How to Create a Feedback Loop That Drives Growth in Your ABA Practice

The Struggle: When Feedback Doesn't Stick

As a BCBA® supervisor, you've likely spent hours giving thoughtful feedback to your RBTs®. But despite your efforts, you find yourself repeating the same instructions. Your RBTs seem overwhelmed, client outcomes stagnate, and the cycle continues. It’s frustrating—not just for you but for your team members who genuinely want to improve.

Why does this happen? The issue often isn’t a lack of dedication or skill but rather the absence of a structured system to ensure feedback is clear, actionable, and retained. Without a framework in place, even the most well-intentioned guidance can lose its impact.

Now, imagine a different scenario. What if your feedback was part of a continuous loop—a structured process that ensured clear communication, set goals collaboratively, and tracked progress over time? This isn’t about adding more work to your plate; it’s about working smarter with a system that fosters real, measurable growth.

Key Takeaways

• A structured feedback loop enhances RBT skill development and engagement.

• Evidence-based strategies, such as SMART goals and psychological safety, improve feedback retention.

• Data-driven decision-making ensures feedback is objective and actionable.

• The COACH Framework provides a clear system for delivering and tracking feedback.

• Implementing a feedback loop reduces supervisor frustration and improves client outcomes.

The Solution: Implementing a Structured Feedback Loop

A feedback loop isn’t just a one-time event; it’s an ongoing process of assessment, guidance, and revision. Research by Hattie and Timperley (2007) highlights that feedback has its greatest impact when it is specific, timely, and ongoing. Similarly, Black and Wiliam (1998) emphasize that embedding feedback into a cyclical process leads to stronger skill retention and behavior change.

By creating a structured feedback loop, you can:

• Improve skill acquisition and performance among RBTs

• Increase engagement in professional development

• Enhance client outcomes through more effective intervention

• Reduce burnout and frustration in supervisory relationships

The COACH Framework: A System for Feedback That Works

The COACH Framework provides a structured method to ensure feedback is meaningful and actionable. This model, adapted from evidence-based principles, includes:

1. Collaborative Assessment – Start by assessing RBT strengths and growth areas. This fosters ownership and engagement.

2. Organized Goals & Action Plans – Set specific, measurable objectives linked to performance data.

3. Applying Feedback & Structured Supervision – Use ongoing check-ins to reinforce learning and track progress.

4. Coaching for Growth – Shift from directive feedback to mentorship, empowering RBTs to self-correct and improve.

5. Harnessing a Feedback Loop – Establish a continuous cycle where feedback informs training and development, promoting sustained growth.

Breaking Free from the Frustration Cycle

Many BCBAs enter supervision roles without formal training in providing structured feedback. High caseloads and administrative demands further complicate the process, making it difficult to ensure that feedback leads to meaningful change.

But you can change that. By embedding feedback into a structured, iterative loop, you transform supervision into a tool for empowerment and professional growth.

Actionable Strategies for Your Supervision Practice

To put the COACH Framework into practice, consider the following strategies:

1. Use Data to Drive Feedback

Ground your feedback in objective performance data. Research by Miller (2008) shows that data-driven decision-making enhances learning and accountability. Use session recordings, progress notes, or direct observations to provide specific, actionable feedback.

2. Incorporate Psychological Safety

Edmondson (1999) emphasizes that psychological safety is essential for learning teams. Create an environment where RBTs feel comfortable receiving and implementing feedback without fear of criticism.

3. Set SMART Goals

Locke & Latham (1990) highlight that goal-setting is most effective when goals are Specific, Measurable, Achievable, Relevant, and Time-bound (SMART). Work with RBTs to establish clear performance targets.

4. Leverage Self-Assessment

Schunk & Ertmer (2000) found that self-assessment enhances self-regulation and motivation. Encourage RBTs to reflect on their performance before receiving your feedback to promote active learning.

5. Make Feedback a Two-Way Conversation

Instead of giving top-down feedback, invite RBTs to share their thoughts. Vygotsky’s (1978) work on social learning underscores the power of collaborative dialogue in skill acquisition.

Take Your Feedback Process to the Next Level

If you’ve ever felt like your feedback isn’t landing the way you intend, The Feedback Loop: Engineering a Culture of Collaboration and Growth in ABA is the CEU course for you. This training dives deeper into:

• Evidence-based strategies for delivering feedback effectively

• Tools for tracking and assessing RBT progress

• Techniques to build a culture of continuous improvement within your team

Ready to transform your supervision? Enroll now and start implementing a feedback loop that drives real, measurable growth in your ABA practice.

Enroll in the course today!

FAQ: Common Questions About Providing Feedback in ABA

1. How can I make feedback more effective for my RBTs®?

Make feedback specific, timely, and actionable. Use clear examples and data-driven insights to help RBTs® understand what to improve.

2. How often should I provide feedback to my RBTs®?

Consistent feedback is key. Aim for weekly check-ins with structured evaluations every month to track progress and adjust goals.

3. How do I ensure my feedback is received positively?

Create a psychologically safe environment where feedback is seen as a tool for growth rather than criticism. Acknowledge strengths before discussing areas for improvement.

4. What do I do if an RBT® is resistant to feedback?

Engage in a two-way conversation. Ask for their perspective, provide clear reasoning behind the feedback, and use collaborative goal-setting to foster buy-in.

5. How can I measure the impact of my feedback?

Use performance data, session observations, and self-assessments to track improvements over time. Adjust your approach as needed to ensure continuous growth.

6. What are the best strategies for delivering constructive criticism?

Establish a collaborative relationship and build trust before delivering constructive feedback. Ensure feedback is framed in a way that helps the RBT® and client reach their goals. Focus on clear, actionable steps that support professional growth and client outcomes.

References

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Prentice-Hall.

Miller, K. (2008). The role of data in decision making. Journal of Management Education, 32(4), 495–510.

Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). Academic Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.