Request to Incorporate Data-Based Progress Tracking in Supervision
Hello [Supervisor’s Name],
I hope you are doing well! I wanted to reach out with a request to help me make the most of our supervision experience. Specifically, I’d like to incorporate some form of data-based tracking, such as competency checklists, graphing progress over time, or regular reviews tied to observable goals. Having a visual or structured way to track my growth would support my learning style and help me stay motivated and goal-focused. I’m happy to collaborate on how we can set this up in a way that’s manageable for both of us.
Thank you for your consideration, and I appreciate all the support you’ve provided so far!
Best Regards,
[Your Name]
Supervision Slip #8: Supervisor Lacks Humility or Self-Reflection
The BACB Ethics Code (1.10 Awareness of Personal Biases & Challenges) States:
“Behavior analysts maintain awareness that their personal biases or challenges (e.g., mental or physical health conditions; legal, financial, marital/relationship challenges) may interfere with the effectiveness of their professional work. Behavior analysts take appropriate steps to resolve interference, ensure that their professional work is not compromised, and document all actions taken in this circumstance and the eventual outcomes.”
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Without humility & self-reflection, trust in the supervisory relationship will erode, stalling your progress, the progress of your clients, and mutual growth.
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The Solution? Normalize discussing limits and errors. Search for models of vulnerability in the field & open engaging dialogue with your supervisor about their limitations, anxieties, and experiences.
Subject: Request for Guidance Through Empowerment, Vulnerability, & Shared Experience
Hi [Supervisor’s Name],
I’ve been thinking about all I am learning from our supervision time together. I’d like to take this opportunity to share something I think could be valuable for mutual growth in this process.
I’d like to open the door with you in exploring how seasoned clinicians, like yourself, engage in self-reflection (your own learning curves, moments of uncertainty, lessons learned from mistakes, or times where humility played a key role in decision making). Hearing your personal stories would not only help me normalize my own learning process, but would also serve as a model to me on the kind of self-reflection I hope to carry into my practice.
If you’re comfortable with this, I’d appreciate it if you’d be open to sharing more of your experiences throughout the supervision process. I believe it would help me grow not just as a technician or future BCBA, but as a well-grounded, humble, and ethical practitioner.
Thank you again for your support - it’s truly appreciated!
Warmly,
[Your Name}
Supervision Slip #9: Ethics & Professionalism Are Left Off the Agenda
BACB Ethics Code (4.04) States:
“Behavior analysts are accountable for their supervisory practices. They are also accountable for the professional activities (e.g., client services, supervision, training, research activity, public statements) of their supervisees or trainees that occur as part of the supervisory relationship.”
Here’s the reality: in most cases, your fieldwork setting - not your formal supervision meetings, not your coursework - is where you’ll observe and practice ethical decision-making, soft skills, professionalism, and collaboration. And that’s exactly why your supervisor plays a critical role in helping you connect the dots.
If your supervisor isn’t intentionally weaving these experiences into your training, you’re missing a vital piece of what it means to be a well-rounded behavior analyst. Unfortunately, this is one of the most commonly overlooked areas in supervision - and yet one of the most essential.
Modeling integrity and real-world ethical gray areas, practicing cultural humility - these are not extras. They are core competencies. And you deserve supervision that recognizes this.
The Solution? Ask for time to discuss case studies, dilemmas, and real-world scenarios. Ask for supervision and direct feedback of all collaborative meetings (Parents, Teachers, SLP’s, Doctor’s, Occupational Therapists, Physical Therapists, etc.)
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Subject: Advocating for Focused Supervision in Areas of Professionalism & Ethics
Hello [Supervisor’s Name],
I hope you are doing well! I wanted to reach out to see if we could incorporate more time during supervision to focus on areas like ethical decision-making, professional communication, and soft skills, especially in the context of real-world situations.
I’d love to review case studies or dilemmas together and discuss the decision-making process in detail. Additionally, I’d value direct feedback from you following any collaborative meetings I attend (e.g., with parents or other stakeholders), to help me reflect and strengthen my interpersonal and consultation skills.
These areas are incredibly important to me as I continue to grow in this field, and I’d appreciate your insight and guidance in building these competencies.
Thank you for your time and support - I’m looking forward to learning more in these areas!
Warmly,
[Your Name]
Supervision Slip #10: Your Supervisor Doesn’t Prioritize Time for You
BACB Ethics Code (4.03) States:
“Behavior analysts take on only the number of supervisees or trainees that allows them to provide effective supervision and training. They are knowledgeable about and comply with any relevant requirements (e.g., BACB rules, licensure requirements, funder and organization policies). They consider relevant factors (e.g., their current client demands, their current supervisee or trainee caseload, time, and logistical resources) on an ongoing basis and when deciding to add a supervisee or trainee. When behavior analysts determine that they have met their threshold volume for providing effective supervision, they document this self-assessment and communicate the results to their employer or other relevant parties.”
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I’ve been the BCBA who didn’t have enough time for my supervisees.
And I don’t just mean a weekly meeting on the calendar - I mean real time:
Time to develop meaningful goals.
Time to plan purposeful agendas.
Time to evaluate skill sets and growth areas.
Time to support their development beyond the day-to-day cases they were managing.
There were many barriers, many of which were outside my control - and that’s exactly why I hold so much empathy for BCBAs who are truly trying their best within broken systems.
But here’s the truth: trying isn’t enough, not when it comes to the quality of care our clients deserve.
Supervisors need to stop passing the buck and start saying “no” when they can’t supervise with intention, care, and follow-through.
To my past supervisees - thank you. Thank you for your grace, your empathy, and your patience.
To current supervisees - if this message resonates with your experience, please hear this clearly:
You deserve better.
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Subject: Request for Enhanced Support & Goal Development in Supervision
Hello [Supervisor’s Name],
Thank you for the time and energy you’ve put into our supervision so far. I wanted to reach out to be transparent about a few things I’ve been reflecting on as I work to get the most out of this experience.
While I know we’ve had regular meetings, I’ve noticed that we haven’t consistently had the time to focus on setting individualized goals, reviewing areas for growth, or creating structured agendas that go beyond my current cases. I completely understand how overwhelming caseload demands can be, and I truly respect everything you’re balancing. That said, these are areas that are important to me in developing as a future BCBA.
If possible, I’d love to work together on a plan that allows us to build in more space for these priorities - whether that’s through updated goals, a revised agenda format, or feedback on areas of competence (professional, ethical, collaborative, soft skills, etc.). I’m more than happy to contribute ideas to help with that.
Thanks again for your time and support - I look forward to continuing to learn from you.
Warmly,
[Your Name]
In Conclusion, Supervision should be a launching pad, not a limitation. Ethical supervision empowers, educates, and uplifts.
If you’re not getting what you need, ask. Advocate. Reflect. Document.
If you have enough documentation and evidence of insufficient supervision, it may be time to explore alternative supervision options that align with your values.
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If any part of this post resonated with you - whether you’re a student navigating a tough supervision, a BCBA trying your best within a broken system, or someone who wants to raise the bar for our field - I’d love to hear from you.
Use the contact form below to share your story, ask a question, or start a conversation. This space was created to reflect, challenge, and grow.
Let’s keep the dialogue going 💬
*Disclaimer: The views expressed in this blog are my own (Functionally Speaking ABA) and do not reflect the views of UNMC
Resources:
Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts/
Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.). https://www.bacb.com/wp-content/bcba-outline-6thEd/
Behavior Analyst Certification Board. (2020). Recommendations for respecializing in a new ABA practice area. Littleton, CO: Author\
