A personal experience in which a supervisor provided my with feedback related to my performance included focusing on deadlines regarding submitting notes because they recommended completing notes within 24 hours, even though the deadline is 72 hours. After all, as more time passes, memory declines, and it is important to include as many details as possible regarding interventions and responses. Feedback was provided in an evidence-based manner as outlined in Chapter 6 of the Supervisor's Guidebook, which emphasizes objective, behavior-specific, timely, and delivered in a supportive manner. My supervisor at the time did not ask about workload or specific challenges I was facing, or explore if deadlines were realistic; as such, I do not think it aligns with the evidence-based feedback principles outlined. Chapter 6 highlights objectives based on observable facts and data, not subjective opinions. Therefore, the supervisor's feedback was based on missed deadlines; however, the reason behind them was not explored, making it less objective (Reid et al., 2021). Behavior-specific, as focusing on specific behaviors or actions rather than generalities, so the feedback was specific about deadlines, by not on the behaviors that led to the missed deadlines. Timely as in delivered soon after the performance occurred to allow for adjustment, although the feedback was timely, there was a lack of context and support, which made it less effective. Regarding supportive focusing on improvement and growth rather than just criticism, the supervisor's lack of support and tone towards support made it feel like criticism rather than being helpful.

The steps for providing feedback are outlined by outlining an example of how my supervisor should have provided feedback in a way that is reflective of the evidence-based approach by providing constructive feedback and beginning with an empathetic or positive statement, clearly specifying observed behaviors, offering specific suggestions for improvement, and concluding with encouragement. The feedback will allow for becoming a more effective supervisor by fostering trust, open communication, and promoting continuous growth. Reframing this feedback experience will help me become a more effective supervisor to others in my work (parents, direct support, classroom staff, etc.) is starting with a positive/empathetic statement such as saying "I appreciate your dedication to the team and your willingness to take on new challenges" that can make the supervisee feel supported and comfortable to discuss struggles. Offering specific suggestions for improvement, such as when giving instructions, being helpful with breaking them down into smaller, manageable steps, maybe using written prompts or visual cues. To have effective supervision, it is essential to have quality behavioral science and professional development within the supervisee, as well as the development of the practice and the field, and the continuous growth of the supervisor (Sellers et al., 2016).

• Be sure to maintain professionalism in your responses related to situations or scenarios.
• Review the steps outlined for providing feedback. Do you have any considerations to add?
• What part of your peer's reflection did you find interesting? Why?
• Ask at least one thoughtful follow-up question.