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EDF 6224 Supervision Module 8 Practice Guide 2026 Test, Exams of Behavioural Science

University of West Florida (UWF)Behavioural Science

EDF 6224: Supervision and Management Fluency EDF 6224 Supervision Module 8 Practice Guide 2026 Test

Typology: Exams

2025/2026

Available from 01/27/2026

Fortis-In-Re
Fortis-In-Re 🇺🇸

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EDF 6224 Supervision Module 8 Practice
Guide 2026 Test
1
/
14
1.
What type of feedback is this?
Given your excellent performance on
your last session observation, you're
on track for promotion to lead techni-
cian!"
-
Appreciation
-
Coaching
-
Evaluation
2.
In order for a supervisor to engage in
opportunities for learning about cul-
-
Evaluation
-
Observe the supervisee/trainee's responses to
authority, communication strategies, emotion ex-
ture
of
their
supervisees/trainees,
they
pression, and adapt the supervision strategies as
should:
-
Learn about their super-
visee/trainee's culture and treat them
as the research indicates their group
would like to be treated
-
Have the supervisee/trainee take
assessments on bias and determine
where they can further develop their
cultural awareness
-
Observe the supervisee/trainee's re-
sponses to authority, communication
strategies, emotion expression, and
adapt the supervision strategies as
needed
-Treat all supervisees/trainees the
same, regardless of their cultural back-
grounds
3.
Engaging in self-reflection and analy-
sis of one's role in power imbalances
needed
-
Cultural
humility
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe

Partial preview of the text

Download EDF 6224 Supervision Module 8 Practice Guide 2026 Test and more Exams Behavioural Science in PDF only on Docsity!

EDF 6224 Supervision Module 8 Practice

Guide 2026 Test

  1. What type of feedback is this? Given your excellent performance on your last session observation, you're on track for promotion to lead techni- cian!"
    • Appreciation
    • Coaching
    • Evaluation
  2. In order for a supervisor to engage in opportunities for learning about cul- - Evaluation - Observe the supervisee/trainee's responses to authority, communication strategies, emotion ex- ture of their supervisees/trainees, they pression, and adapt the supervision strategies as should:
    • Learn about their super- visee/trainee's culture and treat them as the research indicates their group would like to be treated
    • Have the supervisee/trainee take assessments on bias and determine where they can further develop their cultural awareness
    • Observe the supervisee/trainee's re- sponses to authority, communication strategies, emotion expression, and adapt the supervision strategies as needed -Treat all supervisees/trainees the same, regardless of their cultural back- grounds
  3. Engaging in self-reflection and analy- sis of one's role in power imbalances

needed

  • Cultural humility

EDF 6224 Supervision Module 8 Practice

Guide 2026 Test

while striving to make systemic change is known as:

  • Cultural awareness
  • Cultural humility -Cultural competence -Cultural sensitivity
  1. True or false: Providing positive feed- back and building rapport are the same behaviors. a. True b. False
  2. What type of feedback is this? "I noticed an abnormal number of er- rors on your session documentation with your new client from last week, and I had to take extra time to proof- read the submission before sending it on to the billing department. Re- viewing the document more thorough- ly next time will help save everyone on the admin team some effort in making those corrections."
  • Appreciation
  • Coaching
  • Evaluation
  1. What type of feedback is this? "I was super impressed with how you conducted your caregiver training last week. You used caregiver-friendly lan-

b. False

  • Evaluation

Appreciation

EDF 6224 Supervision Module 8 Practice

Guide 2026 Test

Arin can better manage their time, bet- ter organize the client stimuli on their team, and how to set more concrete boundaries. Arin feels that they work incredibly hard, and leaves the conversation dis- tressed. What type of feedback did Jamie deliv- er? Appreciation, Coaching, or Evaluation

  1. Dennis requests feedback on a specific Evaluation behavior program, hoping for tips on how to select developmentally-appro- priate targets as he struggled to select them. Jamie looks over the report and says, "This looks great! You're ready to move on to the next level of your supervision program!" Dennis works on his next program, feeling lost about how he was selecting his targets. What type of feedback did Jamie deliv- er? Appreciation, Coaching, or Evaluation
  2. Evie is interested in moving into the next level of her supervision program, but doesn't know where she stands. She reaches out to Jamie to get some feedback.

Appreciation

EDF 6224 Supervision Module 8 Practice

Guide 2026 Test

Jamie says, "Evie, it means a lot to me that you are proactive in your commu- nication. Your team appreciates how open you are!" This conversation makes Evie uncom- fortable. What type of feedback did Jamie deliv- er? Appreciation, Coaching, or Evaluation

  1. Which of the following behaviors are recommended when receiving feed- back?
    • Arriving prepared for the meeting
    • Committing to make change, when warranted
    • Asking follow-up questions
    • Active listening behavior
    • All of these
  2. An experienced clinical manager has been hired to work at a small in-home ABA agency. She inherits a caseload from a BCBA who recently left the or- ganization, including the staff who this BCBA used to manage. One day, one of the staff members called the new clinical manager with a question about the organization's time off policy, with a situation very specific to the staff member. The clinical man- ager reviewed the policy quickly, and
    • All of these

All of them

  1. 4 Factors for building and maintaining relationships in supervision:

Feedback Rapport Culture Conflicts

  1. Types of rapport building behavior: Verbal and non-verbal
  2. Verbal: (Rapport) Asking open ended questions about the person's experiences and MOs Making positive statements related to the person not just their work. Indicating general interest in the person
  3. Non-Verbal: (Rapport) Eye contact Sitting up Orienting or learning towards the individual Smiling
  4. Building Rapport behavior Take time to learn about your supervises/trainees (pets, children, names of their family..) Learn about hobbies and passions Share about yourself as well and do not dominate the discussion Provide undivided attention (pay attention to them, do not do anything else while talking to them)
  5. Cultural Compétence Determining if we have the education, experience training and practical experience to practice ABA with specific populations. Cultural Competence is not a solo sport. It needs to systemic in the organization and field values, structure and administration.
  1. Culture The extent in which a group of individual engage in overt and verbal behavior reflecting shared be- havioral learning histories, in order to ditterentiate the group from others groups and predicting how individuals within the group act in specific settings conditions.
  2. Developing Cultural Awareness: - Self Awareness: Our own culture, how do we react with behaviors that deviate from our culture. Never assume your experiences is the norm
    • Learn about your trainees personal systems: Think functions not norms. Responses to authori- ties. Communication norms.
    • Do not assume all members of the same culture are the same.
  3. Cultural Humility: it's not just about engaging in verbal behavior we must take actions to demonstrate humbleness related to cultural. Each person must reflect on their own:
    • Biases
    • Responsible actions and research
    • Role in oppression of others
    • Role in power imbalance (economic barriers) Question about how to address it.
    • Engage in Self-reflection questions at an Individ- ual and Institutional level.
  4. Feedback A process of providing specific information to the individuals about how they are doing in an ef- fort to impact their behavior in the future. It's a highly ettective tool to accelerate learning, help
  1. Evaluation: Function: Provide information about expectations and benchmarks. This could be comparison to policies, standards and often slips into judgements: " Your are not very good at this"
  2. Feedback Myths that are not true: - Sandwich method (putting positive feed- back+negative+positive) This is proved to be inef- fective because people feels confused.
    • The 4.1 ratio: (for every 1 Constructive feedback provide 4 positive more) There is no evidence of this only a general guideline.
    • There is a perfect frequency: It is not universal, vary between daily or weekly Feedback during performance: It's very distract- ing. It's more ettective to provide the feedback after they finish the trial. -Providing both positive and negative int he same interaction: It's very confusing.
    • Assuming everyone has the same preference for receiving feedback: Of course not!! Everyone is ditterent and like ditterent preferences.
  3. Conflict State o opposition between two dittering ideas or interests. Clash, battles, struggles... It's a natural and healthy process that leads to increase creatvitiy and positive debates.
  4. Types of conflicts: Task Process Status Relationship
  1. Task-related conflict What needs to be done?
  2. Process related conflict How should be done?
  3. Status related conflict Who is in charge, who is doing what?
  4. Relationship related conflict: Perception of disrespect. (often started with the other types of conflicts.)
  5. Intergroup Conflict Conflict that occur between departments (clinical and billing)
  6. Intragroup Conflict Conflicts that occurs within a department. (Which statt member should be in which case)
  7. Interpersonal Conflict Conflict that occurs between two ditterent people. (One statt member discovered speaking poorly about another member)
  8. Preventing gossip and rumors to miti- gate conflict
  9. Steps to manage conflict (Fisher, Ury & Patton)

Aligning missions, values and systems (Ensure process and roles are clear, share how the organi- zation address conflicts) Transparent Communication: Share what people are doing and why, when changes are coming be clear, objective and clear. Consider the function: Why else do people gossip? if is for attention, increase access to social rein- forcement.

Step 1: Determine that it it's not a "one person" issue. (Instead of taking time from the whole team for a one person issue, consider training and coaching to determine an individualized interven-

  • Just because you think the situation is not a big deal does not mean it should be dismissed.
  • Include people in changing processes that im- pact them.
  1. Emotions (People Issue) - When emotions are involved sometimes han- dling the emotional reactions is more important than talking about solutions immediately.
  • Take time to observe your emotions and theirs.
  • Determine the environmental factors that may be contributing to their emotions.
  • Allow people to vent their emotions (Listen, do not react..)
  1. Communications (People Issue) - In conflict is critical that communication occurs and is clear and accurate. -Listen carefully and prompt people to repeat if there has been a misinterpretation.
  • Rephrase their point in a positive way when checking for a understanding.
  • No blame, no name calling...
  • Speak about your experience, not about them, to avoid blaming situations issues.
  1. Strategies to "Define the problem" (Conflicts Management)

1-) Determine the needs of each person. (What is each person looking for? Why? What are their MOs?) 2-) Determine which needs are compatible/Op- posing (Which needs are shared between the people involved?) 3-) Conduct a Balance sheet or Consequence Analysis (What are the consequences for the per-

  1. Strategies for a "Brainstorm Solution" (Conflicts Management)

son and the organization?) 4-) Explore the issue before presenting solutions. (Involve additional assessment tool, checklist, Per- formance Diagnostic..) 5-) Look forward not backward. (Where are we trying to go?) 6-) Encourage flexibility (Everyone needs to be open for a solution that is based on the needs of the group not based on wether their positions wins.

  • Get the participants in the room facing the issue together with a neutral facilitator.
  • Set the rule that there will be no criticism
  • Work together with a list of solutions
  • Discuss each idea objectively and star the ones that are most promising
  • Improve upon each starred idea to determine final action.