Unit 3 Flashcards
4.0 Behavior analysts and the behavior-change program
Manage the entire behavior-change program (design, implementation, discontinuation)
4.01 Conceptual Consistency
Design a conceptually systematic program based on the principles of behavior analysis
4.02 Involving clients in planning and consent
Involve clients in program planning while clearly explaining details of the program
4.03 Individualized behavior-change programs
Create based on each client’s behaviors, environment and goals; don’t copy behavior programs
4.04 Approving behavior-change programs
Written permission from clients to implement and modify behavior-change program
4.05 Describing behavior-change program objectives
Explain and get approval of program objectives before implementing the program
4.06 Describing conditions for behavior-change program success
Explain to clients the circumstances required for program success
4.07 Environmental conditions that interfere with implementation
Seek to eliminate program obstacles or recommend other professional services
4.08 Considerations regarding punishment procedures
Punishment used with caution and reinforcement procedures; discontinue when no longer needed
4.09 Least restrictive procedures
Recommend least restrictive procedures likely to be effective
4.10 Avoiding harmful reinforcers
Minimize the use of harmful reinforcers and excessive MOs
4.11 Discontinuing behavior-change programs and behavior-analytic services
Explain objective termination criteria to clients and discontinue when criteria is met
3 types of supervisory relationships
Employer-employee
Contracted supervisor
Combination
3 issues with employer-employee supervisory relationships
Supervisor lacks experience
Supervisor has limited time
Supervisor requests conflict with ethics
3 issues with contracted supervisory relationships
Supervisor has limited involvement with cases
Time limitations
Distance travel
Issue with a combined supervisory relationship
Conflicting responsibilities/tasks from supervisors
3 goals of a supervisory relationship
Seeking clarification
Maintaining certification
Expanding professional repertoire
5.01 Supervisory competence
Supervisors are experienced in the area of which they are providing services
5.02 Supervisory volume
Supervisor must make time for their supervisee
5.03 Supervisory delegation
Supervisor only assigns tasks that the supervisee has been trained to complete
5.04 Designing effective supervision and training
Supervisors provide training that is behavior-analytic, effective, and ethical
5.05 Communication of supervision conditions
Supervisor outlines all aspects of the supervisory relationship before supervision begins
5.06 Providing feedback to supervisees
Supervisors design, document, and frequently deliver feedback to improve supervisee performance
5.07 Evaluating the effects of supervision
Supervisors must evaluate their own performance
3 groups of individuals BCaBAs may supervise
RBTs
Direct care staff members
Other BCaBAs for mentorship or training
6.0 Behavior analysts’ ethical responsibility to the profession of behavior analysis
Uphold the profession
Participate in professional organizations
Disseminate behavior analysis
7.0 Behavior analysts’ ethical responsibility to colleagues
Notice ethical obligations in work with colleagues
Promote an ethical culture in the work environment and inform other of the Code
Resolve/report ethical violations
8.0 Public statements
Maintain confidentiality in media
No soliciting testimonials from current clients
Be honest when representing ABA services
Give appropriate credit to authors
9.0 Behavior analysts and research
Research activities comply with the law and Code
Ensure data collected are accurate and complete
Report data honestly
10.0 Behavior analysts’ ethical responsibility to the BACB
Provide accurate information to the BACB
Secure BACB exam questions
Report non-certified persons who claim certification
