In this episode of Behavioral Intelligence con Mara Sánchez, we continue Domain I: Supervision from the BCBA 6th Edition Task List as part of our BCBA exam preparation series.

Today’s focus is on I.4: Selecting supervision goals based on an assessment of the supervisee’s skills, cultural variables, and the environment.

Effective supervision begins with assessment—not assumption. Supervision goals must be individualized and derived from a systematic evaluation of the supervisee’s current performance, learning history, and contextual variables.

In this episode, you will learn:

• How to assess supervisee skill levels to identify performance gaps
• The role of cultural variables in shaping supervision goals and interactions
• How environmental factors (e.g., setting, resources, caseload) influence supervision planning
• How to develop individualized, measurable supervision goals
• The importance of aligning goals with clinical, ethical, and organizational standards

We will also discuss:

• Real-world ABA examples of effective vs. poorly selected supervision goals
• Common mistakes (e.g., generic goals, ignoring context, lack of assessment data)
• BCBA exam tips for identifying appropriate goal selection strategies
• How to conceptualize supervision goals as part of a data-driven performance system

This episode is essential for RBTs, BCBA candidates, and supervisors seeking to improve both supervisee performance and service quality.

🎓 Access BCBA & RBT study materials, training, and services:
👉 https://stan.store/ATherapyServices

📩 Contact: [email protected]

💬 Question:

Have you ever been given a supervision goal that didn’t match your actual skill level?

BACB is testing this exact logic:

👉 No assessment → No valid supervision goal ❌

Correct flow:
Assess → Identify gaps → Consider culture/context → Set measurable goals → Monitor

Watch for traps:

• “Same goals for all supervisees” ❌
• “Goals based only on supervisor preference” ❌
• “Ignoring environmental constraints” ❌