Unit 3 Flashcards
Manage theentire 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 & goals; don’t copy behavior programs
4.03 Individualized behavior-change programs
Written permission from clients to implement & modify behavior-change program
4.04 Approving behavior-change programs
Explain & 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 & 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 & excessive MOs
4.10 Avoiding harmful reinforcers
Explain objective termination criteria to clients & discontinue when criteria is met
4.11 Discontinuing behavior-change programs and behavior-analytic services
Employer-employeeContracted supervisorCombination
3 types of supervisory relationships
Supervisor lacks experience
Supervisor has limited time
Supervisor requests conflict with ethics
3 issues with employer-employee supervisory relationships
Supervisor has limited involvement with cases
Time limitations
Distance travel
3 issues with contracted supervisory relationships
Conflicting responsibilities/tasks from supervisors
Issue with a combined supervisory relationship
Seeking certification
Maintaining certification
Expanding professional repertoire
3 goals of a supervisory relationship
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 Supervisory 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, ðical
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
RBTs
Direct care staff members
Other BCaBAs for mentorship or training
3 groups of individuals BCaBAs may supervise
Uphold the professionParticipate in professional organizationsDisseminate behavior analysis
6.0 Behavior analysts’ ethical responsibility to the profession of behavior analysis
Notice ethical obligations in work with colleaguesPromote an ethical culture in the work environment & inform others of the CodeResolve/report ethical violations
7.0 Behavior analysts’ ethical responsibility to colleagues
Maintain confidentiality in media No soliciting testimonials from current clientsBe honest when representing ABA servicesGive appropriate credit to authors
8.0 Public statements
Research activities comply with the law & Code
Ensure data collected are accurate & complete
Report data honestly
9.0 Behavior analysts and research
Provide accurate information to the BACBSecure BACB exam questionsReport non-certified persons who claim certification
10.0 Behavior analysts’ ethical responsibility to the BACB
