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 procedures. It then describes a training methodology based on contingent shaping, using video feedback to increase responsiveness to the ongoing client-therapist interactions. The approach attempts to overcome some of the problems encountered when teaching therapy by using primarily rule-governed or direct instruction. The authors describe the therapeutic approach used in this research, provide a clinical illustration of the training procedure, and discuss the role direct instruction plays in this training model. A methodology for determining whether the therapist's behavior changes as a result of training is described, as well as a method for identifying the relationship between the therapist's behavior and subsequent changes in client responding. This methodology is broadly applicable and can be empirically tested and compared with other approaches for its utility in training therapist effectiveness and changing client behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)