IEP Goals For Autism Unveiled

Unveiling the power of IEP goals for autism. Empower success with effective strategies and measurable progress.

Understanding IEPs for Autism

In the realm of autism education, Individualized Education Programs (IEPs) play a pivotal role in providing targeted support and interventions to maximize the potential for success. Developed through a collaborative process involving teachers, parents, special education professionals, and other relevant members of the educational team, IEPs are personalized plans that outline specific goals, accommodations, and services tailored to meet the individual needs of students with disabilities, including autism.

What are IEPs?

IEPs, or Individualized Education Programs, are legally binding documents that serve as personalized roadmaps for students with disabilities, ensuring they receive the necessary support and services to thrive academically, socially, and emotionally. For students with autism, IEPs are designed to address the unique challenges and needs associated with the condition, providing a framework for their educational journey [1].

Importance of IEP Goals

Central to IEPs are the goals set for students with autism. These goals play a crucial role in guiding their educational and developmental progress. The goals within an IEP should be specific to each student's needs and focus on areas such as communication skills, social skills, academic skills, behavior and emotional regulation, independence in daily activities, and life skills for future success.

The specificity of IEP goals is key as it allows educators and therapists to tailor interventions and support strategies to address the unique challenges faced by students with autism. By setting clear and measurable goals, IEPs provide a roadmap for progress and guide the implementation of evidence-based practices.

By incorporating IEP goals into the educational plan, students with autism receive the individualized support they need to reach their full potential. These goals not only promote academic growth but also address social and emotional development, fostering a holistic approach to education for individuals with autism. Through the collaborative efforts of parents, educators, and therapists, IEP goals can provide a solid foundation for success in both educational and life skills domains.

Developing Effective IEP Goals

When it comes to Individualized Education Programs (IEPs) for individuals with autism, developing effective goals is crucial for supporting their educational and developmental needs. In this section, we will explore the specificity of goals, the importance of SMART goals, and the key areas that IEP goals for autism should address.

Specificity of Goals

IEP goals for children with autism should be specific, meaning they should clearly define what the child is expected to achieve. Specific goals provide a clear direction and focus for the child's educational program, leaving no room for ambiguity or confusion. By clearly outlining the desired outcomes, educators and caregivers can work together to develop appropriate strategies and interventions to support the child's progress.

SMART Goals

To ensure that IEP goals for autism are effective, they should follow the SMART framework. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This approach provides clarity and direction, making it easier to track progress and determine the effectiveness of interventions. Each goal should be broken down into smaller, measurable objectives that can be easily monitored and assessed.

Key Areas of IEP Goals

IEP goals for autism should address key areas that are relevant to the child's development and educational needs. These areas typically include communication goals, social skills goals, academic goals, and behavior goals. By targeting these specific domains, educators and caregivers can tailor interventions and supports to address the unique challenges and strengths of the child.

Key Areas of IEP GoalsCommunication goalsSocial skills goalsAcademic goalsBehavior goals

Figures courtesy ApexABA

When developing IEP goals for children with autism, it is important to consider their individual strengths, weaknesses, and learning styles. By taking these factors into account, educators and caregivers can create goals that are tailored to the child's unique needs, promoting their overall development and educational progress [2].

Remember, goals that are too easily achieved may not result in meaningful progress, while goals that are too challenging may lead to frustration. It is essential to strike a balance and set ambitious yet realistic goals that provide a meaningful challenge for the child. Measurable objectives within these goals allow for objective data collection and analysis, enabling informed decisions about the child's educational program.

By developing specific, SMART goals that target key areas of development, educators and caregivers can create effective IEPs that support the growth and progress of individuals with autism. Regular monitoring and assessment of these goals help ensure that appropriate interventions are implemented and adjustments are made as needed to facilitate the child's educational journey.

Strategies for Implementing IEP Goals

Implementing Individualized Education Program (IEP) goals for students with autism requires careful planning and effective strategies. By focusing on individualized instruction, data collection and progress monitoring, and collaboration with the IEP team, meaningful progress can be made towards achieving the goals.

Individualized Instruction

Individualized instruction is a key strategy for implementing IEP goals for students with autism. It involves tailoring teaching methods, materials, and supports to meet the unique needs of each student. By identifying and accommodating the specific strengths and challenges of the individual, educators can create a learning environment that promotes engagement and maximizes learning outcomes.

Data Collection and Progress Monitoring

Collecting data and monitoring progress are essential components of successful goal implementation for students with autism. Regular progress monitoring allows educators to evaluate the effectiveness of interventions and make data-driven decisions. By collecting data through observations, assessments, or other measurement tools, areas of success and those requiring further support or adjustments can be identified.

Assessment ToolsPurposeDirect ObservationsCapturing behavior and skill performance in real-timeWork SamplesEvaluating academic progress and skill developmentStandardized AssessmentsMeasuring skills and abilities against established normsChecklists and Rating ScalesAssessing behaviors and tracking changes over time

(Data collection information from Source)

Collaboration with IEP Team

Collaboration between parents, teachers, therapists, and other professionals is crucial in the development and implementation of IEP goals for children with autism. By working together, a diverse range of perspectives and expertise can be gathered to create comprehensive goals that address all aspects of the child's development.

The IEP team should regularly communicate and share information to ensure that everyone is working towards the same objectives. This collaboration allows for prompt addressing of concerns, adjustment of strategies, and the sharing of progress updates. Successful goal implementation is fostered through strong partnerships between parents, educators, and therapists.

By implementing individualized instruction, collecting data and monitoring progress, and collaborating with the IEP team, educators and caregivers can create an environment that supports the achievement of IEP goals for students with autism. These strategies promote personalized learning experiences, evidence-based interventions, and effective communication, leading to meaningful progress and success.

Evidence-Based Practices for Autism

When it comes to creating Individualized Education Program (IEP) goals for students with autism, it is essential to incorporate evidence-based practices (EBPs). These practices are supported by research and have been found to be effective in improving outcomes for individuals with autism. Let's explore the importance of EBPs and how they can be identified and monitored.

Federal Mandates for Evidence-Based Practices

Two federal laws, the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04), mandate that educators use evidence-based academic and behavioral practices and programs for children with autism. These laws emphasize the importance of using strategies that have a solid research foundation to ensure the best possible outcomes for students.

Identifying Effective EBPs

To identify effective EBPs for students with autism, educators and practitioners should consider the individual student's characteristics, the expertise of the staff, and the available resources. The National Professional Development Center on Autism Spectrum Disorder has identified 27 evidence-based practices that have proven to be effective in improving outcomes for students with autism. These practices encompass various areas, including communication, social skills, and behavior management [5].

Monitoring EBP Effectiveness

Once an EBP has been selected and implemented, it is crucial to monitor its effectiveness and fidelity of implementation. Data on the student's behavior should be collected to evaluate the impact of the EBP. This helps determine whether the chosen practice is producing the desired outcomes and whether it is being implemented as intended. Regular data collection and evaluation allow for adjustments and modifications to be made if needed, ensuring that the IEP goals are being effectively addressed.

It's important to note that there are areas of overlap between high-leverage practices (HLPs) and evidence-based practices (EBPs) for students with autism. These include functional behavior assessments, peer-mediated strategies, and building supportive learning environments. Incorporating these practices alongside EBPs can further enhance the effectiveness of the IEP goals [5].

By incorporating evidence-based practices into IEP goals for students with autism, educators and practitioners can ensure that the strategies they employ are grounded in research and have a higher likelihood of positively impacting the student's progress. Regular monitoring of the effectiveness of these practices allows for timely adjustments and modifications, ultimately leading to greater success in achieving the desired outcomes.

Measuring Progress in IEP Goals

Measuring progress in Individualized Education Program (IEP) goals is a critical aspect of supporting the educational journey of individuals with autism. It involves setting measurable annual goals, monitoring progress, and reporting the progress to parents.

Measurable Annual Goals

To effectively track progress, IEP goals must be measurable. Measurable goals allow for objective data collection, analysis, and informed decision-making about the child's educational program [2]. These goals should be specific, observable, and achievable. They provide a clear direction for the child's development and help determine the effectiveness of interventions.

Measurable goals can be assessed using various methods, such as standardized achievement tests or curriculum-based assessments. The essential aspect is that the goals are measurable and progress is actively measured. By establishing specific targets, educators can focus on areas requiring improvement and make instructional changes accordingly.

Monitoring Progress

Monitoring progress is a vital component of the IEP process. Regular progress monitoring allows educators to evaluate the effectiveness of interventions and make data-driven decisions. It involves collecting data through observations, assessments, or other measurement tools. This data helps identify areas of success and areas that may require additional support or adjustments.

Objective data collection is crucial in tracking a student's progress toward meeting their IEP goals. It enables educators to assess whether the strategies and interventions implemented are yielding the desired outcomes. By regularly monitoring progress, educators can adapt and modify the instructional approach as needed to better support the student's individual needs.

Reporting to Parents

Regular reporting of a student's progress toward meeting their IEP goals is essential for keeping parents informed and involved in their child's educational journey. IEPs should include a statement of how progress will be measured and reported [4]. Progress may be reported quarterly, concurrently with report cards, or through other means, depending on the specific school or district practices.

Reporting progress to parents provides valuable insight into their child's development and helps foster a collaborative relationship between parents and educators. It allows for open communication, enables parents to understand their child's strengths and areas for improvement, and facilitates informed decision-making regarding the child's educational program.

By establishing measurable goals, monitoring progress, and reporting regularly to parents, the IEP process ensures that individuals with autism receive the support they need to achieve their educational goals. This collaborative approach between educators and parents helps create a supportive and effective learning environment for individuals with autism.

Reviewing and Modifying IEPs

Ensuring the effectiveness of Individualized Education Programs (IEPs) for students with autism is an ongoing process that requires regular reviews and modifications. This section highlights the importance of regular reviews, the need for modifying IEPs when necessary, and the option of seeking compensatory education.

Importance of Regular Reviews

IEPs are not set in stone and can be modified to better serve the student, ensuring that they receive an inclusive and appropriate education. Regular reviews of the IEP are crucial for monitoring the student's progress and making necessary adjustments to the plan. These reviews should not be a one-time event; they should occur at specific intervals to ensure that the student's needs are being met effectively.

During these reviews, the IEP team, which typically includes teachers, parents, and other professionals, should collaborate to assess the student's progress toward the goals outlined in the IEP. This collaborative effort helps to identify any areas that may require modification or additional support to enhance the student's educational experience.

Modifying IEPs for Effectiveness

If concerns arise about a child's IEP or if adjustments are needed, it is essential for parents to reach out to the school to initiate the review process. The ultimate goal is to provide every student with the opportunity to succeed. The modifications to the IEP may include changes to the goals, accommodations, services, or strategies to better address the student's evolving needs.

The IEP team should consider input from all stakeholders, including the student's parents, teachers, therapists, and any other professionals involved in the student's education. By working together, they can make informed decisions about the necessary modifications to the IEP, ensuring that it remains individualized and effective for the student.

Seeking Compensatory Education

In cases where a child's needs are not being served by their IEP team and significant delays have occurred, parents may be entitled to a Compensatory Education payout, especially if the problem persists for a year or more. Compensatory education aims to make up for the lost educational opportunities and progress that the student should have received under an appropriate IEP.

Parents should not hesitate to advocate for their child's rights and reach out to the school if they have concerns about the IEP's effectiveness. By exploring the option of compensatory education, they can ensure that their child receives the support and resources necessary to achieve their educational goals.

Regularly reviewing and modifying IEPs is crucial to maintaining their effectiveness. By actively monitoring and adjusting the IEP as needed, parents, educators, and other professionals can ensure that students with autism receive the individualized education they require to thrive academically and reach their full potential.

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How To Find A Great BCBA Supervisor

Understanding the Role of a BCBA SupervisorWhen seeking autism treatment, finding the right Board Certified Behavior Analyst (BCBA) supervisor is crucial. A BCBA supervisor plays a vital role in overseeing and guiding the treatment process for individuals with autism. Let's take a closer look at what a BCBA supervisor is and why their role is essential in autism treatment.What is a BCBA Supervisor?A BCBA supervisor is a professional who has earned board certification as a behavior analyst and has extensive experience working with individuals with autism. They have completed advanced coursework, gained hands-on experience, and passed a rigorous examination to obtain their certification.Typically, BCBA supervisors work directly with individuals with autism, their families, and a team of behavior technicians or therapists. They design and implement behavior intervention plans, assess progress, and provide ongoing supervision and support to ensure effective treatment.The Importance of a BCBA Supervisor in Autism TreatmentA BCBA supervisor plays a crucial role in the success of autism treatment. Here are a few key reasons why their involvement is vital:Expertise and Knowledge: BCBA supervisors possess specialized knowledge and expertise in applied behavior analysis (ABA) and autism treatment. They stay up-to-date with the latest research and best practices, enabling them to provide evidence-based interventions tailored to the unique needs of each individual.Treatment Planning and Oversight: BCBA supervisors are responsible for developing comprehensive treatment plans based on thorough assessments. They oversee the implementation of these plans, ensuring that interventions are appropriate, effective, and aligned with the individual's goals and needs.Supervision and Training: BCBA supervisors provide ongoing supervision to behavior technicians or therapists working directly with individuals with autism. Through regular meetings and observations, they offer guidance, feedback, and training to ensure the highest quality of care and treatment fidelity.Data Collection and Analysis: BCBA supervisors monitor and analyze data collected during the treatment process. This data helps them evaluate progress, make data-driven decisions, and modify intervention strategies as necessary.Collaboration and Advocacy: BCBA supervisors collaborate with other professionals, such as speech therapists, occupational therapists, and educators, to ensure a comprehensive and integrated approach to treatment. They also serve as advocates for individuals with autism and their families, helping them navigate the healthcare and educational systems.Finding a qualified and experienced BCBA supervisor is a crucial step in the autism treatment journey. Their expertise, guidance, and support can make a significant difference in the progress and overall well-being of individuals with autism.Identifying Your NeedsBefore embarking on the search for a BCBA (Board Certified Behavior Analyst) supervisor, it is important to clearly identify your goals and needs. This will help you find a supervisor who aligns with your specific requirements and can provide the support necessary for effective autism treatment.Assessing Your Goals and NeedsTo begin, take some time to reflect on your goals for autism treatment and the specific areas where you need assistance. Consider the following questions:What are your primary goals for autism treatment?Are there any specific areas of concern or challenges that you would like the BCBA supervisor to address?What are your expectations regarding the frequency and duration of supervision sessions?Do you have any preferences or requirements regarding the location or format of supervision sessions?By assessing your goals and needs, you will have a clearer understanding of the qualities and expertise you are looking for in a BCBA supervisor.Determining the Scope of Supervision RequiredThe scope of supervision required will vary depending on the individual and their unique circumstances. Consider the following factors to determine the level of supervision needed:Experience and expertise: Are you seeking a supervisor with extensive experience in working with individuals with autism or specific expertise in certain treatment approaches?Intensity of support: Do you require intensive supervision, including frequent in-person meetings and regular feedback, or are you looking for a more flexible arrangement?Treatment setting: Will the supervision primarily take place in a clinical setting, a school, or in the home environment?Legal and ethical considerations: Are there any specific legal or ethical requirements that need to be considered, such as adherence to state or local regulations?Understanding the scope of supervision required will help you narrow down your search and find a BCBA supervisor who can meet your specific needs.By assessing your goals and determining the scope of supervision required, you will be better equipped to find a BCBA supervisor who can provide the necessary support and guidance for effective autism treatment.Finding Potential BCBA SupervisorsWhen searching for a BCBA (Board Certified Behavior Analyst) supervisor, it's important to explore various avenues to find potential candidates who can meet your needs. Here are three ways to find potential BCBA supervisors:Referrals from ProfessionalsOne effective way to find a BCBA supervisor is through referrals from professionals in the field. Reach out to your child's primary care physician, pediatrician, or any other healthcare professionals who specialize in autism treatment. They often have connections with BCBA supervisors and can provide recommendations based on their knowledge and experience. Additionally, therapists, educators, and other individuals who work with individuals with autism may also be able to offer valuable referrals.Online Directories and DatabasesUtilizing online directories and databases can be a convenient and efficient method of finding potential BCBA supervisors. There are several reputable websites and platforms that provide comprehensive listings of BCBA supervisors in your area.These directories often include information about their credentials, experience, and areas of expertise, allowing you to narrow down your search based on your specific requirements. Consider using trusted directories, such as those provided by professional organizations or autism advocacy groups.Local Autism Support GroupsEngaging with local autism support groups can be an invaluable resource for finding BCBA supervisors. These groups typically consist of parents, caregivers, and individuals with autism who share information, resources, and recommendations.By connecting with these groups, you can tap into their collective knowledge and experiences to identify potential BCBA supervisors. Attend support group meetings, participate in online forums, or join social media groups dedicated to autism support in your community. These interactions can help you gather insights and recommendations from people who have firsthand experience with BCBA supervisors in your area.By exploring referrals from professionals, utilizing online directories and databases, and engaging with local autism support groups, you can broaden your search and find potential BCBA supervisors who may be a good fit for your needs. It's important to keep in mind that each method has its own advantages, so consider using a combination of approaches to maximize your chances of finding the perfect BCBA supervisor for your situation.Evaluating BCBA SupervisorsWhen searching for a BCBA (Board Certified Behavior Analyst) supervisor, it is crucial to thoroughly evaluate potential candidates to ensure they meet your specific needs. Here are some key factors to consider when evaluating BCBA supervisors:Reviewing Credentials and ExperienceReviewing the credentials and experience of BCBA supervisors is essential in determining their qualifications for the role. Look for the following information:Credential or Experience and Importance‍‍Board Certification as a BCBA: EssentialYears of Experience as a BCBA: ImportantSpecializations or Areas of Expertise: Relevant to Your NeedsContinuing Education and Professional Development: Demonstrates CommitmentTake note of the BCBA supervisor's credentials and experience to determine if they have the necessary knowledge and skills to provide effective supervision.Assessing Communication and Interpersonal SkillsEffective communication and interpersonal skills are vital for a successful BCBA supervision relationship. Consider the following factors during your assessment:Skill and Importance‍‍Active Listening: EssentialClear and Concise Communication: EssentialEmpathy and Understanding: ImportantCollaborative Approach: ImportantA BCBA supervisor with strong communication and interpersonal skills will be able to effectively communicate goals, provide feedback, and establish a positive working relationship.Requesting References and Client TestimonialsTo gain insights into the BCBA supervisor's performance and reputation, it is recommended to request references and client testimonials. This feedback can provide valuable information about their professionalism, effectiveness, and ability to work with individuals with autism.When contacting references, consider asking questions such as:How long have you worked with the BCBA supervisor?Did they demonstrate expertise in your specific needs?How did they communicate and collaborate with you?Did they provide constructive feedback and support?Were they responsive to your concerns or questions?Client testimonials can also offer valuable perspectives on the BCBA supervisor's approach and effectiveness in delivering quality supervision.By thoroughly evaluating BCBA supervisors based on their credentials and experience, communication and interpersonal skills, and client feedback, you can make an informed decision when choosing the right BCBA supervisor for your needs. Remember, finding the right fit is crucial as the BCBA supervisor will play a significant role in guiding and supporting autism treatment.Interviewing Potential BCBA SupervisorsOnce you have identified potential BCBA supervisors for autism treatment, the next step is to interview them to ensure they are the right fit for your needs. This section will guide you through the interview process, including preparing questions, discussing their approach and treatment philosophy, and addressing availability and logistics.Preparing Questions for the InterviewBefore the interview, it's helpful to prepare a list of questions to gather relevant information and assess the suitability of the BCBA supervisor. Consider the following questions:Can you tell me about your experience working with individuals with autism and your specific expertise in this area?How do you approach individualized treatment planning for your clients with autism?What strategies do you use to address challenging behaviors in individuals with autism?How do you involve the family and caregivers in the treatment process?Can you describe a successful case or outcome you have achieved with a client with autism?Asking About Approach and Treatment PhilosophyDuring the interview, it's important to ask the BCBA supervisor about their approach and treatment philosophy. Understanding their methods and beliefs will help you determine if they align with your goals and values. Consider asking the following questions:What is your overall treatment approach for individuals with autism?How do you incorporate evidence-based practices into your treatment plans?Do you take a collaborative approach, involving other professionals such as speech therapists or occupational therapists?How do you stay up-to-date with the latest research and advancements in autism treatment?Discussing Availability and LogisticsIn addition to assessing their qualifications and treatment approach, it's crucial to discuss practical matters such as availability and logistics. This will ensure that the BCBA supervisor can accommodate your needs and fit into your schedule. Consider discussing the following points:What is your availability for supervision sessions? Are you able to accommodate my preferred days and times?How frequently will supervision sessions occur, and for how long?What is your preferred mode of communication? Are you accessible for questions or concerns outside of scheduled sessions?Do you have any geographical restrictions or limitations on the areas you serve?By asking these questions and having open discussions during the interview, you can gain valuable insights into the BCBA supervisor's approach, experience, and availability. This will help you make an informed decision when selecting the right BCBA supervisor for your autism treatment journey. Remember to take notes during the interview process to compare and evaluate the candidates effectively.Making the DecisionWhen it comes to finding the perfect BCBA Supervisor, making the right decision is crucial for the success of autism treatment. It's important to carefully consider various factors and weigh the pros and cons before finalizing your choice. Trusting your instincts and starting the supervision process are also essential steps in this decision-making process.Weighing the Pros and ConsTo make an informed decision, it's helpful to weigh the pros and cons of each potential BCBA Supervisor. Consider the following factors:ProsExtensive experience in autism treatmentStrong communication and interpersonal skillsPositive client testimonialsConvenient location and flexible schedulingConsLimited availabilityHigher cost of supervisionDiffering treatment philosophyLimited references availableBy evaluating these pros and cons, you can gain a clearer understanding of the advantages and potential drawbacks associated with each BCBA Supervisor. This analysis will help you make a decision that aligns with your specific needs and goals.Trusting Your InstinctsWhile it's important to consider objective factors when choosing a BCBA Supervisor, trusting your instincts is equally valuable. Pay attention to your gut feelings and instincts during the evaluation process. If you have a positive connection with a particular BCBA Supervisor and feel comfortable discussing your concerns and goals, it may indicate a good fit.Remember that the trust and rapport between you and the BCBA Supervisor are crucial for effective collaboration. If you have reservations or doubts about a potential supervisor, it's important to listen to those feelings and continue your search until you find someone you trust and feel confident in.Starting the Supervision ProcessOnce you have made a decision and selected a BCBA Supervisor, it's time to start the supervision process. This typically involves an initial meeting to discuss goals, expectations, and logistics. The BCBA Supervisor will provide guidance, support, and ongoing supervision to ensure the effective implementation of autism treatment plans.During this initial meeting, it's important to establish clear lines of communication and discuss any specific requirements or preferences you may have. This will help set the stage for a productive and collaborative relationship between you and the BCBA Supervisor.Remember, finding the perfect BCBA Supervisor is a process that requires careful consideration and evaluation. By weighing the pros and cons, trusting your instincts, and starting the supervision process, you can make an informed decision that sets the foundation for successful autism treatment.FAQsWhat qualities should I look for in a BCBA supervisor beyond just their credentials?It's not just about the letters after their name. Seek someone who values mentorship, understands your goals, and resonates with your approach to learning.How do I know if a BCBA supervisor will be a good fit for my learning style and career goals?Look for supervisors who take the time to understand your individual learning needs and align with your professional aspirations. A good fit goes beyond just qualifications.Is it okay to ask potential BCBA supervisors about their teaching philosophy or mentoring approach?Absolutely! In fact, it's encouraged. Understanding their approach gives you insights into whether it aligns with your learning preferences and goals.Should I consider geographical location when choosing a BCBA supervisor?It depends on your preferences and the flexibility of the supervisor. Some interactions may be in person, but many supervisors are open to virtual meetings, expanding your options.How important is it to find a BCBA supervisor with experience in my specific area of interest within Applied Behavior Analysis?It can be beneficial, but it's not the only factor. A supervisor with a broad understanding of ABA principles can often guide you effectively, even if they haven't specialized in your specific area.SummaryAs we wrap up the quest to find that perfect BCBA supervisor, remember that this journey is as much about connection as it is about credentials. It's about finding someone who not only guides you professionally but also understands your unique aspirations and learning style.So, go beyond the checklist, trust your instincts, and seek a supervisor who not only helps you grow in the field of Applied Behavior Analysis but also supports you in becoming the best version of yourself. Your ideal BCBA supervisor is out there – here's to a collaborative and fulfilling professional partnership ahead!Sourceshttps://hoomhouse.com/blog/how-to-find-a-bcba-supervisorhttps://www.iloveaba.com/2014/12/are-you-great-supervisorhttps://readysetaba.com/finding-quality-supervision-for-bcba-bcba