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5016b Ethics and professional conduct of behavior analysts > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

Behavior analysts have an obligation
to the science of behavior and
profession of behavior analysis

Each one of us must take this responsibility to heart. Behavior analysis is a Fairly new field.?!Despite our rapid growth, there are still only a FEW of us around the world. Each of us has an Obligation to recognize our BROAD responsibility to the FIELD and follow up on that recognition with scrupulous action without becoming self righteous about it.

A

6.0 Behavior Analysts’ Ethical Responsibility to the Profession of Behavior Analysis

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2
Q

 Remaining conceptually systematic

 Disseminating our science understandable language

 Keeping current on best-practice, Policing our field and DATA.

A

A partial list of professional

obligations

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3
Q

, could end up doing considerable damage on one (or more) of three different levels:

The individual consumer

The field of behavior analysis

Society at large :

A

failing to meet our obligations

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4
Q

Result in a lack of individual consumer
progress

Evoke poor “word-of-mouth” reviews of ABA

Cause the consumer to reject any offers of ABA services in the future

A

Failing to meet our obligations to our

discipline can:

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5
Q

Long-term damage to the public perception of ABA, and behavior analysis in general

delay in the growth of our influence on improving the human condition

Initiation of outside oversight, forcing us to shift away from the foundation of our science (e.g., we become procedural technicians)

A

One or two high-profile incidents of clearly unethical action could easily result in:

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6
Q

Can damage the reputation and growth of our profession

Little things make a difference

How we present ourselves in meetings and in public communicates to other professionals

Respect, even for those who disagree

Be Prepared

Maintain an adherence to scientific rigor, self-policing,

Gave collegial attitude

A

Professional Nonfeasance

 Even low-profile inaction

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7
Q

 Education

 Public welfare

 Health and nutrition

 Conservation and environmental protection

 Performance management and corporate
governance

 And possibly even in the arena of foreign
policy

A

Our analysis of the effects of environmental contingencies is evidence-based and robust, and could have significant implications for a broad range of social issues including:

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8
Q

Effects on Society at Large;

  • Could Delay our ability to contribute to improving the human condition through broader social policy
  • Behavior analysis belongs in any discussion of matters relating to human behavior
  • Each one of us is responsible
A

Failure to meet our professional and

scientific obligations

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9
Q

a). Above all other professional training, behavior analysts uphold and advance the values, ethics, and principles of the profession of behavior analysis
• What this sounds like versus what it actually means. Read, Humble Behaviorism

b) Behavior analysts have an obligation
to participate in behavior-analytic professional and scientific organizations or activities

A

6.01 Affirming Principles

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10
Q

Natural science

Follow Determinism

Base our view of world on SELECTIONISM

“Behavior counts”

 DATA

Foster independence and reaching meaningful outcomes

A

VALUES of the Profession of
Behavior Analysis include that we are a:

  1. 01 Affirming Principles
    a) . Above all other professional training, behavior analysts uphold and advance the values, ethics, and principles of the profession of behavior analysis
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11
Q

B

A

6.01a “Above All Other

Professional Training…

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12
Q

 Malfeasance: First, do no harm

 Beneficence: Benefit others

 Nonfeasance: You must not stand idle. ( In law: “Depraved indifference” is a crime

 Be just and truthful

 Treat others with dignity, respect, caring, and
compassion

 Pursue excellence: ( Seek Continuous improvement (in one’s own work)

 Accept responsibility for The things you do.

A

Ethics and Principles of Behavior

Analysis Take into account ideas of…i

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13
Q

Spread our science

“Save the world” through the Application of our science

 A note of caution

A

Affirming Principles when we..

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14
Q

Maintain knowledge of current information in area(s) of practice and maintain competence in the skills by:
• Attending conferences and conventions
• Participating in workshops
• Obtaining additional coursework

Join Professional Organizations

Obtain membership in state, regional, national, and international behavior analysis organizations such as:
•Association of Professional Behavior
Analysts (APBA)
•Our practitioner organization
- Association for Behavior Analysis International (ABAI)
-Our scientific and scholarly organization

A

Code Element 1.03! Maintaining Competence through Professional Development says we must:…

6.01 Affirming Principles part b

(

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15
Q

The BACB is NOT a membership organization

 The BACB is a credentialing body

 We are NOT members of the BACB. We are CERTIFICANTS.

 Does not host conferences

 Can only be minimally involved in lobbying

A

What About the BACB?

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16
Q

 Support the mission of organization

Different Types of membership with different Benefits ie:

 - Publications/newsletters
 - Conference discounts
 - Job services

 Benefits of conference participation
-Expand knowledge
-Networking
-Obtaining CE’s

A

Why Professional Membership and

Conference Participation?

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17
Q

 Pay attention!

 Be professional and polite (no texting, talking, sleeping); be where you are

 Seeking CE credit means you at least tried to understand what the presenter was talking about

 Ask questions, don’t make speeches

A

When attending a conference talk or

workshop:

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18
Q

 Meet and hear live presentations by those whose work has influenced you

 Find out about new trends and research findings
-These may either inform your current practice, or become new areas of concentration.

 Other people can learn about YOU

 Make contacts – network!

A

Benefits of Attending Professional Conferences

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19
Q

A “systematic method of meeting people, finding out about them, and keeping in touch”

For behavior analysts, there are two distinct types of networking:
• With other behavior analysts
•With individuals who are not behavior analysts
Bailey

A

Networking

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20
Q

Membership in professional
associations

Attending professional conferences

Attending local peer review committee meetings, and other local ABA-related events

Use of social media

A

Networking with Other Behavior Analysts

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21
Q

Join other professional organizations
 E.g., The Society of Behavioral
Pediatrics, The Gerontological Society of America, The Brain Injury Association of America
-See Allen, Barone, & Kuhn, (1993); Friman
(2010); LeBlanc, Heinicke, & Baker (2013)

Attend non-behavioral conferences

Present at conferences

Give free public talks
-The story of the lifelong scholar society

A

Networking with Other Disciplines:

Organizations

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22
Q

Attend non-behavioral conferences

Present at these conferences
-The story of ADEC – Thanatology

Give free public talks
-The story of the lifelong scholar society

A

Networking with Other Disciplines:

Presentations

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23
Q

Bailey & Burch (2010) suggest
preparing a ready-to-go presentation

In 90 seconds or less, be prepared to say what ABA is, what you do, and the type of services you can provide*

**While this can be helpful, be careful: You must be
sensitive to subtle social signals to make this work

A

The “Elevator Speech”

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24
Q
  1. Curiosity: Be curious: Ask about other person; listen, but look for opportunities to share your own stor- A conversation, not a lecture
  2. Be a Connector:: This is powerful. Facilitate connections between people who may be able to help each other. They will appreciate it…and it will reflect very well on you
  3. Follow up: Trade business cards: make notes on reverse side. UPDATE contact lists right away. Carry pen/pencil, small notebook if possible

Best way to maintain contact: MAINTAIN CONTACT! Do what you SAY you are going to do.

A

Three Keys to Successful
Networking

Bailey and Burch

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25
Q

Behavior analysts are:
• truthful and honest
• Follow through on professional commitments
• Refrain from making professional commitments they cannot keep

A

INTEGRITY : Code Element 1.04g

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26
Q

Behavior analysts promote behavior

analysis by making information about it available to the public through presentations, discussions, and other media

A

6.02 Disseminating Behavior

Analysis

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27
Q

Ultimate reasons:

  • To make a difference in people’s lives
  • To make this a better world
  • To save the world (again, be careful here)

 Intermediate reasons:
 Increase the number of behavior analysts
 Inform the public so they will learn to:
-Apply the principles in everyday life
-Seek help from qualified professionals

A

WHY Disseminating Behavior Analysis:

28
Q

 Giving talks and workshops

 Writing articles, letters, etc.

 Using web and media

 Developing training programs: Present to Different audiences like General public, Potential clients and caretakers, Students, Other professionals, colleagues

Join, participate in ABAU’s Special Interest Group (SIG) Dissemination of Behavior Analysis

A

HOW? Disseminating Behavior Analysis:

29
Q

Behavior analysts work with colleagues within the profession of behavior analysis and from other professions and must be aware of these ethical obligations in all
situations.
)See also, 10.0 Behavior Analysts’ Ethical Responsibility to the BACB)

A

7.0 Behavior Analysts’ Ethical

Responsibility to Colleagues

30
Q 
Other BCBAs or BCaBAs
RBTs
Other professionals
 Certified or licensed professionals
 Non-certified or non-licensed 
professionals
A

Colleagues

7.0 Behavior Analysts’ Ethical
Responsibility to Colleagues

31
Q

Clear breaches of the BACB Ethical Code
Breaches of related ethical codes, such as the APA’s Ethical Standards
of Psychologists, may also provide
some guidance as to ethical
requirements for a behavior analyst

A

Ethical Violations

7.0 Behavior Analysts’ Ethical
Responsibility to Colleagues

32
Q

“Behavior analysts promote an ethical
culture in their work environments
and make others aware of this Code”

The Ethics Code is applicable in all areas of practice but once one becomes certified, it may not receive the proper amount of attention or focus in TRAINING or even in PRACTICE

Ethical decision making (relating to both major and minor issues) must be an EVERYDAY part of our profession

A

7.01 Promoting an Ethical Culture

33
Q

G

A

G

34
Q

 Individuals who are not behavior analysts likely do not even know that we operate under an ethical code

 We often address the idea of ethics only after a specific problem has arisen

 People may actively avoid talking about ethics and may not ask salient but difficult or embarrassing questions

In general, people don’t like conflict. For this reason, [Code Element 7.0] can make even a strong
behavior analyst somewhat squeamish” (Bailey)

A

Some Barriers

35
Q

Go beyond the use of punishment as-consequence-for-bad behavior approach

Ethics as an ANTECEDENT manipulation by Evoking ethical behavior through discussions, instructions, training

Reinforce behavior you value by Discussing ethics, asking questions, reporting a problem, making a “good call”

Be careful to value (not punish) “coming forward

Evoke ethical behavior through discussions, instructions, training

A

When Promotbig an Ethical Culture…

36
Q

When Promoting Ethical cultural in the workplace, What is a good strategy to implement?….

Use ethics-based supervision and management systems to help prevent ethical misconduct
One example: Broadhead, M.T., and Higbee,
T.S. (2012). Teaching and maintaining ethical
behavior in a professional organization.
Behavior Analysis in Practice, 5(2), 82-88.

A

Antecedent manipulation

37
Q

 One example: Broadhead, M.T., and Higbee,
T.S. (2012). Teaching and maintaining ethical
behavior in a professional organization.
Behavior Analysis in Practice, 5(2), 82-88.

A

antecedent manipulation

Ethical Culture in the Workplace

38
Q

 Higher quality of care and consumer
protection

 Provides relevant training to employees

 Mitigates loss of consumers, damage to
reputation, and litigation

 Promotes the organization and field of ABA

 Suggested “Ethics Coordinator” position

A

Broadhead & Higbee (2012)

Benefits of ethics training and supervision

39
Q

Means: We need to make sure others (outside of our field) are aware of our code of conduct.

Train all members of a clinical/behavioral
organization, including office staff

Identify specific code elements that may be relevant for those who work there
(e.g., secretaries and janitorial staff helping to maintain confidentiality)

A

Promoting Awareness of the Code

40
Q

a) If behavior analysts believe there may be a legal or ethical violation, they first determine whether there is potential for harm, a possible legal violation, a mandatory-reporting condition, or an agency, organization,
or regulatory requirement addressing the violation

b) If a client’s legal rights are being violated, or if there is the potential for harm, behavior analysts must take the necessary action to protect the client,
including, but not limited to, contacting relevant authorities, following organizational policies, and consulting with appropriate professionals, and
documenting their efforts to address the matter

c) If an informal resolution appears appropriate,
and would not violate any confidentiality rights,
behavior analysts attempt to resolve the issue
by bringing it to the attention of that individual
and documenting their efforts to address the
matter. If the matter is not resolved, behavior
analysts report the matter to the appropriate
authority (e.g., employer, supervisor, regulatory
authority)

A

7.02 Ethical Violations by Others and Risk of Harm

41
Q

The witness must be the reporter in the case of abuse or harm

 Behavior analysts do not report hearsay. Instead, Encourage the witness to report a problem immediately and inform the individual that failing to report an observed legal or ethical violation is in
itself an ethical violation

A

Who Reports

7.02 Ethical Violations by Others and Risk of Harm (a)

42
Q

Conditions that require action and FORMAL resolution” (direct reporting or other immediate action):
•Abuse/neglect (children, elders, and otherwise individuals with disabilities)

* On-going breach of confidentiality
* Direct legal violations
A

7.02 Ethical Violations by Others and Risk of Harm

b) If a client’s legal rights are being violated, or if there is the potential for harm, behavior analysts must take the necessary action to protect the client, including, but not limited to, contacting relevant authorities, following organizational policies, and consulting with appropriate professionals, and
documenting their efforts to address the matter

43
Q

Meet with the colleague
-Best to go to them or find a private mutually agreed on, meeting place

-Face-to-face (not phone or email)

  • Consider potential breach of confidentiality when the discussion may involve confidential information
  • Make the colleague feel comfortable
  • Non-judgmental – avoid accusatory tone
  • Clarify; show concern for the person
A

Resolving Conflicts Informally

7.02 Ethical Violations by Others and Risk of Harm

C)

44
Q

 A long-time behavior analyst is calling herself a BCBA, but there is no record on file of her certification. What should the District Behavior Analyst do?

 Tactic #1: Confront the provider in a group
meeting and demand proof of certification

 Tactic #2: Meet with the individual in private and ask for the individual to provide proof of certification

A

Resolving Conflicts Informally - Two Approaches

45
Q

Generally, continue to pursue an issue only if you are fairly certain that client’s rights are being violated

Examples:
Continued confidentiality breaches (HIPAA,
FERPA)
Code Element 2.09 (Treatment/Intervention
Efficacy) related to finding that a BCBA is continuing to do facilitated communication

A

If Informal Resolution Does Not Work

7.02 Ethical Violations by Others and Risk of Harm

46
Q

d) If the matter meets the reporting requirements of the BACB, behavior
analysts submit a formal complaint to the BACB. (See also, 10.02 Timely Responding, Reporting, and Updating of Information Provided to
the BACB)

A

7.02 Ethical Violations by Others

and Risk of Harm (continued) I

47
Q

Bringing other colleagues in to talk to
the individual

Talking to the individual’s employer or other superior at the agency

Reporting to BACB or other professional regulatory body

Cautionary note: Legal and ethical implications of further pursuit

A

Various Other Reporting Options

7.02 Ethical Violations by Others
and Risk of Harm d)

48
Q

The birth of the two agencies,
revisited

 Not all unethical behavior is reportable!

 Not all unethical behavior is illegal!

A

Informal Resolution Did Not Work, but

Formal Resolution Is Not Appropriate

49
Q

 “Failing to act ethically is not a moral flaw but a failure of history and contingency.

Such a perspective allows us one advantage many do not have who engage in ethical debate – a keen ability to describe behavior objectively and to
increase desirable behavior in the future, including ethical behavior.”
- Darnell Lattal, ADI

A

A Quote from a Master

50
Q

Often Delivered on a Large scale-Hundreds of team members with Varied levels of education and training, backgrounds, and cultures

May involve Coordination across states

-involves Multiple service types:
 In-home programming
 School consultation
 Center-based programming

A

Human Services

51
Q
  1. Identify critical areas
  2. Identify critical processes related to
    mission
  3. Determine optimal standards (Gather and integrate current iterations then Compare to best practice recommendations
  4. Develop guidelines, manuals and tools.
  5. Disseminate and train
  6. Evaluate practice (ease, and utility) and revise accordingly
A

Steps for Establishing Clinical Standards

52
Q

 Interface with customers

 Assessment

 Intervention

 Data collection and progress monitoring

 Ethics

 Supervision

 Training and performance management

 Transition planning
-Trumpet Behavioral Health

A

Sample Critical Areas- Establishing critical standard

53
Q

Screening and identification (primary condition, any co-morbid conditions)

 - Progress monitoring
 - Curricular planning
 - Preference assessment
 - Functional assessment
A

Sample Critical Processes within the critical area of Assessment might include:

54
Q

 Through Brainstorm and RESOURCE gathering

 Ask What exists?

 What do effective people describe doing or
avoiding?

Review and integration of the literature including:
-Book chapters, manuals, review papers, Synthesis products and recommendations

Remember code 1.0 Responsible kind at the behavior analysis, 1.01 reliance on scientific knowledge, and 1.03 maintain confidence through professional development.

A

Determine Optimal Standards

55
Q

Broad and sequential

Overly specific and detailed isn’t as useful when you are operating at scale across multiple types of consumers and in multiple settings

 Include how to prepare, how to execute, how
to use the information or how to evaluate success and how to solve problems that might arise

A

Most Effective Best Practice Guidelines

56
Q

Recommendations for Instructors;

 Require an observing response

 Minimize inadvertent instructor cues

 Arrange antecedent stimuli and required behaviors

 Use effective prompting and differential
reinforcement

 Troubleshoot stimulus control problems

A

Sample recommendations from the literature /Critical processes. (Teaching Receptive Language Skills:

Grow and LeBlanc (2012)

57
Q

Within the Sample area of Data Collection, Best Practices could be created for Problem Behavior Treatment evaluation
-Best Practices for Data Analysis andGraphing

Within sample area of Data collection, best practice could also be used for data analysis and graphing-

A

Sample Areas and Tools - Best practice guidelines-

58
Q 
Includes:
- Supervisor’s Curriculum 
  -Supervision Competencies Checklist and Evaluation Manual 
   -Performance Feedback Best Practice 
Guidelines

Supervisor’s Curriculum adapted for our service settings (Reid)
-Two day training on performance checklists,
job aids, direct feedback, increasing reinforcement in the workplace, BST
-Train the trainer model

 Best Practice Guidelines on Performance
Feedback— see pictures

A

Sample area of Supervision and performance management

59
Q

 Interface with customers

 Assessment

L
 Intervention

 Data collection and progress monitoring

 Ethics

 Supervision

 Training and performance management

Trumpet Behavioral Health

A

Ethics Matter when you…

60
Q

Interface with Consumers
 Consent for services
 Maintaining Confidentiality and protection of privacy
 Specifying Fees and financial arrangements

 Assessment
 Functional Behavioral Assessment
 Uses assessments in your scope of practice
 Use understandable language in reports

 Data Collection
 Collection of ongoing data and use to guide
decisions

 Intervention

  • Communicate Conditions for success and barriers to implementation
  • Clients have Right to effective and evidence-based treatment

Training and Supervision

  • Design competent training programs
  • Describing evaluation requirements, providing feedback, using reinforcement and other behavioral principles
  • Supervising conducted under the specific agreements of signed contract
A

Where Do Ethics Matter?

61
Q

The result of our experiences shapes loosely formed rules And professional ethics as the explicit rules and guidelines for conduct given the nature of our profession.

For many of our entry level staff, this is ther first encounter with professional ethics so they rely on PERSONAL ethics and PRACTICES

A

Define Personal Ethics as…

Bailey & Burch (2011)

62
Q
  1. Dual role/personal relationships with families may arise from Stimulus control e.g., in their home, interacting positively with their children
  2. Mandated reporting and dangerous situations
    - Aversive situations produce AVOIDANCE and No rule control
  3. Non-behavior analysts in the organization don’t know our codes of conduct..(Entry level staff, administrative staff)

CAN’T solve this with more RULES.

  • Too many scenarios and most are unexpected
  • Escape and avoidance prohibit discussion
  • Create a SYSTEM for Culture of active discussion,
    Ethical problem solving repertoires and Reinforcement for asking and reporting
A

Common Ethical Issues and Core Problems

63
Q
  1. Recognize The problem
  2. Define the problem
  3. Generate potential solutions
  4. Evaluate Advantages and Disadvantages of Potential solutions
  5. Implement the solution
  6. Evaluation
A

Six COMPONENTS of Ethical DECISION making

64
Q

 Training

 - Newly hired therapists
 - All BCBAs

Continuous Discussion through:

- Monthly Talking Points
- Quarterly Clinical Team Discussions
- Yearly/semi-annual Leadership Discussions

Provide Immediate support through internal ethics
hotline

Primary Premise: Ethicality Is multi faceted and multi determined

Goal: Build proactive systems and reinforce
talking about it and …
To Teach mediating repertoires to ensure success in the situations for which you couldn’t plan.

A

TBH Ethics Network

65
Q

Trumpet Behavioral Health (TBH) is
establishing a comprehensive ethics network to support our team in being proactive in establishing the highest standards of
professional conduct, handling ethical dilemmas
swiftly as they arise, and building capacity for
ethical conduct at all levels of the organization.
We hope to facilitate open and proactive
discussion of professional and ethical issues
and development of effective and ethical
problem-solving at all levels of the organization.

A

Ethics Network: Purpose

5016b Ethics and professional conduct of behavior analysts (11 decks)

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