Ethics Code for Behavior Analysts Flashcards by Jerelyn Gatchalian

Behavior Analyst Certification Board (BACB)

exists to meet credentialing needs of professionals or stakeholders while protecting consumers by establishing, disseminating and managing standards

-facilitates ethical behavior in profession through certification eligibility and maintenance requirements by using standards and operating system for addressing professional misconduct

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Ethics for Behavior Analysts (Code)

guides professional activities of behavior analysts over whom the BACB has jurisdiction

-gives means to evaluate behavior and others to assess whether analyst has violated ethical obligations

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Ethics for Behavior Analysts (Code)

guides professional activities of behavior analysts over whom the BACB has jurisdiction

-gives means to evaluate behavior and others to assess whether analyst has violated ethical obligations

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standards

1) Responsibility as a Professional
2) Responsibility as Practice
3) Responsibility to Clients and Stakeholders
4) Responsibility to Supervises and Trainees
5) Responsibility in Public Statements
6) Responsibility in Research

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scope of the Code

applies to all who hold Board Certified Behavior Analyst (BCBA) or Board Certified Assistant Behavior Analyst (BCaBA) certification and those who have done an application for them

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behavior analyst

those who act in accordance with Code

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client

recipient of behavior on services and group

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stakeholder

person besides client who’s impacted by and invested in behavior analyst’s services

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core principles

1) Benefit Others
-work to examine benefits and do no harm

2) Treat Others w/ Compassion, Dignity and Respect

3) Behave w/ Integrity
-fulfill responsibilities to science and professional communities and society

4) Ensure Competence

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Code application

lack of awareness and misunderstanding of standard isn’t a defense against a violation

-absence of behavior or conduct from Code doesn’t indicate that behavior is ethical or unethical

-when interpreting or applying standard, attend to wording and its function or principles

-standards must be applied to a situation using a functional, contextual approach that accounts for factors relevant to that situation

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approach to document ethical concerns

1) define issue

2) identify individuals

3) gather supporting docs and follow-up on second-hand info

4) consider personal learning history and biases

5) identify relevant principles and standards

6) consult resources

7) reduce risk

8) evaluate action by considering alignment with letter or spirit of Code, impact on others and likelihood of resolution

9) resolve ethical concern

10) collaborate with individuals and document actions taken, agreed upon next steps

11) evaluate outcomes

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assent

vocal or nonverbal behavior that can be taken to indicate willingness to participate in research or behavioral services by people who can’t give informed consent

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behavior-change intervention

full set of behavioral procedures made to improve client’s well-being

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behavioral services

based on principles of behavioral analysis and are made to change behavior in meaningful ways

-assessment, intervention, training, consultation, managing others and delivering education

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client’s rights

human and legal rights or rights codified within behavior analysis and organizational rules made to benefit client

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conflict of interest

incompatibility between a behavior analyst’s private and professional interest resulting in risk or post nail risk to services given to professional relationship with client, stakeholder, supervisee, trainee, or research participant

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digital consent

information made available for online consumption, downloading, or distribution through an electronic medium

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informed consent

permission given by a person with the legal right to consent before participating in services or research, or allowing their information to be used or shared

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legally authorized representative

person authorized under law to give consent on behalf of an individual who can’t give consent to get services or participate in research

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multiple relationship

commingling of 2+ of a behavior analyst’s roles with client, stakeholder, supervised, trainee, research participant, or someone associated or related w/ client

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public statements

delivery of information in public forum for the purpose of informing that audience or giving a call-to-action

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research

data-based activity, including analysis of preexisting data, made to make generalizable knowledge for the discipline

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research participant

person participating in study for whom informed consent has been obtained

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research participant

person participating in study for whom informed consent has been obtained

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research review committee

professionals who review proposals to ensure the ethical treatment of participants

scope of competence

professional activities a behavior analyst can perform with proficiency

social media channel

digital platform found through a web browser or application where people can consume, create, copy, download, share or comment on post or ads

supervisee

person whose behavior service delivery is overseen by behavior analysts within context of defined relationships

testimonial

solicited or unsolicited reccommendation in any form from a client, stakeholder, supervisee, or trainee affirming benefits recieved frrom behavior analyst's product or service

third party

individual or group or entity other than recipient of services, caregiver, representative or behavior analyst who requests or funds services on behalf of a client(s)

trainee

person getting fieldwork or experience towards fulfilling eligibility requirements for BCaBA or BCBA certification

website

digital platform found through web browser where an entity makes or distributes digital content for the consumption of users online

1.01: Being Truthful

1.02: Conforming with Legal or Professional Requirements

1.03: Accountability

best interest of clients -> relevant parties

1.04: Practicing within Defined Role

1.05: Practicing within Scope of Competence

1.06: Maintaining Competence

1.07: Cultural Responsiveness and Diversity

1.08: Nondiscrimination

1.09: Nonharrassment

1.10: Awareness of Personal Biases and Challenges

1.11: Multiple Relationships

1.12: Giving and Receiving Gifts

behavior analysts don't give or accept gifts from clients, stakeholders, supervises, or trainees more than $10 -gift is acceptable if it functions as an infrequent expression of gratitude and doesn't result in financial benefit to the recipient

1.13: Coercive and Exploitative Relationships

1.14: Romantic and Sexual Relationships

behavior analysts don't engage in romantic or sexual relationships with former clients or stakeholders for a minimum of 2 yrs from the date the professional relationship ended -don't engage with former supervises or trainees until the parties document that the professional relationship has ended -don't accept as supervises or trainees people with whom they have had a past romantic or sexual relationship until 6 months after the relationship ended

1.15: Responding to Requests

1.16: Self-Reporting Critical Information

2.01: Providing Effective Treatment

prioritize client's rights and needs in service delivery -offer services conceptually consistent w/ behavorial principles, based on sci. evidence, and made to maximize desired outcomes and protect all others from harm

2.02: Timeliness

2.03: Protecting Confidential Information

2.04: Disclosing Confidential Information

shared when: a) informed consent is obtained b) attempting to protect others from harm c) resolving contractual issues d) preventing crime thats likely to harm another e) law and order

2.05: Documentation Protection and Retention

destroy physical documentation after making electronic copies or data summaries

2.06: Accuracy in Service Billing and Reporting

2.07: Fees

2.08: Communicating About Services

2.09: Involving Clients and Stakeholders

involve others throughout service relation. -pick goals, assessments and interventions, and progress monitoring

2.10: Collaborating with Colleagues

2.11: Obtaining Informed Consent

2.12: Considering Medical Needs

2.13: Selecting, Designing and Implementing Assessments

2.14: Selecting, Designing, and Implementing Behavior-Change Interventions

a) conceptually consistent with principles b) based on scientific evidence c) assessment results d) prioritize positive reinforcement procedures e) meet diverse needs, context, and resources of client and stakeholders

2.15: Minimizing Risk of Behavior-Change Interventions

minimize risk of harm to others, use restrictive or punishment-based procedures only after demonstrating desired results haven't been obtained using less intrusive means or determined by intervention team that risk of harm to client outweighs risk of intervention -evaluate and document effectiveness of procedures and modify or discontinue intervention if ineffective

2.16: Describing Behavior-Change Intervention Before Implementation

explain enviro. conditions for intervention

2.17: Collecting and Using Data

display, summarize, and use data to continue, modify or terminate services

2.18: Continual Evaluation of Behavior-Change Intervention

2.19: Addressing Conditions Interfering with Service Delivery

3.01: Responsibility to Clients

act in client's best interest, support client's rights, maximize benefits and do no harm

3.02: Identifying Stakeholders

3.03: Accepting Clients

accept clients whose services are within scope of competence and resources

3.04: Service Agreement

3.05: Financial Agreements

3.06: Consulting with Other Providers

3.07: Third-Party Contacts or Services

outlines: a) responsibilities of parties b) scope of services given c) use of info d) obligations e) limits about maintaining confidentiality

3.08: Responsibility to the Client with Third-Party Contracts or Services

3.09: Communicating with Stakeholders About Third-Party Contracted Services

3.10: Limitations of Confidentiality

3.11: Documenting Professional Activity

3.12: Advocating for Appropriate Services

3.13: Referrals

3.14: Facilitating Continuity of Services

3.15: Appropriately Discontinuing Services

discontinue services when: a) client has met goals b) client isn't benefitting from service c) behavior analyst and or supervisees and trainees exposed to potentially harmful conditions that can't be resolved d) client/stakeholder requests discontinuation e) stakeholders aren't complying w/ behavior change despite efforts to address barriers f) services aren't funded

3.16: Appropriately Transitioning Services

4.01: Compliance with Supervision Requirements

4.02: Supervisory Competence

4.03: Supervisory Volume

4.04: Accountability in Supervision

4.05: Maintaining Supervision Documentation

retain supervision documentation for at least 7 yrs.

4.06: Providing Supervision and Training

4.07: Incorporating and Addressing Diversity

4.08: Performance Monitoring and Feedback

4.09 Delegation of Tasks

4.10: Evaluating Effects of Supervision and Training

4.11: Facilitating Continuity of Supervision

4.12: Appropriately Terminating Supervision

5.01: Protecting the Rights of Clients, Stakeholders, Supervisees and Trainees

5.02: Confidentiality in Public Statements

5.03: Public Statements by Behavior Analysts

6.03: Research in Service Delivery

arrange research activities such that client services and client welfare are prioritized

6.06: Competence in Conducting Research

perform research activities for which they're trained