Teaching Staff to Receive Feedback: A Practical Skill, Not a Personality Trait

Giving feedback is a core part of clinical supervision—but how staff receive that feedback matters just as much. When feedback conversations go poorly, supervisors may start avoiding them altogether, which slows skill development and can affect client care. This study offers a simple, low-effort method for teaching staff to respond to feedback in ways that keep the coaching relationship productive.

What Is the Research Question Being Asked and Why Does It Matter?

This study asked a practical question: Can we teach staff to receive feedback well using a quick, low-effort method?

In many ABA clinics, supervisors give feedback often, but not every staff member responds in ways that support learning. Some argue, shut down, or change the subject—which can make supervisors avoid giving feedback later. When feedback drops off, staff skills grow more slowly, and client care can suffer.

The researchers focused on newer RBTs who showed low levels of feedback reception skills at baseline. The goal wasn’t to change the content of feedback or make it “nicer.” It was to teach specific, observable behaviors during feedback: orienting to the speaker, acknowledging corrections, and asking follow-up questions.

For a busy clinic, this matters because if staff can stay regulated and engaged during feedback, supervisors can keep coaching without turning it into conflict.

One important note: the study didn’t test whether these skills are always needed or right for every setting. It tested whether a short checklist—and, if needed, brief performance feedback—could increase these behaviors in a controlled exercise. The results are promising but narrow. Think of this as a starting tool, not a universal rule.

What Did the Researchers Do to Answer That Question?

Three female RBTs (ages 22–25) in an early intervention clinic participated. All had worked as RBTs for two years or less, performed below 80% on certain work tasks, and showed feedback reception below 70% at baseline. Sessions were video recorded for reliable scoring. The design was a non-concurrent multiple baseline across participants.

Each session had two parts. First, the participant completed a primary task—writing an operational definition, completing session notes from a vignette, or running a preference assessment from written directions. Second, the researcher delivered scripted feedback (3–5 minutes) on how the task was done, including both praise and corrections.

During feedback delivery, the researchers scored six reception skills:

• Eye contact and orientation
• Appropriate follow-up questions
• Acknowledging corrective feedback
• Active listening (summarizing)
• Commitment to behavior change (stating what they’ll do next time)
• Overall demeanor

The intervention started with task clarification alone: a checklist listing the six skills, reviewed for one minute before the feedback session. No coaching, role play, or explanation—just the checklist.

If the participant didn’t reach mastery after three sessions, the study added a second step: task clarification plus performance feedback on how they received feedback. Mastery was three sessions in a row at 90% or higher. A maintenance check happened about two weeks later.

How You Can Use This in Your Day-to-Day Clinical Practice

If you supervise staff, treat “receiving feedback” as a teachable behavior—not a personality trait.

Start by defining what good feedback reception looks like in your clinic, using plain, observable terms similar to the six skills in this study. Don’t assume staff know what you mean when you say, “Be open to feedback.” That phrase can be confusing, and staff may guess wrong. A short checklist sets clear expectations before coaching begins and reduces surprises that trigger defensiveness.

Start with Task Clarification

A low-effort first step: give a one-page checklist right before feedback and ask the staff member to review it briefly. Keep it short enough to use between sessions.

The checklist should describe behaviors during feedback—not “attitude” words. Instead of “be respectful,” try:

• Face the speaker
• Nod or say “okay” after a correction
• Ask one question if something is unclear

This keeps the focus on teachable skills and reduces the risk of shaming staff for having feelings.

Plan for Both Outcomes

Use task clarification as an experiment, not a permanent label. In this study, one participant reached mastery with the checklist alone, but two needed the checklist plus direct feedback on their reception behavior.

Plan for both outcomes. If a staff member improves just from clearer expectations, you can keep supervision focused on client-facing skills. If they don’t improve, you have a next step that’s still brief and structured.

Keep Feedback Specific and Short

When you add feedback about reception, keep it specific, short, and balanced. After coaching the work task, give 30–60 seconds of feedback on the process of receiving feedback. Name one or two things that helped and one thing to try next time.

Avoid global statements like “you were defensive”—those are hard to act on and can escalate conflict. Try instead: “When I gave a correction, you looked down and didn’t respond. Next time, please nod or say ‘okay’ so I know you heard it, and then we can problem-solve.”

Protect Dignity and Allow Disagreement

Don’t turn these skills into compliance training. The article raises an important ethical point: staff have the right to disagree, and strong emotion isn’t automatically “wrong.”

Build in a respectful way to disagree, especially in complex situations. A script like, “I hear you. Can I share what I saw and get your take?” keeps dignity intact while supporting a workable coaching relationship.

Keep Skills Functional, Not Forced

Be careful about requiring every skill every time. Even the authors note that some behaviors—like asking follow-up questions—may not always be needed.

Consider a flexible rule: ask a follow-up question when you don’t understand the correction, when the expectation affects safety, or when the change will impact a client’s plan. This keeps the skill functional.

Plan for Maintenance

One participant showed weaker performance at the two-week maintenance check—a common reality in supervision. An antecedent reminder can fade if it’s not supported over time.

If you use a checklist, consider reintroducing it after breaks, schedule changes, high-stress weeks, or supervisor transitions. You can also post it privately as a self-prompt before supervision meetings, if the staff member agrees.

Match the Approach to the Person

The study used only three newer RBTs, and feedback was delivered by a researcher—not their actual supervisor. Results may differ in real power dynamics.

Use this as a practical tool for some staff, not a clinic-wide mandate for everyone. If a staff member has a history of anxiety, trauma, or past punitive supervision, pair the checklist with more supportive practices, choice-making, and a clear statement that feedback is about skill-building—not punishment.

Use your clinical judgment. Adjust based on the staff member’s needs and your clinic’s context.

Works Cited

Flynn, K. E., & Wilder, D. A. (2025). An evaluation of task clarification and feedback to teach feedback reception skills. Journal of Organizational Behavior Management. https://doi.org/10.1080/01608061.2025.2468190