A curriculum provides a structured framework for organizing supervision content, ensuring that all key competency areas are addressed across a trainee’s fieldwork experience. 

Using a curriculum does not replace supervision - it enhances it. The curriculum gives supervisors evidence-based tools and a clear sequence of concepts, applied tasks, and performance evaluations they can adapt for each trainee and client.

The curriculum is not prescriptive. Supervisors maintain full flexibility to select, modify, or supplement activities based on their trainee’s goals, skill level, client needs, organizational context, and the most up-to-date requirements and regulations.

Per the BCBA Handbook, supervision activities should be tailored to an actual client. We provide some structured practice activities that you can talk through during supervision meetings, but each unit builds to actual application with real clients. 

A module refers to an instructional unit within the larger curriculum. Each module focuses on a key topic area (for example, reinforcement, prompting, or functional assessment) and includes structured resources to support the supervisor in teaching and evaluating that skill.

Modules typically include:

• Conceptual resources to build understanding of the topic in relation to the client-facing, applied competency.
• Discussion prompts and visual tools for use during supervision meetings to teach and evaluate the competencies as it relates to the trainee’s client.
• Application activities designed to be completed with the trainee’s actual clients under the supervisor’s guidance
• Evaluation tools to evaluate the fidelity of application of the competency with the trainee’s clients. 

Modules are not didactic coursework or self-paced university classes. They are organized frameworks supervisors use to structure competency-based supervision and align it with their trainees’ client and organizational needs as they see fit within their own clinical judgement. They are meant to be delegated, guided, and facilitated by the trainee’s individual supervisor. 

Every organization, client, and trainee is unique. The curriculum is designed as a flexible support system, not a one-size-fits-all program.

In addition to content, we provide tools for assessing baseline skills and setting individualized goals for the trainee.

Supervisors can:

• Select the modules and activities most relevant to their trainee’s current goals and client caseload;
• Adjust pacing, examples, and feedback methods based on the trainee’s existing skills;
• Replace or supplement activities with their own materials when needed; and
• Use the built-in goal-setting tools and benchmark assessments to tailor supervision to each trainee’s strengths, interests, and professional development needs.

This approach keeps supervision individualized and aligned with the competencies and strategies most relevant to each trainee.

An application activity is a structured, performance-based task designed to help the trainee apply a specific skill with their own clients under supervision.

Each application activity includes a clear description of the task, the performance format (e.g. written, direct observation), any supporting templates and resources (e.g. customizable data sheet) and evaluation criteria so the supervisor can teach, observe, and provide feedback on performance. Examples include developing a task analysis, graphing and interpreting client data, or implementing a component of an assessment.

Application activities are applied learning opportunities, not hypothetical coursework. Supervisors determine when, whether, and how these activities align with the fieldwork requirements for their individual trainees.

A culminating project integrates multiple related skills into a more complex, comprehensive task that demonstrates the trainee’s ability to synthesize and apply what they have learned.

For example, a culminating project might involve conducting a full functional behavior assessment (FBA), developing a behavior intervention plan (BIP), or creating and evaluating a skill acquisition program for a client.

These projects are completed with actual clients under supervision, once the trainee has demonstrated competence with foundational component skills. This progression, from component application activities to integrated projects, supports ethical and effective skill development consistent with ethical delegation of tasks and best practices in competency-based supervision.

The supervision curriculum includes over 70 structured, competency-based application tasks designed to help trainees apply behavior-analytic skills with their clients under supervision. These materials are intended to support effective, evidence-based supervision not to determine or certify fieldwork hours for an individual trainee. 

Supervisors are solely responsible for determining which activities, if any, meet the BACB®’s fieldwork requirements for their individual trainees and clients. Supervisors should review the BCBA Handbook and Fieldwork Tip Sheet to ensure alignment with current requirements.

In our Lite plan, you can only have one supervisor. But in our Full Learning system you can have multiple supervisors under one organization. 

You sure can! Our "Lite Plan" offers a free trial and when you book a demo for our Full Learning System, you'll get the chance to try the curriculum yourself before committing.  

You sure can. We know that life happens and your needs may change. We offer discounts for yearly plans, but we want to provide the flexibility you need. You can cancel your plan at any time and the change takes effect at the end of the billing cycle. 

We are! You can earn CEUs through our portal. Our catalog is always growing. 

No. Sidekick Learning provides tools to support supervision, not replace it. Supervisors remain fully responsible for ensuring compliance with BACB® requirements, observing trainee performance, and providing ongoing feedback and documentation.