Teaching Staff to Receive Feedback: A Practical Guide from Recent Research

Feedback is constant in ABA clinics—RBTs receive coaching on teaching procedures, data collection, safety, and documentation throughout every shift. But most training focuses on how supervisors give feedback, not how staff receive it. This study offers a simple, low-effort method for teaching feedback reception as a professional skill, with practical implications for supervisors who want coaching conversations to feel less tense and more productive.

What is the research question being asked and why does it matter?

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

Most feedback research focuses on how supervisors deliver feedback, not how staff respond to it. But if a staff member argues, shuts down, or avoids the conversation, the feedback may not land. Over time, supervisors may give less feedback because it feels unpleasant—and staff miss chances to grow.

This matters in ABA clinics because feedback happens constantly. If those conversations turn tense, both the learner and the team lose. The goal here is not compliance. The goal is building a professional skill so feedback can be shared clearly, with less stress, and with better follow-through.

What did the researchers do to answer that question?

The researchers worked with three RBTs in an EIBI clinic who were newer to the job and showed low baseline levels of feedback reception skills. Each person completed rotating job tasks—writing operational definitions, writing session notes, or running preference assessments. After each task, an experimenter delivered a short, scripted feedback conversation (about 3–5 minutes).

During those conversations, the researchers scored six feedback reception skills:

• Eye contact/orientation
• Asking follow-up questions
• Acknowledging corrective feedback
• Active listening (summarizing)
• Stating a commitment to change
• Calm overall demeanor

The study began with baseline, where RBTs received the usual scripted feedback on their work. Then the researchers introduced “task clarification”—a simple checklist of the six skills that the RBT reviewed for one minute right before the feedback conversation. No coaching or practice happened during that minute; the checklist was just a clear reminder.

If task clarification alone wasn’t enough, the researchers added another step: after the feedback conversation, they gave performance feedback on *how the person received feedback*—praise for skills used, corrective feedback for skills missed.

One RBT met mastery with the checklist alone. Two needed the checklist plus feedback-on-receiving-feedback. A maintenance probe happened about two weeks later, with mixed results: one person stayed high, one dropped, and one fell in the middle. The skill can improve quickly, but it may not stick for everyone without ongoing support.

How you can use this in your day-to-day clinical practice

If you supervise staff, you can treat “receiving feedback” as a teachable work skill—not a personality issue. This study suggests you may not need lengthy training to start.

Before your next coaching meeting, give the staff member a short list of the exact behaviors you want to see during feedback. Keep it concrete and small, like the six skills used here. Then deliver feedback on the clinical task as usual.

The practical takeaway: clarity alone helped at least one person reach strong performance quickly. It’s reasonable to try clarity first before building a bigger training plan.

Make it respectful

Tell the staff member why you’re using the checklist. Frame it as “making feedback conversations easier and more useful for both of us.”

Offer choice where you can:

• Ask if they prefer to read the checklist silently or have you read it aloud
• Ask when they want feedback (now versus after a short break), when clinically safe

The study measured eye contact, but in practice, treat this as “attend to the speaker” rather than forcing eye contact. Some people focus better without it or find it uncomfortable. Orientation, note-taking, or looking at the checklist can work if the person is still engaged.

Use the checklist as a prompt, not a test

In the study, the person reviewed the checklist for one minute, then it was removed. In real clinics, you might allow longer access at first—keeping it on a clipboard during feedback—if that helps the skill happen.

Just be honest that the research didn’t test extended access. You’re making a clinical decision, so watch the data. If the staff member starts to rely on the checklist, fade it gradually rather than removing it all at once.

Add feedback on feedback reception if needed

If task clarification alone isn’t enough after a few sessions, the study suggests adding brief feedback on how they received feedback. Keep it short and behavior-based.

After clinical feedback is done, you might say two things they did well (“You nodded and said ‘okay’ when I named the error” and “You asked a clear question at the end”) and one thing to try next time (“At the end, tell me your plan for what you’ll try tomorrow”).

This mirrors what worked for two of the three participants and keeps the focus on skills, not attitude.

Handle “commitment to change” carefully

In the study, staff were scored on whether they stated how they would change their behavior. In practice, invite a plan without forcing a script.

A respectful option: “What do you want to try next time?” or “Want to hear my suggestion, or do you have a plan already?” This supports autonomy while still building follow-through.

Remember that disagreement can be valid. The study itself noted an ethical concern: people have a right to feel things and may sometimes disagree with feedback. You can teach a replacement skill like respectful disagreement—”I hear you. Can we look at the data together?”—that stays professional without requiring the person to pretend they agree.

Know the limits

Don’t assume this will generalize to all staff or settings. This study was small (three people), and feedback was delivered by an experimenter, not the person’s real supervisor. Staff may react differently when feedback comes from their actual supervisor, especially if there’s a history of tension.

The maintenance results weren’t consistently strong. If you see gains during training but a drop later, consider booster sessions, reminders before feedback, or occasional check-ins on feedback reception skills.

Measure lightly

If you want to use this clinically, track just one or two skills that matter most for your setting—for example, acknowledging corrective feedback and asking a follow-up question.

Pick skills that make feedback clearer and safer, not skills that only make the supervisor feel better. When you prioritize dignity, clear expectations, and real choice, this approach can make feedback conversations more productive without turning them into compliance drills.

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