Abstract
High-quality fieldwork supervision is critical to the preparation of competent behavior analysts, yet substantial variability persists in how supervision is structured and implemented across supervisors and settings. While literature emphasizes the importance of competency-based methods, guidance on designing and evaluating supervision curricula remains limited. This exploratory case study used the Context, Input, Process, and Product (CIPP) evaluation framework to formatively evaluate an online, competency-based supervision curriculum by Sidekick Learning (SL). The study addressed the problem of practice regarding the lack of standardized curricular guidance by examining perceived strengths, areas for improvement, and contextual factors influencing use. Participants included trainees, supervisors, and practicum coordinators meeting specific usage criteria recruited via emails to 81 organizational contacts using the curriculum. Data were collected through surveys (n = 7) and semi-structured interviews (n = 3) with a subset of participants (n = 3), and data were analyzed using descriptive statistics and thematic analysis. Findings suggest that participants generally perceived the curriculum as relevant, adaptable, and supportive of structured supervision and competency development. However, primary areas for improvement included navigation, implementation fluency, and variability in workflow integration. Contextual factors, such as time, supervision structure, and organizational systems, also appeared to influence use. These findings informed recommendations to strengthen implementation supports to improve ease of use across contexts and may inform future evaluation efforts.
