I decided to choose to post about prompt B because I don't have any experience in the field of ABA yet.

During my time as a Non-Commissioned Officer (NCO) in the U.S. Army, I engaged in a number of supervisory tasks that share parallels with the requirements of productive supervision in applied behavior analysis (ABA). My functions as an NCO included developing junior soldiers, monitoring performance, providing constructive feedback, and sustaining skill development through continuous training. When comparing these supervisory experiences through the lens of Cooper et al. (2020), numerous aspects are similar to the criteria of good supervision, but others reveal areas for improvement when applied to the profession of behavior analysis.

Successful supervision, according to Cooper et al. (2020), entails systematic observation of performance, performance-based feedback, and utilization of Behavioral Skills Training (BST) for new skill acquisition. Just like BST, our military leadership model also emphasized showing desired behavior, offering opportunities for practice, providing feedback, and evaluating skill acquisition through functional assessments. This cyclical repetition of ABA supervision's structured practice and feedback and was particularly helpful in creating stable, dependable performance in new soldiers.

While there is a big difference in terms of personalized objectives and performance measures that are regularly emphasized in ABA supervision, military supervision finds itself leaning more towards group-focused methods, which fail to recognize personalized feedback and personalized skill attainment. Converting those to behavior analytic supervision, methods such as more personalized objective-setting, official collection of data regarding performance, and rewarding incremental improvement would improve the experience for trainees and supervisors.

At a supervisor level, implementation of personalized supervision contracts and official performance monitoringoutlined by Cooper et al. (2020)would promote transparency and accountability. At a trainee level, ongoing questioning regarding feedback, seeking chances to be role-modeled, and checking on personal development would optimize skill acquisition and professional growth.

My Army supervisory experience replicates many of the essential elements of effective ABA supervision, such as direct observation, feedback, and leadership modeling. Translating these experiences to behavior analytic environments, though, requires a shift to data-based, differential practices focused on long-term skill development. Incorporating elements like BST, competency-based goals, and ongoing evaluation strategies would not only render supervision ethical but effective in creating competent future practitioners.

• What are your thoughts on your peer's supervisory experiences? Is further reflection needed?
• Do you have any additional strategies for enhancing the supervision process?
• Ask at least one thoughtful follow-up question.