UNIT 1-3 Flashcards
Set of moral principles in action
Ethics
3 fundamental ethical questions:
- What is the right thing to do?
- What is worth doing?
- What does it mean to be a good behavior analyst?
Basic purpose of practicing ethically:
To further the welfare of the client
2 approaches to analyzing ethical dilemmas:
- Analyze actions
2. Analyze consequences
Structural approach of how actions measure up against moral principles
Analyzing actions
Functional approach in ethical dilemmas
Analyzing consequences
4 relevant ethics documents in ABA:
- Ethical Principles of Psychologists and Code of Conduct
- Right to Effective Behavioral Treatment
- Students’ Rights to Effective Education
- Professional & Ethical Compliance Code for Behavior Analysts
Enforceable document that provides ethical rules for certified individuals
Professional & Ethical Compliance Code for Behavior Analysts
Anyone certified by the BACB (BCBA, BCaBA, RBT) Those authorized to provided supervision BACB approved course sequence coordinator
Referred to as “behavior analyst” in the code
Services based on the science of behavior designed to change behavior in socially important ways
Behavior analytic services
Types of behavior analytic activities:
Treatment, assessment, training, consultation, managing, supervising, teaching, etc.
Direct recipient of services. Legal guardian of service recipient. Employer or agency representative. Third party contractor for services.
Referred to as “client” in the code
1.0 Responsible conduct of behavior analysts
Maintain high standards of professional and personal behavior
1.01 Reliance on scientific knowledge
Make conceptually systematic decisions based on research and data
1.02 Boundaries of Competence
Practice in new areas only after education, training, and supervised experience
1.03 Maintain Competence through Professional Development
Stay current through literature, workshops, and conferences
1.04 Integrity
Be honest, keep commitments, don’t break the law or the Code
1.05 Professional and Scientific Relationships
Services in a defined role, avoid jargon, don’t discriminate, recognize personal issues
Simultaneously in BOTH a behavior-analytic and non-behavior analytic role with those receiving services
Multiple Relationships
1.06 Multiple relationship and conflicts of interest
Avoid and/or resolve multiple relationships and do not accept gifts
1.07 Exploitative relationships
Don’t exploit, avoid sexual relations with clients/supervisees, no bartering unless culturally appropriate
Operate in the best interest of the client
2.0 Behavior analysts’ responsibility to clients
Only accept clients outside your area expertise after training and supervisions
2.01 Accepting Clients
Create a hierarchy of responsibility to all parties involved and advocate for the primary (top) client
2.02 Responsibility
Create consultations and cooperate with other professionals in the best interest of the client
2.03 Consultation
Clarify roles and services with all parties, keep clients informed, resolve all conflicts in client’s best interest
2.04 Third-party involvement
Support clients’ rights, provide current credentials, inform of right to complain, obtain consent to record
2.05 Rights and prerogatives of clients
Client information only discussed in professional settings and with those involved
2.06 Maintaining Confidentiality
Follow the Code and the law when storing and disposing of client records
2.07 Maintaining records
Only provide confidential client information by consent or required by law
2.08 Disclosures
Advocate for scientifically supported treatments and necessary services
2.09 Treatment/Intervention efficacy
Document all work for later use or for use by other professionals
2.10 Documenting Professional Work and Research
Retain records for at least 7 years and ensure they are updated for possible transition
2.11 Records and Data
Signed contract of all responsibilities of all parties (fees for services, billing, arrangements, etc.)
2.12 Contracts, fees, and financial arrangements
Provide accurate information of services, fees, service provider and relevant outcomes
2.13 Accuracy in billing reports
Do not accept or give money for referrals and provide referral options to clients
2.14 Referrals and fees
Plan for unexpected interruptions and assist with transition of services
2.15 Interrupting or discontinuing services
Service recipient gives explicit permission before any services are provided
Informed Consent
3 elements of informed consent:
- Capacity
- Information
- Voluntariness
Ability to express clear choice, make rational decisions and acquire knowledge
Capacity
Informed of procedures, benefits/risk and right to withdraw consent
Information
No coercion or duress in obtaining consent
Voluntariness
The individual is the age of majority and has not been identified as incompetent
Legal competence
3 considerations for determining level of formality of consent:
- Risk
- Irreversibility
- Intrusiveness
3 levels of formality of consent:
- Implied
- Oral
- Written/recorded
Only conduct assessments based on current research
3.0 Assessing behavior
Select based on client needs/environmental variables and use for decision making when creating BIP
3.01 Behavior-analytic assessment
Seek medical assistance for possible medical issue
3.02 Medical consultation
Explain assessment fully and obtain written consent to conduct
3.03 Behavior-analytic assessment consent
Explain assessment results in every day language and avoid jargon
3.04 Explaining assessment results
Obtain written consent before giving and receiving records for assessment purposes
3.05 Consent-Client Records
Manage the entire behavior-change program (design, implementation, discontinuation)
4.0 Behavior analysts and the behavior-change program
Design a conceptually systematic program based on the principles of behavior analysis
4.01 Conceptual Consistency
Involve clients in program planning while clearly explaining all details of the program
4.02 Involving clients in planning and consent
Create based on each client’s behaviors, environment and goals, don’t copy behavior programs
4.03 Individualized behavior-change programs
Written permission from clients to implement and modify behavior-change program
4.40 Approving behavior-change programs
Explain and get approval of program objectives before implementing the program
4.05 Describing behavior-change program objectives
Explain to clients the circumstances required for program success
4.06 Describing conditions for behavior-change program success
Seek to eliminate program obstacles or recommend other professional services
4.07 Environmental conditions that interfere with implementation
Punishment used with caution and reinforcement procedures; discontinue when no longer needed
4.08 Considerations regarding punishment procedures
Recommend least restrictive procedures, likely to be effective
4.09 Least restrictive procedures
Minimize the use of harmful reinforcers and excessive MOs
4.10 Avoiding harmful reinforcers
Explain objective termination criteria to clients and discontinue when criteria is met
4.11 Discontinuing behavior-change programs and behavior-analytic services
3 types of supervisory relationships
- Employer-employee
- Contracted supervisor
- Combination
3 issues with employer-employee supervisory relationship
- Supervisor lacks experience
- Supervisor has limited time
- Supervisor requests conflict with ethics
3 issues with employer-employee supervisory relationship (Contracted)
- Supervisor has limited involvement with cases
- Time limitations
- Distance travel
Issues with a combined supervisory relationship
Conflicting responsibilities/tasks from supervisors
3 goals of a supervisory relationship
- Seeking certification
- Maintaining certification
- Expanding professional repertoire
Supervisors are experienced in the area of which they are providing services
5.01 Supervisory competence
Supervisor must make time for their supervisee
5.02 Supervisee volume
Supervisor only assigns tasks that the supervisee has been trained to complete
5.03 Supervisory delegation
Supervisors provide training that is behavior-analytic, effective, and ethical
5.04 Designing effective supervision and training
Supervisor outlines all aspects of the supervisory relationship before supervision begins
5.05 Communication of supervision conditions
Supervisors design, document, and frequently deliver feedback to improve supervisee performance
5.06 Providing feedback to supervisees
Supervisors must evaluate their own performance
5.07 Evaluating the effects of supervision
3 groups of individuals BCaBAs may supervise
- RBTs
- Direct care staff members
- Other BCaBAs for mentorship or training
Uphold the profession; participate in professional organizations; disseminate behavior analysis
6.0 Behavior analysts’ ethical responsibility to the profession of behavior analysis
Maintain confidentiality in media; no soliciting testimonials from current clients; be honest when representing ABA services; give appropriate credit to authors
8.0 Public statements
Research activities comply with the law and Code; Ensure data collected are accurate and complete; Report data honestly
9.0 Behavior analysts and research
Provide accurate information to the BACB; Secure BACB exam questions; Report non-certified persons who claim certification
10.0 Behavior analysts’ ethical responsibility to the BACB
