DO AS I DO, NOT AS I SAY - A BEHAVIOR-ANALYTIC APPROACH TO SUPERVISION

There is a limited amount of empirical data on how to train therapists . This article first presents limitations in commonly used training pr ocedures. It then describes a training methodology based on contingent shaping, using video feedback to increase responsiveness to the ongoi ng client-therapist interactions. The approach attempts to overcome so me of the problems encountered when teaching therapy by using primaril y rule-governed or direct instruction. The authors describe the therap eutic approach used in this research, provide a clinical illustration of the training procedure, and discuss the role direct instruction pla ys in this training model. A methodology for determining whether the t herapist's behavior changes as a result of training is described, as w ell as a method for identifying the relationship between the therapist 's behavior and subsequent changes in client responding. This methodol ogy is broadly applicable and can be empirically tested and compared w ith other approaches for its utility in training therapist effectivene ss and changing client behavior.