Professional Behavior & Scope Of Practice Flashcards
What is an appropriate response to feedback ? How do you maintain or improve performance according to feedback?
Listen to feedback. Attempt to implement it on next available opportunity. Ask questions to clarify lack of understanding. Remain non-emotional.
Is this a positive or negative response to feedback?
BCBA says, “ I know that program is a little tough. Try to remember that you always have to rearrange the pictures while presenting your instruction in the exact same phrasing.”
CTM responds, “It is really hard. There are so many details that I didn’t even recognize I changed the phrasing. I’ll be more mindful. Can you interrupt me or tap me in the moment if I mess up again?”
Positive response to feedback
Is this a positive or negative response to feedback?
BCBA says, “ I know that program is a little tough. Try to remember that you always have to rearrange the pictures while presenting your instruction in the exact same phrasing.”
CTM responds, “It is really hard. Why does it matter since ‘Touch the bear’ is basically the same as ‘Where is the bear’? It would make this much easier if you would just let me do that. I wouldn’t have to think so hard.”
Negative response to feedback
What is the primary role of an RBT (Registered Behavior Technician) in the service delivery system?
RBTs implement skill acquisition and behavior reduction programming developed and trained by the BCBA/BCaBA overseeing the case.
RBTs always work under the direct, ongoing supervision of a BCBA/BCaBA.
RBTs focus time in session on implementing programming with the client directly, minimizing non clientcentered interactions with the family or other staff.
RBTs do not design programming and do not work independently of a BCBA/BCaBA.
What is the primary role of the RBT in communicating with stakeholders, as authorized?
The primary role of the RBT in communicating with stakeholders is to relay session specific information to the family members or other direct caretakers.
1) report on the session itself
i.e. Johnny performed very well today, with fewer challenging behaviors than we typically see.
or
Today was a bit tough for Jenny. She seemed very lethargic, so we saw more refusal and inattention than usual, but she wasn’t escalated or aggressive at all.
2) seek more information
i.e. It looks like Shawn has a big bruise on his back. He hasn’t fallen at all in session so I wanted to check if something happened or if you knew about it yet.
or
I know you said Keri might be starting a new school program this week. Has that happened?
3) request stakeholder make changes to things interfering with session
i.e. I know we sometimes have Sheri join in sessions when we do Sam’s play programs, but she’s been coming into the room a lot and Sam is getting distracted. Could you have Sheri stay upstairs until we come get her?
or
I saw the table was moved out of the room. Is that still around for us to use?
To maintain professional boundaries, we avoid Multiple Relationships. Define Multiple Relationships.
Any instance in which the RBT has a relationship (i.e., ongoing interaction) with a client other than as an RBT providing ABA therapy services. RBTs are ethically responsible (code 1.06) for avoiding such relationships and working diligently to resolve them should they arise.
We ensure client confidentiality. Define Confidentiality.
Ensuring information about clients (including the fact that they are clients) is not shared outside of the specific team of professionals working with that client (within our agency) or that the family has provided written consent to share with (outside our agency) (code
2.06).
No social media contact with client family, babysitting, family parties, socializing in public, accepting gifts, accepting food, socializing at sessions.
Give examples of how to maintain client dignity.
1) Allowing choices where appropriate
E.g., selection among reinforcers or programs, participation in goal selection, etc.
2) Using client preferences/abilities in program planning
E.g., not simply teaching all clients to bag groceries as a vocational skill, but rather identifying strengths that can be shaped into vocational skills
3) Using as age appropriate of language & interaction styles as are meaningful to the client
4) Altering programming to most closely resemble contexts of same aged peers
E.g., may earn stickers or mom bucks for doing chores when client is 5, but earning actual money or “points” toward purchasing items when they’re 15
5) Minimizing “audience” when challenging behaviors are occurring
E.g., not allowing siblings to watch restraint, moving kids out of the hallway if crying over argument, providing corrective feedback one-on-one rather than publicly, etc.
