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BEHP5016B > UNITS1-6 > Flashcards

UNITS1-6 Flashcards

1
Q

Principle reason to regulate:

A

To protect the consumer and the general public

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2
Q

Why behavior analysts need regulation:

A

Behavior analysts work with vulnerable populations

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3
Q

Additional reasons to regulate: x4

A
  1. Protects practitioners
  2. Establishes professional identity
  3. Protects the field
  4. Enables practice
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4
Q

Main goal of ABA practitioners:

A

to help individuals we serve to achieve meaningful outcomes and improve their quality of life

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5
Q

ABA practitioners must provide _________ so that the individuals they serve benefit in various ways.

A

Comprehensive, integrated, individualized, and data-based services

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6
Q

ABA practice:

A
  • The application of the principles, methods, and procedures of EAB and ABA (including the principles of operant and respondent learning)
  • To assess and improve socially important human behavior
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7
Q

ABA practice includes: x3

A
  1. Applications of those principles, methods and procedures (EAB and ABA)
  2. The design, implementation, evaluation, and revision of treatment programs to change behavior of individuals and groups
  3. Consultation to individuals and organizations
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8
Q
  • The application of the principles, methods, and procedures of EAB and ABA (including the principles of operant and respondent learning)
  • To assess and improve socially important human behavior
A

ABA Practice defined

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9
Q

Legal vs Ethical:

State and federal statutes/rules

A

Legal (criminal)

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10
Q

Legal vs Ethical:

Codes

A

Ethics

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11
Q

Legal vs Ethical:

Service contracts and core assurances

A

Civil

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12
Q

The actual law (e.g. FL . Statute Title XXIX, chp 393)

A

Statutes

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13
Q

Administrative code that specifies the implementation of the statute (e.g. FL Administrative Code, Rule 65G-4)

A

Rule

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14
Q

One must be informed of the statutes and rules that: x4

A
  1. Regulate one’s profession
  2. Regulate one’s practices
  3. Regulate other professions that legally may engage in the same, similar, and/or related practices
  4. Protect the consumers one serves
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15
Q

The process of establishing and determining the qualifications of individuals to practice a profession, be authorized to be a service provider for an insurance company or an organization, or to be a member of a professional organization

A

Credentialing

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16
Q

The process of establishing and determining if a credentialing or a service organization engages in acceptable practices and meets specific standards.

A

Accreditation

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17
Q

The BACB is accredited by:

A

NCCA (The National Commission for Certifying Agencies)

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18
Q

Types of Professional Regulation: x3

A
  1. Certification
  2. Licensure
  3. Registry
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19
Q

Certification and Licensure:

A
  1. Establish minimum competencies

2. Require passing an exam testing those competencies to be awarded the credential

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20
Q

Restrict who can use a title

A

Title Acts

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21
Q

Restrict who can engage in the practices covered by the act

A

Practice Acts

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22
Q

Advantage of certification:

A

Only involves the profession - much less influenced by the political climate

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23
Q

Disadvantage of certification:

A

Does not restrict practice even though it restricts title

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24
Q

Advantage of licensure:

A

Restricts both title and practice

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25
Q

Disadvantage of licensure:

A

Dependent on political process

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26
Q

When is registration mostly done?

A

At the paraprofessional level

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27
Q

5.0: When behavior analysts are functioning as supervisors, they must take full responsibility for all facets of this undertaking

A

5.0 Behavior analysts as supervisors

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28
Q
  1. Recognize and avoid multiple relationships
  2. Inform supervisees of risks of multiple relationships
  3. Do not accept gifts
A

1.06 Multiple relationships and conflict of interest

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29
Q
  1. Do not exploit or have sexual relationships with those over whom you have authority
  2. Do not have sexual relationships with supervisees for 2 years after the professional relationship has ended
A

1.07 Exploitative Relationships

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30
Q
  1. Provide supervisees with an accurate and current set of the behavior analyst’s credentials, on request
  2. Inform supervisees of their rights and about procedures to lodge complaints
A

2.05 Rights and prerogatives of clients

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31
Q
  1. Protect confidentiality
  2. Discuss confidentiality at the beginning of the relationship and as new circumstances warrant
  3. Include only relevant information in communications
  4. Discuss information only for appropriate purposes and only with individuals concerned with such matters
  5. Do not share any identifying information about current clients and supervisees via social media
A

2.06 Maintaining Confidentiality

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32
Q
  1. Do not abandon supervisees; provide for continued services
  2. End relationship when supervisee no longer needs, is not benefiting from, or is being harmed by service, or requests termination.
A

2.15 Interrupting or discontinuing services

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33
Q
  1. Obtain and maintain knowledge regarding the security and limitations of electronic media
  2. Do not disclose personally identifiable information concerning supervisees or students without written consent
  3. Disguise confidential information concerning participants whenever delivering presentations
A

8.04 Media presentations and media-based services

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34
Q
  1. Assign only tasks for which researchers and assistants are trained and prepared.
  2. Supervisors are responsible for the ethical conduct of research conducted by assistants or by others under their supervision
A

9.02 Characteristics of responsible research

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35
Q

Ensure supervised experience standards, RBT training, and BCaBA supervision are conducted in accordance with Board’s standards

A

10.05 Compliance with BACB Supervision and Coursework Standards

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36
Q

Behavior Analysts supervise: x7

A
  1. Persons seeking BCaBA or BCBA experienec requirements
  2. BCaBAs
  3. Other BCBAs
  4. Direct care staff
  5. Employees
  6. Undergrad or grad students
  7. Other professionals
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37
Q

Types of supervisions/Supervisory relationships: x6

A
  1. Employer-employee
  2. Solid-line supervisor at workplace
  3. Dotted-line supervisor at workplace
  4. External consultant
  5. Contracted supervisor
  6. Instructor/Professor
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38
Q

Certification requirements x3

A
  1. University practicum
  2. Within-agency (supervisor works in one’s place)
  3. Independent Supervision (supervisor does not work at one’s workplace)
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39
Q

5.01: Behavior analysts supervise only within their areas of defined competence

A

5.01 Supervisory Competence

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40
Q

5.02: Behavior analysts take on only a volume of supervisory activity that is commensurate with their ability to be effective

A

5.02 Supervisory Volume

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41
Q
  1. 03:
    a. Behavior analysts delegate to their supervisees only those responsibilities that such persons can reasonably be expected to perform competently, ethically, and safely.
    b. If the supervisee does not have the skills necessary to perform competently, ethically, and safely, behavior analysts provide conditions for the acquisition of those skills
A

5.03 Supervisory Delegation

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42
Q

Behavior analysts ensure that supervision and trainings re behavior-analytic in content, effectively and ethically designed, and meet requirements for licensure, certification, or other defined goals

A

5.04 Designing effective supervision and training

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43
Q

Three criteria for effective supervision:x3

A
  1. Behavior-analytic in content
  2. Effectively and ethically designed
  3. Meets requirement
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44
Q

Criteria for effective supervision:

Consistent with the dimensions of applied behavior analysis identified by Baer, Wolf and Risley (1968)

A

Behavior-analytic in content

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45
Q

Criteria for effective supervision:
Structured as systematic training experience.
Fosters students acquiring the competencies in the Task List
Behavior Skills Training

A

Effectively and ethically designed

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46
Q

Criteria for effective supervision:
Primary focus should be acquiring new behavior-analytic skills related to the BACB Task List and consistent with the dimensions of ABA

A

Meets requirement

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47
Q

5.03: Behavior analysts provide a clear written description of the purpose, requirements, evaluation criteria, conditions and terms of supervision prior to the onset of the supervision

A

5.05 Communication of Supervision Conditions

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48
Q
  1. 06:
    a) Behavior analysts design feedback and reinforcement systems in a way that improves supervisee performance
    b) Behavior analysts provide documented, timely feedback of a supervisee on an ongoing basis
A

5.06 Providing feedback to supervisees

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49
Q

Feedback should be: x9

A
  1. Specific
  2. On performance within individual’s control
  3. Immediate
  4. Individualized
  5. Include self-monitoring when appropriate
  6. Focused on improvement
  7. Easily understood
  8. Presented graphically
  9. Paired with reinforcement
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50
Q

5.07 :

Behavior analysts design systems for obtaining ongoing evaluation of their own supervision activities

A

5.07 Evaluating the effects of supervision

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51
Q

3 levels of evaluation (of the effects of supervision)

A
  1. Supervisor behavior
  2. Supervisee behavior
  3. Client behavior
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52
Q

How to evaluate supervisor behavior: x4

A
  1. Providing competency-based objectives
  2. Providing timely feedback
  3. Scheduling meetings
  4. Documenting in a timely manner
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53
Q

How to evaluate supervisee behavior: x3

A
  1. Mastering competencies
  2. Responding to feedback
  3. Gaining independence (fading)
54
Q

How to evaluate client behavior: x3

A
  1. Making progress
  2. Meeting program objectives
  3. Customer satisfaction
55
Q

Methods of evaluation x3:

A
  1. Independent variable measure
  2. Dependent variable measure
  3. Social validity measure
56
Q

Procedural integrity (measure)

  1. checklists of supervisor performance
  2. Checklists of supervisee implementation
A

Independent variable measures

57
Q 
IOA checks (measure)
supervisor/supevisee/client measures
A

Dependent variable measures

58
Q

Satisfaction (measure) of client/supervisee

A

Social validity measure

59
Q

10.05
Behavior analysts ensure that coursework (including continuing education events), supervised experience, RBT training and assessment, and BCaBA supervision are conducted in accordance with the BACB’s standards if these activities are intended to comply with BACB standards

A

10.05 Compliance with BACB Supervision and Coursework Standards

60
Q

The purpose of supervision is to

A

improve and maintain the behavior-analytic, professional, and ethical repertoires of the supervisee and facilitate the delivery of quality services to his/her clients

61
Q

Effective behavior-analytic supervision includes:x7

A
  1. Development of performance standards
  2. Observation, BST,and performance feedback
  3. Modelling technical, professional, and ethical behavior
  4. Guiding behavioral case conceptualization, problem-solving, and decision making repertoires
  5. Review of written materials
  6. Oversight and evaluation of the effects of behavioral service delivery
  7. Ongoing evaluation of the effects of supervision
62
Q

Developing competencies:

two distinct, but related behavioral repertoires:

A
  1. Verbal behavior repertoire

2. Nonverbal behavioral repertoire

63
Q

What repertoire includes:

objectives that require the student to state, identify, plan for, define, explain, describe

A

Verbal behavioral repertoire

64
Q

What repertoire is based on concepts and principles and uses technical language, but also translates it for clients/caregivers

A

Verbal behavioral repertoire

65
Q

What repertoire requires the student to:

measure, use, design, review, conduct, practice (Actions)

A

Nonverbal behavioral repertoire

66
Q

Supervision objectives should be:x4

A
  1. Behavioral
  2. Clear, complete
  3. Describe performance
  4. Can and should tie to Task List
67
Q

Measuring supervision objectives: x2

A

Direct outcomes

Indirect outcomes

68
Q

Has the student met the objective (type of outcome)

A

Direct outcome

69
Q

Supervisee behavior and client outcomes (type of outcome)

A

Indirect outcome

70
Q

Components of ethical decision making: x6

A
  1. Recognize the problem
  2. Define the problem
  3. Generate potential solutions
  4. Evaluate advantages and disadvantages of potential solutions
  5. Implement a solution
  6. Evaluation
71
Q

Someone who teaches or gives help and advice to a less experienced and often younger person.
A trusted counselor or guide

A

Mentor

72
Q

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

A

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

73
Q

Professional Obligations (Behavior Analysts): x5

A
  1. Remaining conceptually systematic
  2. Disseminating our science in understandable language
  3. Keeping current on best-practice
  4. Policing our field
  5. Data
74
Q

Areas of potential damage (3 different levels):

A
  1. The individual consumer
  2. The field of behavior analysis
  3. Society at large
75
Q

Effects on the individual consumer (potential damage), when failing to meet our obligations to our discipline: x3

A
  1. Result in lack of individual consumer progress
  2. Evoke poor word of mouth reviews of ABA
  3. Cause consumers to reject any offers of ABA services in the future
76
Q

Effects on our profession (potential damage), when failing to meet our obligations to our discipline: x3

A
  1. Long-term damage to the public perception of ABA, and behavior analysis in general
  2. A delay in the growth of our influence on improving the human condition
  3. Initiation of outside oversight, forcing us to shift away from the foundation of our science
77
Q

Effects on the society at large (potential damage), when failing to meet our obligations to our discipline:

A

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)

78
Q

6.01 a) Above all and other professional training, behavior analysts uphold and advance the values, ethics, and principles of the profession of behavior analysis

A

6.01 Affirming Principles

79
Q

Values of the profession of behavior analysis: x7

A
  1. Natural science
  2. Determinism
  3. Selectionism
  4. Behavior counts
  5. Data
  6. Foster independence
  7. Foster reaching meaningful outcomes
80
Q

Ethics and Principles of Behavior Analysis: x7

A
  1. Malfeasance
  2. Beneficence
  3. Nonfeasance
  4. Be just and truthful
  5. Treat others with dignity, respect, caring and compassion
  6. Pursue excellence
  7. Accept responsibility
81
Q

Affirming Principles: x2

A
  1. Spread our science

2. “save the world” through the application of our science

82
Q

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

A

6.01 Affirming Principles

83
Q

(1. 03) Maintain knowledge of current information in areas of practice and maintain competence in the skills by:
1. attending conferences
2. participating in workshops
3. obtaining additional coursework

A

1.03 Maintaining Competence through Professional Development

84
Q

Practitioner organization for behavior analysis:

A

APBA (Association of Professional Behavior Analysts)

85
Q

Scientific and scholarly organization:

A

ABAI (Association for Behavior Analysis International)

86
Q

Benefits of membership: x3

A
  1. Publications/newsletters
  2. Conference discounts
  3. Job services
87
Q

Benefits of conference participation: x3

A
  1. Expand knowledge
  2. Networking
  3. CEs
88
Q

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

A

Networking

89
Q

Two types of networking for behavior analysts:

A
  1. With other behavior analysts

2. With individuals who are not behavior analysts

90
Q

Keys to successful networking: x3

A
  1. Be curious
  2. Be a connector
  3. Follow up
91
Q

(1.04) Behavior analysts are truthful and honest; follow through on professional commitments; refrain from making professional commitments they cannot keep

A

1.04 - Integrity

92
Q

6.02 - 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

93
Q

Ultimate reasons for disseminating behavior analysis: x3

A
  1. to make a difference in people’s lives
  2. to make this a better world
  3. to save the world
94
Q

Intermediate reasons for disseminating behavior analysis: x2

A
  1. increase the number of behavior analysts
  2. inform the pubic so they will learn to apply the principles of in everyday life and seek help from qualified professionals
95
Q

How to disseminate behavior analysis: x5

A
  1. Giving talks and workshops
  2. Writing articles, letters, etc
  3. Using web and media
  4. Developing training programs
  5. Join groups (ABAI’s SIG)
96
Q

7.0 - 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

A

7.0 Behavior Analysts’ Ethical Responsibility to Colleagues

97
Q

7.01 - Behavior analysts promote an ethical culture in their work environments and make others aware of this code

A

7.01 Promoting an Ethical Culture

98
Q

Some barriers to ethics: x3

A
  1. Individuals who are not behavior analysts likely do not even know that we operate under an ethical code
  2. We often address the idea of ethics only after a specific problem has arisen
  3. People may actively avoid talking about ethics and may not ask salient but difficult or embarrassing questions
99
Q

How to promote an ethical culture: x3

A
  1. Go beyond the use of “punishment as consequence for bad behavior” approach
  2. Ethics as an antecedent manipulation
    3 Reinforce behavior you value
100
Q

Benefits of ethics training and supervision (Broadhead & Higbee, 2012): x4

A
  1. Higher quality of care and consumer protection
  2. Provides relevant training to employees
  3. Mitigates loss of consumers, damage to reputation, and litigation
  4. Promotes the organization and field of ABA
101
Q

7.02 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

A

7.02 Ethical Violations by Others and Risk of Harm

102
Q

7.02 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

A

7.02 Ethical Violations by Others and Risk of Harm

103
Q

7.02 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

104
Q

7.02 d) If the matter meets the reporting requirements of the BACB, behavior analysts submit a formal complaint . to the BACB.

A

7.02 Ethical Violations by Others and Risk of Harm

105
Q

Steps for establishing clinical standards: x6

A
  1. Identify critical areas
  2. Identify critical processes related to mission
  3. Determine optimal standards
  4. Develop guidelines
  5. Disseminate and train
  6. Evaluate practice and revise accordingly
106
Q

Where do ethics matter? 5 areas of clinical standards specifically related to ethics:

A
  1. Interface with consumers
  2. Assessment
  3. Data collection
  4. Intervention
  5. Training
107
Q

The result of our experiences shapes loosely formed rules

A

Personal ethics

108
Q

Explicit rules and guidelines for conduct given the nature of our profession

A

Professional ethics

109
Q

Solutions to common ethical issues/core problems: x3

A
  1. Create a culture of active discussion
  2. Create a system for ethical problem solving repertoires
  3. Create a system for reinforcement for asking and reporting
110
Q

6 components of ethical decision making:

A
  1. Recognize the problem
  2. Define it
  3. Generate potential solutions
  4. Evaluate the pros/cons
  5. Implement the solution
  6. Evaluate
111
Q

CODE X a) All behavior analysts provide services, teach, and conduct research only within the boundaries of their competence, defined as being commensurate with their education, training, and supervised experience

A

1.02 Boundaries of Competence

112
Q

CODE X b) Behavior analysts provide services, teach, or conduct research in new areas (e.g. populations, techniques, behaviors) only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas.

A

1.02 Boundaries of Competence

113
Q

Benefits of group practice: x4

A
  1. Support
  2. Collegial interaction
  3. Exposure to new problems
  4. Closely supervised training in new clinical areas
114
Q

CODE X a) Behavior analysts arrange for appropriate consultations and referrals based principally on the best interests of their clients, with appropriate consent, and subject to other relevant considerations, including applicable law and contactual obligations.

A

2.03 Consultation

115
Q

Several forms of academic collaboration: x4

A
  1. Co-authorship on research articles or other publications
  2. Conference presentations
  3. Curriculum development
  4. Departmental interactions
116
Q

A group of behavior analysts who review behavior programs in their area

A

Peer Review

117
Q

Benefits of peer review: x5

A
  1. Requires the behavior analyst to present program plans and data to an outside panel
  2. Identifies potential problems the behavior analyst might have missed.
  3. Ensures program services show progress or that barriers to success are identified
  4. May assist in resolving issues
  5. Provides the practitioner with back-up in case of investigations/legal proceedings
118
Q

Providing the Board with timely information regarding certain issues which may impinge upon the behavior analyst’s ability to perform

A

Self-reporting

119
Q

CODE X b) When behavior analysts provide behavior analytic services, they use language that is fully understandable to the recipient of those services while remaining conceptually systematic with the profession of behavior analysis. They provide appropriate information prior to service delivery about the nature of such services and appropriate information later about results and conclusions

A

1.05 Professional and Scientific Relationships

120
Q

CODE X Behavior analysts have a responsibility to operate in the best interest of clients. The term client as used here is broadly applicable to whomever behavior analysts provide services, whether an individual person (service recipient), a parent or guardian of a service recipient, an organizational representative, a public or private organization, a firm, or a corporation

A

2.0 Behavior Analysts’ Responsibility to Clients

121
Q

CODE X Behavior analyst’s responsibility is to all parties affected by behavior-analytic services. When multiple parties are involved and could be defined as a client, a hierarchy of parties must be established and communicated from the outset of the defined relationship. Behavior analysts identify and communicate who the primary ultimate beneficiary of services is in any given situation and advocates for his or her best interests.

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2.02 Responsibility

122
Q

10 Characteristics of a good interdisciplinary team:

A
  1. Leadership and management
  2. Communication
  3. Personal rewards, training, development
  4. Appropriate resources and procedures
  5. Appropriate skill mix
  6. Climate
  7. Individual characteristics
  8. Clarity of vision
  9. Quality and outcomes of care
  10. Respecting and understanding roles
123
Q

CODE X a) Behavior analysts never disclose confidential information without the consent of the client, except as mandated by law, or where permitted by law for a valid purpose, such as
1) to provide needed professional services to the client….

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2.08 Disclosures

124
Q

The Howe Developmental Center’s Behavioral Diagnostic Paradigm is predicated on the idea that problem behavior is most likely related to one or more of the following:

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  1. Medical concerns
  2. Functional/environmental variables
  3. Psychiatric illnesses
125
Q

The 3 tenets of the HDC Model

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  1. If possible, medical etiologies should be ruled out prior to initiating behavioral interventions
  2. Conduct functional assessment to rule out ecological variables prior to making a psychiatric diagnosis
  3. One cannot say a psychiatric diagnosis is appropriate based solely on aggression or self-injury (other characteristic symptoms of the diagnosis must be present also such as social withdrawal, disorganized behavior, delusions etc.)
126
Q

Having an effect on the mind

Affecting mental activity, behavior, or percepetion, as a . mood-altering drug

A

Psychotropic

127
Q

Types of psychotropic drugs:

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  1. Typical antidepressants
  2. Atypical antipsychotics
  3. Anxiolytics
  4. Antidepressants
  5. Mood-stabilizers
  6. Anti-seizure medication
128
Q

CODE X a) Behavior analysts are truthful and honest and arrange the environment to promote truthful and honest behavior in others…

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1.04 Integrity

129
Q

CODE X d) Behavior analysts’ behavior conforms to the legal and ethical codes of the social and professional community of which they are members
e) If behavior analysts’ ethical responsibilities conflict with law or any policy of an organization with which they are affiliated, behavior analysts make known their commitment to this Code and take steps to resolve the conflict in a responsible manner in accordance with law

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1.04 Integrity

130
Q

Where ABA meets the law: x3

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  1. Documentation/Confidential information
  2. Contracts and fees for service
  3. Investigations and/or litigation
131
Q

Specific Activities Related to law: x7

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  1. Obtaining informed consent
  2. Documenting services
  3. Providing/reviewing confidential information relating to a client
  4. Setting up contracts/financial agreements for consultations, services, and supervision
  5. Interacting with advocates/advocate groups
  6. Depositions/testifying in court
  7. Reporting abuse/neglect

BEHP5016B (1 decks)

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