Competency-Based Supervision for BCBAs: Rubrics, Checklists, and BST in Action
- Jamie P
- Oct 10
- 8 min read
Competency-based supervision isn’t a buzzword—it’s the backbone of ethical, effective ABA practice. When your supervisory system is built on clearly defined skills, objective rubrics, and Behavioral Skills Training (BST), you get fewer errors at the point of service, faster staff fluency, and easier audits. This guide shows you exactly how to design and run a competency-driven supervision program—from building your competency model and scoring rubrics to running BST sessions, documenting outcomes, and maintaining calibration across supervisors.
Why Competency-Based Supervision (CBS) Wins
Competency-based supervision links what supervisors teach and coach to what clients experience. It avoids vague feedback (“be more consistent with prompts”) and replaces it with observable, measurable performance (“deliver a 2-s time delay on 4/5 trials with zero extra prompts”).
What CBS changes in your program:
Clarity: Every skill is defined in observable steps; supervisees know what “mastery” means.
Consistency: Rubrics and checklists standardize expectations across sites, shifts, and supervisors.
Speed: BST compresses time-to-fluency by combining modeling, rehearsal, and performance feedback.
Accountability: Documentation demonstrates that supervision improved treatment integrity, not just “checked the box.”
The Building Blocks of a Competency Model
A good competency model is role-specific (RBT vs. early-career BCBA vs. school-based BCBA), procedure-specific (DRA, FCT, discrete trial teaching, stimulus control transfer), and context-aware (clinic, home, school). Aim for 30–60 competencies grouped into 6–10 domains.
Competency Domains
Assessment & Data: graph interpretation, decision rules, preference assessments, FA/FBA literacy
Treatment Design: selecting function-based strategies, setting mastery criteria, generalization planning
Implementation Skills: prompting hierarchies, reinforcement schedules, error correction, stimulus control transfer
Professional Repertoire: caregiver/teacher collaboration, interprofessional communication, boundary management
Ethics & Risk: consent/assent, scope and competence, crisis protocols, confidentiality
Documentation: integrity checks, supervision notes, plan updates, data hygiene
Make each competency observable. Write it as a behavior: “Implements most-to-least prompt fading with 2-s latency and records independent trials accurately.” Avoid intangibles like “is confident” or “shows leadership” without an observable definition.
Turn Competencies into Rubrics
Rubrics anchor coaching and make progress visible. Use a simple, behaviorally precise scale you can score reliably across supervisors.
Sample 0–2 Rubric
0 – Not yet competent: Misses ≥2 critical steps (e.g., late prompts, incorrect reinforcement schedule).
1 – Emerging: Performs all steps with verbal prompts or occasional corrections; 1 error on a critical step.
2 – Independent & accurate: Performs all steps independently with ≥90% integrity across 10 consecutive trials.
Sample 0–3 Rubric
0: Proposes a non-function-based strategy or lacks safety considerations.
1: Identifies likely function but selects only generic strategies; limited data plan.
2: Ties strategies to function and sets clear data rules; considers generalization.
3: Integrates context constraints (school/home), caregiver capacity, and risk; preplans for maintenance & generalization.
Flag critical steps (safety, ethics, intrusive procedures): A supervisee cannot be rated “independent” if any critical step is incorrect.
Checklists That Drive Integrity
Checklists are the execution layer. They break a competency into steps you can score quickly during observation, in person or via secure telehealth.
What to include:
Procedure name, context, and goal (e.g., “FCT—reduce requests with problem behavior to <1 per hr; increase independent mands to 80%”).
Step list (Yes/No) with 8–15 items (aim for <60 seconds to score a 10-trial sample).
Critical steps marked with a star or color.
Auto-calculated integrity % and space for time-stamped notes (e.g., “trial 7—prompt too early”).
Mini-rubric link to the overarching competency.
Pro tip: Store checklist templates in your EHR or a shared folder with version control; label by date and owner so updates are auditable.
BST: The Engine of Competency Growth
Behavioral Skills Training is a well-supported approach for training performance skills in human-service settings. It bundles instruction → modeling → rehearsal → feedback in tight loops to produce durable performance in real contexts (not just knowledge on a quiz).
A 15-Minute BST Micro-Loop
Instruction (2 min): State the target behavior in measurable terms; show the checklist.
Model (3 min): Supervisor or video clip demonstrates perfect performance, highlighting critical steps.
Rehearsal (6–8 min): Supervisee practices 10 trials in a role-play or with a client (if appropriate/consented).
Feedback (2–4 min): Immediate, objective feedback; repeat a shorter rehearsal when a critical step was missed.
Make it real: Use the supervisee’s active case materials; practice with the same data sheets and stimulus sets they’ll use during service. Tie the micro-goal to the rubric: “Move from 1 → 2 on the ‘error correction’ item by next session.”
Designing a Competency Roadmap
Structure your supervision around a rolling 90-day roadmap so growth is purposeful and visible.
Weeks 1–2: Baseline & Prioritization
Run integrity spot-checks for the top three procedures each supervisee implements.
Score rubrics across Assessment, Implementation, and Professional domains.
Select 3–5 priority competencies, including at least one ethics/professional item.
Weeks 3–6: BST Sprints
Schedule weekly observation + BST micro-loops on priority skills.
Document integrity %, rubric changes, and action items in the supervision note.
Share one-page summaries with the team lead and, when appropriate, caregivers/teachers.
Weeks 7–10: Generalization & Fluency
Switch contexts or materials; raise mastery criteria (e.g., from FR1 to VR3).
Add peer coaching—the supervisee models for a colleague using the same checklist.
Weeks 11–13: Maintenance & Next Targets
Re-assess priority competencies; lock in maintenance checks (e.g., monthly integrity sampling).
Pick the next set of competencies based on case mix and supervisee goals.
Session Design: From Observation to Action
Each supervision session should generate evidence of learning and a clear next step.
30-Minute Competency Session
3 min – Set the target: “Today we’ll raise independent mands from 60%→80% and tighten prompt delay to 2 s.”
12 min – Live observation: Score 10–15 trials with the checklist.
10 min – BST loop: Model the tricky step; run a 6-trial rehearsal; deliver performance feedback.
5 min – Document & assign: Write a 5-bullet note (integrity %, errors, exemplars, action item, due date). Attach any updated task analysis.
What to Document
Modality (in-person/telehealth), date/duration, client/procedure, integrity %, rubric item movement (e.g., 0→1 on “error correction”), action items with owners and due dates.
Upload revisions (e.g., new prompt hierarchy). Keep artifacts short and searchable.
Telehealth-Ready CBS If You Coach Remotely
Competency-based supervision is fully compatible with secure telehealth, provided you have consent and appropriate tech safeguards.
Consent/assent must specify remote observation and any recording rules; use a secure platform with waiting rooms/locks and role-based access.
Plan camera angles so critical steps (e.g., prompt timing) are visible.
Run BST with short, targeted clips; rehearse immediately after observation.
Store notes and any recordings per policy with explicit retention limits.
QA and Calibration: Keeping Scores Honest
Competency systems drift without calibration. Build a lightweight QA loop that keeps your rubrics trustworthy.
Secondary Review (10–20%): Another supervisor samples supervision notes and rubric changes monthly.
Clip Calibration (every 4–6 weeks): Supervisors independently score a 5-minute clip against a checklist and compare ratings; reconcile differences and update exemplars.
Rubric Revisions (quarterly): If many supervisees stall at “1,” clarify the step definition or provide a better model clip.
Dashboarding: Trend integrity by procedure, number of BST loops completed, and “rubric lifts” achieved per quarter.
Common Pitfalls and What to Do Instead
Vague or bloated competencies: Fix: rewrite as observable behaviors; split large skills into sequential steps.
Checklists that take too long: Fix: cap at one page; aim for <60 seconds to score 10 trials.
Feedback without rehearsal: Fix: always pair feedback with immediate practice (mini-BST).
Massed end-of-month “supervision”: Fix: schedule weekly touchpoints; align coaching with live cases.
No calibration among supervisors: Fix: add a 20-minute monthly clip review; log action updates to rubrics.
Ethical Guardrails Inside CBS
Ethics isn’t a separate module—it’s embedded in your competencies and checklists.
Scope & competence: Supervisors provide coaching only within their competence; refer out or co-supervise when needed.
Consent/assent & confidentiality: Client privacy rules govern observation, recording, and data handling; train supervisees to apply them reliably.
Risk management: Critical steps (e.g., safety procedures, crisis plans) must carry heavier weight and stricter pass thresholds on your rubrics.
Boundaries: Supervision relationships have clear roles, performance expectations, and escalation routes for concerns.
Examples: Competencies, Checklists, and BST in Action
Functional Communication Training (FCT)
Competency: Implements FCT with time-delay prompting at 2 s; delivers differential reinforcement as programmed; withholds reinforcement for problem behavior.
Checklist (10 items): Materials ready; EO established; prompt timing at 2 s; correct reinforcement schedule; resets after errors; data recorded within 5 s, etc.
BST Focus: Supervisor models correct prompt delay; supervisee rehearses 10 trials; feedback on latency and reinforcement timing; target ≥90% integrity.
Discrete Trial Teaching (DTT) Error Correction
Competency: Delivers immediate, correct error-correction sequence and returns to the acquisition target within 10 s.
BST Focus: Practice rapid detection of errors and clean transition back to target; coach verbal economy to prevent prompting drift.
Caregiver Collaboration
Competency: Conducts a 10-minute, jargon-free caregiver update that includes progress, one take-home strategy, and next steps.
Rubric:
0 = Inaccurate data summary; no strategy given.
1 = Accurate but jargon-heavy; strategy unclear.
2 = Accurate, plain language; strategy modeled; sets follow-up.
3 = Adds barrier troubleshooting and measures caregiver confidence.
Implementation Plan
Foundations:
Finalize the competency list and initial rubrics (v1.0).
Create three procedure checklists (e.g., FCT, DTT error correction, data collection).
Align supervision notes to include integrity %, rubric movement, and action items.
Pilot:
Run CBS with 3–5 supervisees; perform baseline scoring and two BST loops per supervisee.
Hold a 20-minute calibration meeting with supervisors to review one shared clip.
Scale:
Roll out to all supervisees; add dashboard for integrity/rubric trends.
Start secondary review of 10–20% of supervision packets.
Optimize:
Update rubrics based on calibration learnings; refine checklists for speed.
Plan next quarter: add two new competencies and an ethics mini-module embedded in coaching.
Documentation That Stands Up in Audits
Auditors want to see a chain from supervision → competency growth → treatment integrity → client outcomes. Keep your artifacts tight:
Supervisor eligibility file: certificate for the 8-hour supervision training (curriculum 2.0), current certification, and supervision/ethics CEUs.
Supervision notes: session details, integrity %, rubric item change (e.g., “error correction 1→2”), action items, due dates.
Checklists & attachments: one-page procedure checklist, updated task analysis, or brief modeling clip (if your policy allows).
Dashboards: trend integrity and outcome markers (e.g., independent mands, reduction in problem behavior) to show impact.
Frequently Asked Questions
How many competencies should I track at once?
Three to five per 90-day window is ideal—enough to see meaningful growth without overwhelming the supervisee or the documentation burden.
Do I need separate rubrics for trainees vs. RBTs?
Yes. Keep implementation rubrics for RBTs and add design/analysis rubrics for trainees/early-career BCBAs (e.g., data-based decision making, generalization plans).
Can I do CBS entirely via telehealth?
Often, yes—if consent, safety, and visibility are adequate. Use secure platforms and plan camera angles so critical steps are observable. For high-risk procedures, prioritize in-person supervision.
How do I keep my rubrics current?
Run quarterly calibration, collect supervisor feedback, and version your rubrics (v1.1, v1.2). When a definition changes, document the reason and date.
Quick-Start Templates
Competency Statement
“Implements most-to-least prompting with 2-s latency and delivers differential reinforcement per schedule across 10 trials at ≥90% integrity.”
0–2 Mini-Rubric
0: ≥2 critical errors or integrity <80%
1: All steps with prompts/corrections; integrity 80–89%
2: Independent at ≥90% with correct timing and data entry
One-Page Checklist
Materials ready
EO established
Prompt at 2
Correct reinforcement schedule
Error correction sequence accurate
Data recorded within 5
Integrity %: ____ | Critical step errors: ____
Time-stamped notes: ___________
About OpsArmy
OpsArmy builds reliable remote operations teams for growing companies—standardized workflows, vetted talent, and daily oversight included. We help ABA providers implement competency-based supervision with ready-to-use rubrics, checklists, BST playbooks, and QA dashboards, so your clinicians spend less time wrestling processes and more time improving client outcomes.
Learn more at: https://operationsarmy.com
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