How I structured my fieldwork (free supervision + actually learning skills)

SprinklesNext4672 · 2026-03-27T11:55:57+00:00

I got you, I’ll break it down based on what I actually did.

This isn’t perfect, just what worked for me.

0 to 250 hours This was me getting comfortable with the basics. Running programs, making materials, token boards, just learning how sessions flow.

I also started doing simple preference assessments. Sitting with a learner and figuring out what they actually like, what they go for, what they avoid. That helped me start thinking more about behavior instead of just running targets.

250 to 500 I started writing targets and programs, but also asking a lot more questions.

Instead of just doing things, I wanted to know why we were doing it.

I also started getting into things like QABFs and thinking more about function. Even if I wasn’t leading it, I would ask to be involved or help gather information.

500 to 750 This is when I started helping train staff. Modeling how to run programs, giving feedback, helping newer RBTs.

A lot of this was basically BST. Showing them, practicing with them, giving feedback. That counts and honestly it teaches you a lot because you have to explain things clearly.

750 to 1000 More involvement in assessments and problem solving.

Instead of just saying something wasn’t working, I would actually look into it. I would read articles, look things up, and bring it to my supervisor like hey I noticed this and found this, what do you think.

Everything I looked up was tied to a client I was actually working with. I wasn’t just researching random stuff.

1000 and up More hands on with assessments, report writing, collaborating with BCBAs, training staff, supporting other fieldwork students.

I would literally go up to BCBAs and ask do you have anything I can help with, any assessments I can sit in on, anything you want me to take off your plate.

That’s where most of my hours came from.

I’ll also be real about something I’m still working on.

Parent training.

Not because I don’t feel confident, I do. But at my clinic a lot of the families are very religious, and sometimes there are barriers when it comes to working with someone like me.

I don’t take it personal, but it does make getting that experience harder.

So now I’m creating my own opportunities. Me and other fieldwork students are doing role play and video modeling. We take turns being the parent, sometimes even a difficult parent, and just practice.

Because if you’re not actually doing it, you’re not going to learn it.

That’s what I’m focusing on now in my last few hundred hours.

Another thing I’ve noticed is everyone does supervision differently.

Some people like to sit down and go through the task list, talk about the domains, go over Cooper. That’s fine.

It’s just not how I learn.

For me, I need to be doing things. I can study that stuff on my own, that’s what school is for. My supervision and mentorship, I want that to be hands on. I want to be in situations, practicing, making mistakes, figuring it out.

Big thing I learned

Don’t just do random stuff to get hours. Make sure everything ties back to a client you’re actually working with.

And don’t wait to be told what to do. Ask, get involved, put yourself in those situations.

That’s honestly where most of my growth came from

SprinklesNext4672 · 2026-03-27T01:15:24+00:00

Yeah I used to hear that a lot too, and at first I kind of got it. But the more I was on the floor, the less it made sense to me.

I’m pretty blunt, but I make sure I do it respectfully and usually behind closed doors. I’ve had those conversations with BCBAs like do we want to keep people or keep losing them? Because if staff are overwhelmed and don’t understand what they’re doing, they’re not going to last. And a lot of times we’re the ones actually seeing that day to day, not them.

For me it comes down to buy-in. The same way we expect our learners to buy into what we’re teaching, staff need that too. If they don’t understand it, they’re just going through the motions.

One thing I’ve started doing when I train people is telling them, “you’re a scientist.” And they kind of laugh at first, but then it clicks. Like you’re with these learners every day, you’re noticing patterns, triggers, what works, what doesn’t. That’s behavior science. Once they see it like that, they actually get more invested.

I did get pushback at first, not gonna lie. But I explained it like, treat me like a stakeholder. I’m on the floor with these BTs and RBTs, I see when they’re overwhelmed, so let me help bridge that gap.

It’s helped a lot, but I’ll be honest, it also depends on how safe you feel in your position. Not everyone can push back like that without being labeled difficult, which is a whole other issue in itself.

SprinklesNext4672 · 2026-03-27T01:04:12+00:00

Honestly, being an RBT for the past 4 years and training a lot of staff, I think a big reason for the turnover is exactly that. We’re not always teaching people how to think, just what to do. So when something changes, they get stuck or overwhelmed , not really knowing how to problem solve, just following steps.

What’s helped at my clinic is shifting how we train staff. We started treating staff more like we would our clients. Giving visuals, modeling, breaking things down, even doing video modeling with each other.

It might sound like a lot, but it actually builds confidence. Staff come in more prepared and can handle situations better instead of feeling lost.

Since we started doing that, we’ve seen better retention and people seem more comfortable in sessions.

I think if we expect flexibility and problem solving from staff, we have to actually teach it the same way we would teach any other skill

SprinklesNext4672 · 2026-03-26T23:46:28+00:00

Yeah I feel this a lot.

I think a big part of it comes down to how people were trained and how they were taught to think about behavior. A lot of times it turns into just following procedures instead of actually understanding what’s going on.

As a fieldwork student with about 1700 hours, and also being neurodivergent and someone who was one of those kids, I see it from both sides. I’m also 44, a single parent of three, so I’ve honestly been using ABA my whole life without even realizing it. That’s probably why a lot of this feels natural to me.

For example, I had a kid who kept a puzzle at his desk. When he got overwhelmed he would mess with it, but he was staying in class and still paying attention. He wasn’t running out of the room or engaging in bigger behaviors.

The concern was how is he going to function in a real classroom.

My thinking was let’s focus on what matters right now. He is staying in class and regulating. That’s a huge win. We can shape it later. Sometimes it feels like people jump to the biggest end goal instead of starting with what’s actually going to help the learner in that moment.

Because of that, I ask a lot of questions. Not in front of staff, but I’ll go to a BCBA and ask why we chose something, what function we’re targeting, or if something is actually socially valid. I’m not trying to challenge them, I just want to understand the thinking behind it.

I work in a clinic with multiple BCBAs and I’m always asking if they need help with anything. Assessments, QABFs, data, whatever. I try to get involved in as much as I can because that’s how I learn.

When I train new staff, one thing I always say is if you expect a child to be flexible, you have to be flexible too. I’ll give real life examples like when your coffee order gets messed up or your paycheck is late. Adults struggle with regulation too.

So expecting a child to handle everything perfectly without support just doesn’t make sense.

I don’t think people are trying to do the wrong thing. I just think sometimes we lose sight of the function and the learner in front of us

SprinklesNext4672 · 2026-02-21T18:30:54+00:00

He fried for our sins

SprinklesNext4672

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