About SVABA Staff
Behavior Technicians (BTs)
BTs are the people who will have regularly scheduled sessions with learners. There are 1-4 BTs per learner, depending on the size of the program and schedules of availability.
All BTs have at least a high school diploma and are finger-printed, medically cleared, and CPR trained. Once they are onboarded, they receive an initial 40 hours of ABA training, and are supervised closely both in person and via Telehealth. They are provided with detailed explanations of what motivates each learner, how the session should be run, data collection procedures, and how to run each current program. This supervision occurs at a higher level when they are introduced to a new learner, but supervision and training continues on an ongoing basis. They are also encouraged to keep in regular contact with their team, and to ask questions whenever they arise. BTs are educated, trained, and supported so they may pass an exam to become a Registered Behavior Technician® (RBT®). For more information about the Behavior Analyst Certification Board, Inc.® (BACB®) and the RBT®, accreditation, click here. (LINK TO https://www.bacb.com/rbt/)
Senior RBT
Senior RBTs are certified with the BACB in good standing with at least 2 years of experience in the field of ABA and additional training. They work with a regular caseload of learners, but are given additional duties and leadership opportunities. They may assist with training and mentorship of other BTs.
Case Supervisors
Case Supervisors (CS) are part of the clinical team that have earned at least a Bachelor’s Degree in Psychology or a related field. They have several years of experience in the field of ABA and all CS are registered with the BACB. CS work closely with all team members. They are primarily responsible for supervision of staff, evaluating progress, demonstrating skills for caregivers, and reporting to Case Managers.
Case Managers
All Case Managers (CM) have earned a Master’s Degree in either Psychology or a related field, and are equipped with several years of experience in the field of ABA. Additionally, each CM is a Board Certified Behavior Analyst® (BCBA®). They are responsible for initial and ongoing assessment, program development, and behavior support plans. They are also responsible for staff training and development and caregiver training.
Click here to see our Case Manager bios. (LINK to bios.)
BTs are the people who will have regularly scheduled sessions with learners. There are 1-4 BTs per learner, depending on the size of the program and schedules of availability.
All BTs have at least a high school diploma and are finger-printed, medically cleared, and CPR trained. Once they are onboarded, they receive an initial 40 hours of ABA training, and are supervised closely both in person and via Telehealth. They are provided with detailed explanations of what motivates each learner, how the session should be run, data collection procedures, and how to run each current program. This supervision occurs at a higher level when they are introduced to a new learner, but supervision and training continues on an ongoing basis. They are also encouraged to keep in regular contact with their team, and to ask questions whenever they arise. BTs are educated, trained, and supported so they may pass an exam to become a Registered Behavior Technician® (RBT®). For more information about the Behavior Analyst Certification Board, Inc.® (BACB®) and the RBT®, accreditation, click here. (LINK TO https://www.bacb.com/rbt/)
Senior RBT
Senior RBTs are certified with the BACB in good standing with at least 2 years of experience in the field of ABA and additional training. They work with a regular caseload of learners, but are given additional duties and leadership opportunities. They may assist with training and mentorship of other BTs.
Case Supervisors
Case Supervisors (CS) are part of the clinical team that have earned at least a Bachelor’s Degree in Psychology or a related field. They have several years of experience in the field of ABA and all CS are registered with the BACB. CS work closely with all team members. They are primarily responsible for supervision of staff, evaluating progress, demonstrating skills for caregivers, and reporting to Case Managers.
Case Managers
All Case Managers (CM) have earned a Master’s Degree in either Psychology or a related field, and are equipped with several years of experience in the field of ABA. Additionally, each CM is a Board Certified Behavior Analyst® (BCBA®). They are responsible for initial and ongoing assessment, program development, and behavior support plans. They are also responsible for staff training and development and caregiver training.
Click here to see our Case Manager bios. (LINK to bios.)
Frequently Asked Questions
FAQ: How much supervision will a BT get?
The clinical team (the CS and CM) hours is determined by the limitations of the funding source as well as clinical recommendations based on need. For example, if a learner has significant maladaptive behavior, especially unsafe behavior, a larger number of clinician hours will be recommended.
Otherwise, the general rule of thumb is that 20% of the BT hours will be utilized for clinical purposes. For example, if a learner receives 20 hours per week of therapy, they will also receive about 16 hours per month of clinical hours.
Generally, the CS will be responsible for approximately 12 hours per month and the CM will be responsible for 4 hours per month. This allocation varies from one funding source to another, but the CS always has a much higher number of hours than the CM.
FAQ: How do BTs know what to do?
One of the basic 7 dimensions of ABA is that programs must be “technological.” This is a fancy way of saying that the programs being addressed in an ABA program must be clearly documented so thoroughly that anyone with a knowledge of ABA principles should be able to read it and then follow the plan correctly.
The BTs have easy online access to very specific written protocols for each goal, outlines for how the session should be run, and behavior support plans that must be followed.
The BTs also have data sheets developed by the clinical team that they fill out, as well as written session notes they develop every single day of session.
FAQ: Why does a BT need time before and after they work with a learner?
Anyone coming to work with a learner will need a few minutes to get set up. They need to log in to the electronic system used for data collection, review the previous session notes for any important updates, and prepare goals and materials.
About 15 minutes prior to the end of session, time is needed to complete data entry and write session notes. These session notes can be read by anyone on the team as well as the caregivers at any time.
FAQ: What does the clinical team do with their time?
CS and CM are responsible for indirect duties (time spent outside of sessions) and duties that involve direct interactions with staff, learners and their families. Examples of direct responsibilities include on-the-job staff training and support, initial and ongoing assessment of the learner’s skills, caregiver support and training, and more. Examples of indirect responsibilities include research and development of teaching protocols, data analysis, progress report writing, development of behavior support plans and other assistive documents, and more.
FAQ: How many clinical hours are direct vs indirect?
Generally speaking, the CS and CM will spend at least half of their allotted hours doing direct duties. Because the indirect responsibilities are time consuming and extremely important for the progress of a program, you may see your CS and CM supervising staff while also engaging in indirect responsibilities such as updating a program, editing protocols, and data analysis. This is always done in a manner that will not interfere with supervision. It often works quite well, as the BTs generally have excellent feedback and questions that can be addressed and immediately adjusted in the protocols and data sheet.
The clinical team (the CS and CM) hours is determined by the limitations of the funding source as well as clinical recommendations based on need. For example, if a learner has significant maladaptive behavior, especially unsafe behavior, a larger number of clinician hours will be recommended.
Otherwise, the general rule of thumb is that 20% of the BT hours will be utilized for clinical purposes. For example, if a learner receives 20 hours per week of therapy, they will also receive about 16 hours per month of clinical hours.
Generally, the CS will be responsible for approximately 12 hours per month and the CM will be responsible for 4 hours per month. This allocation varies from one funding source to another, but the CS always has a much higher number of hours than the CM.
FAQ: How do BTs know what to do?
One of the basic 7 dimensions of ABA is that programs must be “technological.” This is a fancy way of saying that the programs being addressed in an ABA program must be clearly documented so thoroughly that anyone with a knowledge of ABA principles should be able to read it and then follow the plan correctly.
The BTs have easy online access to very specific written protocols for each goal, outlines for how the session should be run, and behavior support plans that must be followed.
The BTs also have data sheets developed by the clinical team that they fill out, as well as written session notes they develop every single day of session.
FAQ: Why does a BT need time before and after they work with a learner?
Anyone coming to work with a learner will need a few minutes to get set up. They need to log in to the electronic system used for data collection, review the previous session notes for any important updates, and prepare goals and materials.
About 15 minutes prior to the end of session, time is needed to complete data entry and write session notes. These session notes can be read by anyone on the team as well as the caregivers at any time.
FAQ: What does the clinical team do with their time?
CS and CM are responsible for indirect duties (time spent outside of sessions) and duties that involve direct interactions with staff, learners and their families. Examples of direct responsibilities include on-the-job staff training and support, initial and ongoing assessment of the learner’s skills, caregiver support and training, and more. Examples of indirect responsibilities include research and development of teaching protocols, data analysis, progress report writing, development of behavior support plans and other assistive documents, and more.
FAQ: How many clinical hours are direct vs indirect?
Generally speaking, the CS and CM will spend at least half of their allotted hours doing direct duties. Because the indirect responsibilities are time consuming and extremely important for the progress of a program, you may see your CS and CM supervising staff while also engaging in indirect responsibilities such as updating a program, editing protocols, and data analysis. This is always done in a manner that will not interfere with supervision. It often works quite well, as the BTs generally have excellent feedback and questions that can be addressed and immediately adjusted in the protocols and data sheet.
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