Improving the Fieldwork Supervision Experience with Micro-Training on Self-Advocacy and Self-Efficacy

Abstract

Fieldwork experiences for students pursuing certification in applied behavior analysis can be challenging when a supervisor’s behavior does not align with expectations. However, students in these experiences often do not know how to advocate for what they need. This research uses a multiple-baseline single case design to examine an intervention to teach students self-advocacy skills using a micro-training and task analysis. Also examined were self-efficacy skills related to the process of supervision. Results showed an effect of the intervention for two participants and varied effect for two others. Participants found the research to be socially valid. Changes to intervention for efficiency of learning, limitations, and future research directions are discussed.