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BEHP5014B > UNIT 1-3 > Flashcards

UNIT 1-3 Flashcards

1
Q

Set of moral principles in action

A

Ethics

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2
Q

3 fundamental ethical questions:

A
  1. What is the right thing to do?
  2. What is worth doing?
  3. What does it mean to be a good behavior analyst?
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3
Q

Basic purpose of practicing ethically:

A

To further the welfare of the client

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4
Q

2 approaches to analyzing ethical dilemmas:

A
  1. Analyze actions

2. Analyze consequences

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5
Q

Structural approach of how actions measure up against moral principles

A

Analyzing actions

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6
Q

Functional approach in ethical dilemmas

A

Analyzing consequences

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7
Q

4 relevant ethics documents in ABA:

A
  1. Ethical Principles of Psychologists and Code of Conduct
  2. Right to Effective Behavioral Treatment
  3. Students’ Rights to Effective Education
  4. Professional & Ethical Compliance Code for Behavior Analysts
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8
Q

Enforceable document that provides ethical rules for certified individuals

A

Professional & Ethical Compliance Code for Behavior Analysts

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9
Q

Anyone certified by the BACB (BCBA, BCaBA, RBT) Those authorized to provided supervision BACB approved course sequence coordinator

A

Referred to as “behavior analyst” in the code

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10
Q

Services based on the science of behavior designed to change behavior in socially important ways

A

Behavior analytic services

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11
Q

Types of behavior analytic activities:

A

Treatment, assessment, training, consultation, managing, supervising, teaching, etc.

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12
Q

Direct recipient of services. Legal guardian of service recipient. Employer or agency representative. Third party contractor for services.

A

Referred to as “client” in the code

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13
Q

1.0 Responsible conduct of behavior analysts

A

Maintain high standards of professional and personal behavior

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14
Q

1.01 Reliance on scientific knowledge

A

Make conceptually systematic decisions based on research and data

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15
Q

1.02 Boundaries of Competence

A

Practice in new areas only after education, training, and supervised experience

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16
Q

1.03 Maintain Competence through Professional Development

A

Stay current through literature, workshops, and conferences

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17
Q

1.04 Integrity

A

Be honest, keep commitments, don’t break the law or the Code

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18
Q

1.05 Professional and Scientific Relationships

A

Services in a defined role, avoid jargon, don’t discriminate, recognize personal issues

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19
Q

Simultaneously in BOTH a behavior-analytic and non-behavior analytic role with those receiving services

A

Multiple Relationships

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20
Q

1.06 Multiple relationship and conflicts of interest

A

Avoid and/or resolve multiple relationships and do not accept gifts

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21
Q

1.07 Exploitative relationships

A

Don’t exploit, avoid sexual relations with clients/supervisees, no bartering unless culturally appropriate

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22
Q

Operate in the best interest of the client

A

2.0 Behavior analysts’ responsibility to clients

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23
Q

Only accept clients outside your area expertise after training and supervisions

A

2.01 Accepting Clients

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24
Q

Create a hierarchy of responsibility to all parties involved and advocate for the primary (top) client

A

2.02 Responsibility

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25
Q

Create consultations and cooperate with other professionals in the best interest of the client

A

2.03 Consultation

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26
Q

Clarify roles and services with all parties, keep clients informed, resolve all conflicts in client’s best interest

A

2.04 Third-party involvement

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27
Q

Support clients’ rights, provide current credentials, inform of right to complain, obtain consent to record

A

2.05 Rights and prerogatives of clients

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28
Q

Client information only discussed in professional settings and with those involved

A

2.06 Maintaining Confidentiality

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29
Q

Follow the Code and the law when storing and disposing of client records

A

2.07 Maintaining records

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30
Q

Only provide confidential client information by consent or required by law

A

2.08 Disclosures

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31
Q

Advocate for scientifically supported treatments and necessary services

A

2.09 Treatment/Intervention efficacy

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32
Q

Document all work for later use or for use by other professionals

A

2.10 Documenting Professional Work and Research

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33
Q

Retain records for at least 7 years and ensure they are updated for possible transition

A

2.11 Records and Data

34
Q

Signed contract of all responsibilities of all parties (fees for services, billing, arrangements, etc.)

A

2.12 Contracts, fees, and financial arrangements

35
Q

Provide accurate information of services, fees, service provider and relevant outcomes

A

2.13 Accuracy in billing reports

36
Q

Do not accept or give money for referrals and provide referral options to clients

A

2.14 Referrals and fees

37
Q

Plan for unexpected interruptions and assist with transition of services

A

2.15 Interrupting or discontinuing services

38
Q

Service recipient gives explicit permission before any services are provided

A

Informed Consent

39
Q

3 elements of informed consent:

A
  1. Capacity
  2. Information
  3. Voluntariness
40
Q

Ability to express clear choice, make rational decisions and acquire knowledge

A

Capacity

41
Q

Informed of procedures, benefits/risk and right to withdraw consent

A

Information

42
Q

No coercion or duress in obtaining consent

A

Voluntariness

43
Q

The individual is the age of majority and has not been identified as incompetent

A

Legal competence

44
Q

3 considerations for determining level of formality of consent:

A
  1. Risk
  2. Irreversibility
  3. Intrusiveness
45
Q

3 levels of formality of consent:

A
  1. Implied
  2. Oral
  3. Written/recorded
46
Q

Only conduct assessments based on current research

A

3.0 Assessing behavior

47
Q

Select based on client needs/environmental variables and use for decision making when creating BIP

A

3.01 Behavior-analytic assessment

48
Q

Seek medical assistance for possible medical issue

A

3.02 Medical consultation

49
Q

Explain assessment fully and obtain written consent to conduct

A

3.03 Behavior-analytic assessment consent

50
Q

Explain assessment results in every day language and avoid jargon

A

3.04 Explaining assessment results

51
Q

Obtain written consent before giving and receiving records for assessment purposes

A

3.05 Consent-Client Records

52
Q

Manage the entire behavior-change program (design, implementation, discontinuation)

A

4.0 Behavior analysts and the behavior-change program

53
Q

Design a conceptually systematic program based on the principles of behavior analysis

A

4.01 Conceptual Consistency

54
Q

Involve clients in program planning while clearly explaining all details of the program

A

4.02 Involving clients in planning and consent

55
Q

Create based on each client’s behaviors, environment and goals, don’t copy behavior programs

A

4.03 Individualized behavior-change programs

56
Q

Written permission from clients to implement and modify behavior-change program

A

4.40 Approving behavior-change programs

57
Q

Explain and get approval of program objectives before implementing the program

A

4.05 Describing behavior-change program objectives

58
Q

Explain to clients the circumstances required for program success

A

4.06 Describing conditions for behavior-change program success

59
Q

Seek to eliminate program obstacles or recommend other professional services

A

4.07 Environmental conditions that interfere with implementation

60
Q

Punishment used with caution and reinforcement procedures; discontinue when no longer needed

A

4.08 Considerations regarding punishment procedures

61
Q

Recommend least restrictive procedures, likely to be effective

A

4.09 Least restrictive procedures

62
Q

Minimize the use of harmful reinforcers and excessive MOs

A

4.10 Avoiding harmful reinforcers

63
Q

Explain objective termination criteria to clients and discontinue when criteria is met

A

4.11 Discontinuing behavior-change programs and behavior-analytic services

64
Q

3 types of supervisory relationships

A
  1. Employer-employee
  2. Contracted supervisor
  3. Combination
65
Q

3 issues with employer-employee supervisory relationship

A
  1. Supervisor lacks experience
  2. Supervisor has limited time
  3. Supervisor requests conflict with ethics
66
Q

3 issues with employer-employee supervisory relationship (Contracted)

A
  1. Supervisor has limited involvement with cases
  2. Time limitations
  3. Distance travel
67
Q

Issues with a combined supervisory relationship

A

Conflicting responsibilities/tasks from supervisors

68
Q

3 goals of a supervisory relationship

A
  1. Seeking certification
  2. Maintaining certification
  3. Expanding professional repertoire
69
Q

Supervisors are experienced in the area of which they are providing services

A

5.01 Supervisory competence

70
Q

Supervisor must make time for their supervisee

A

5.02 Supervisee volume

71
Q

Supervisor only assigns tasks that the supervisee has been trained to complete

A

5.03 Supervisory delegation

72
Q

Supervisors provide training that is behavior-analytic, effective, and ethical

A

5.04 Designing effective supervision and training

73
Q

Supervisor outlines all aspects of the supervisory relationship before supervision begins

A

5.05 Communication of supervision conditions

74
Q

Supervisors design, document, and frequently deliver feedback to improve supervisee performance

A

5.06 Providing feedback to supervisees

75
Q

Supervisors must evaluate their own performance

A

5.07 Evaluating the effects of supervision

76
Q

3 groups of individuals BCaBAs may supervise

A
  1. RBTs
  2. Direct care staff members
  3. Other BCaBAs for mentorship or training
77
Q

Uphold the profession; participate in professional organizations; disseminate behavior analysis

A

6.0 Behavior analysts’ ethical responsibility to the profession of behavior analysis

78
Q

Maintain confidentiality in media; no soliciting testimonials from current clients; be honest when representing ABA services; give appropriate credit to authors

A

8.0 Public statements

79
Q

Research activities comply with the law and Code; Ensure data collected are accurate and complete; Report data honestly

A

9.0 Behavior analysts and research

80
Q

Provide accurate information to the BACB; Secure BACB exam questions; Report non-certified persons who claim certification

A

10.0 Behavior analysts’ ethical responsibility to the BACB

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