What statement about risks in social and behavioral sciences research is most accurate

Discussion Board 1:

Think about the ethical dilemmas you have personally faced or heard about. Describe the situation. Review the Professional and Ethical Compliance Code. If you had to relive the situation, what would you say or do differently? Apply what you have learned from the compliance codes. Explain how this facilitates you in better understanding and resolving the dilemma? Be clear in your answers by stating the principle, dimension, and/or code that could be referenced. Don’t forget to posts comments to two peer’s posts as well.

You do what is right. Always. Never compromise your integrity, even if it costs you your job. You do not want to be working for an unethical principal anyway

Ethical dilemma I faced before was a time when a school that I used to work before had some teachers that would discuss about students during their lunch. Specifically, they mentioned the student personal information and how the teacher doesn’t like the student for variety reasons. Worse part is other teachers makes inappropriate comment and laugh. This is an ethical issue for me because I believe teacher should not discuss personal matter regarding their student to anyone. This breaks the confidential law of the school. Professional and Ethical Compliance Code 2.06 maintaining confidentiality mentioned that “behavior analysts discuss confidential information obtained in clinical or consulting relationships, or evaluative data concerning clients, students, research participants, supervisees, and employees, only for appropriate scientific or professional purposes and only with persons clearly concerned with such matter.” However, in this scenario the teachers weren’t discussing the student personal information to help the student in anyway or showed any concern, rather they laughed and made fun of the student. I resolved the situation by explain to the teachers not to discuss the student’s personal information in public. I asked them ‘would they want other teacher to talk about their children in public?’. Unfortunately, I still think it didn’t solve the problem. Maybe they don’t say it front of me. Rather they excluded me out of gatherings. I felt kind of ignored working there, hence, I left that school. If I were to resolve this issue now, I believe I would inform the principal to act right away. As it mentioned in the code 7.01 for promoting an ethical culture at work environments and make others aware of this Code. I addition, in 7.02 it mentioned that if a client’s legal rights are being violated, behavior analysts must take the necessary action to protect the client by contacting relevant authorities or professionals.

Another code that really stand out to me is 3.04 explaining assessment results. This code is very important because often behavior analyst have terms that clients are not familiar with. Hence, clients can become easily frustrated. This code solves this problem because it mentioned that behavior analysts should explain assessment results using language that the client can understand. Overall, I believe you should always do what is right and never compromise your integrity, even if it costs you your job.

Module 1: Ethics and the foundations of ABA (ppt)

Applied Behavior Analysis: is a scientific approach for discovering environmental variables that reliably influence Socially significant behavior and for developing a technology of behavior change that takes practical advantage of those Discoveries (Cooper, Heron, ii, pp. 3)

What are the three levels of knowing as a result of scientific inquiry and why are they important?

Description, prediction, and control are levels of understanding(s) that impact the scientific knowledge of ABA and a given field of science.Description –First Level of Understanding. Descriptive Knowledge: consist of a collection of facts about the observed events that can be quantified, classified, or examined for possible relations with other known facts.Frequently result in hypothesis or questions for future research.

Prediction Second Level of Understanding-Prediction: repeated observations reveal that two events consistently covary with each other.Correlation: The systematic variation between two events can be used to predict the relative probability of one event occurring based on the presence of another event.

Control – Third and highest Level of Scientific Understanding. A functional relation exists when a well controlled experiment reveals that a specific change in one event (the dependent variable) can reliably be produced by specific manipulations of another event (the independent variable), and that the change in the dependent variable was unlikely to be the result of other extraneous factors (confounding variables).The understanding gained by the scientific discovery of a functional relation is the basis of applied technologies.

What assumptions do scientist make in the practice of science and how do these relate to Applied Behavior Analysis?

Assumptions Underlying ABA and other Sciences- DEER PP (hint)

Determinism: The universe is a lawful and orderly place in which all phenomena occurs as the result of other events.
Empiricism: the practice of objective observation of the phenomena of interest.
Experimentation: the controlled comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions

Replication: repeating experiments (and independent variable conditions within experiments) to determine the reliability and usefulness of findings.
Parsimony: simple, logical explanations must be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered.
Philosophic doubt: continually questioning the truthfulness and validity of all scientific theory and knowledge.

What are the distinguishing dimensions of Applied Behavior Analysis, as described by Baer, Wolf and Risley (1968), an how does such dimentions distinguish ABA from other sciences?

Baer, Wolf, and Risley (1968, 1987) stated that a research study or behavior change program must meet 7 defining dimensions to be considered Applied Behavior Analysis

Applied: investigates socially significant behaviors with immediate importance to the subject(s).
Behavioral: entails precise measurement of the actual behavior in need of improvement and documents that it was the subject’s behavior that changed.
Analytic: demonstrates experimental control over the occurrence and nonoccurrence of the behavior—that is, if a functional relation is demonstrated.
Technological: the written description of all procedures used in the study is sufficiently complete and detailed to enable others to replicate it.
Conceptually systematic: behavior change interventions are derived from basic principles of behavior.
Effective: improves behavior sufficiently to produce practical results for the participant/client
Generality: produces behavior changes that last over time, appear in other environments, or spread to other behaviors.
Hint: BAT CAGE or GET A CAB (useful acronyms)

Connecting ABA with the Compliance Codes

Example of Historical misconduct by “scientists,” poor training and supervision of staff at the Sunland Training Center in Miami in the early 1970’s revealed abuse, use of aversive consequences, and death of some residents. Led to the establishment of the Behavior Analysis Certification Board (BACB) Registered and the development of the Professional and Ethical Compliance Codes for Behavior Analysts

Module 2:Professional Issues in ABA ppt

What is ethics and why is it important?Behaviors, practices, and decisions that address three fundamental questions: what is the right thing to do, worth doing and what does it mean to be good behavior analyst. Ethics is important for the welfare of the client

What three questions can be used to guide the ethical conduct of behavior analysts?

Ethics Defined: Behaviors, practices, and decisions that address three fundamental questions:

What is the right thing to do?Always work with specific, defined behaviors rather than symptoms or interpretations of behavior. Think and act behaviorally.

What is worth doing?Cost-Benefit Ratio: Does the potential benefit to the individual justify the short- and long-term cost for providing the service?

Decisions should be made by committee. Person with highest stake in outcome should be given greatest consideration. Behaviors that are more serious warrant intervention consideration before behaviors that are less problematic

Must still consider long-term ramifications for treatments that result in quick change

What does it mean to be a good behavior analyst?Follows the Golden Rule

Is self-regulating, Calibrates decisions over time to meeting changing cultural values and contingencies, Use evidence-based treatments

Important factors to be considered in the decision making process:

Determining the right thing to do requires an understanding of your own personal history of reinforcement.
- Balance any negative bias with formal training and knowledge of professional standards, laws, and evidenced-based practices.
- Consult supervisors and colleagues, case studies, review the literature or at last resort excuse yourself
Use evidence-based treatments that’s applied and effective.

What are the core ethical principles and how are they related to ABA?

Do no harm: means to follow a system of regimen in which according to one’s ability and judgment, consider what’s beneficial for one’s patients, or to help or to at least do no harm.
Respect autonomy: means to promote one’s independence or self-sufficiency.
Benefitting others: Primary role of behavior analysts to benefit others.
Being Just: means to treat others as you would like to be treated (the “golden rule”).
Being faithful: Being loyal, trustworthy, and honest with clients, colleagues, and administrators.
According dignity: promote treatments that allow clients to be treated with dignity or respect. In terms of behavior analysts, according dignity involve: (a) the language we use to talk to or about clients; and teaching clients the skills that make them able to voice or communicate their needs to those around them.
Treating others with care and compassion: The value that suggests that clients be given choices and interpersonal relationships demonstrate sympathy and concern.
Pursuit of excellence: means being aware of the most recent research in your field and specialty and incorporating the most up-to-date methods and procedures in your practice of behavior analysis. Attend ABA conferences, subscribe to journals, and participate in various graduate and professional workshops.
Accepting accountability: Ensure that the propose treatment is proper, justified and worthy of consideration. In the pursuit of excellence, your recommendations should be of the highest standard. Failed treatments require correction to satisfy the client or others, not excuses or blame.

Core Ethical Principles	BCBA Compliance Codes
Do No Harm	1.0 Responsible Conduct of Behavior Analysts
Respect Autonomy	2.0 Behavior Analysts’ Responsibility to Clients
Benefitting Others	3.0 Assessing Behavior
Being Just	4.0 Behavior Analysts and the Behavior-Change Program
Being Faithful	5.0 Behavior Analysts as Supervisors
According Dignity	6.0 Behavior Analysts’ Ethical Responsibility to the Profession of Behavior Analysts
Treating Others with Care and Compassion	7.0 Behavior Analysts’ Ethical Responsibility to Colleagues
Pursuit of Excellence	8.0 Public Statements
Accepting Accountability	9.0 Behavior Analysts and Research
	10.0 Behavior Analysts’ Ethical Responsibility to the BCAB

What are two requirements of applied behavior analysis that distinguish their evidence-based treatments from other treatments (e.g., sensory training, facilitated communication).

Behavior analysis has two levels of empirical validation:
- Internal – Designing treatment in such a way that effects can be seen directly by examining the graphs of the data.
- Social validation – involves including the consumer in the process to make a judgment concerning the importance of the treatment effect.

What are some responsibilities of behavior analysts?

Adhere To:

Written guidelines or rules of practice that provide direction for the practices associated with an organization
BACB Registered Professional and Ethical Compliance Codes for Behavior Analysts
Core ethical principles
Attend state and national ABA conferences, subscribe to journal, acquire continuing education credit annually, and set aside 2-4 hours weekly to read the latest journals and reference works.
Think technologically

How are the everyday responsibilities of behavior analysts impacted by the core principles and dimensions of ABA?

Discussion board:

“Societies and scientists have historically made serious errors in determining which kinds of people are acceptable and which behaviours should aggressively be treated. People with differences have been ostracized then forced into mandatory treatments for their own good: left-handed people, and homosexuals, and many others. Societal and scientific assumptions about what constitutes freedom and integrity for disabled people have often been wrong. There exists no reason to believe that our society and its scientists are uniquely immune to these defects.”Do you agree that societies and scientists are making the same errors regarding treatments that were made with left-handed people, homosexuals, etc.? Why or why not?

As chapter 1 described, individuals at the Sunland Center may not have been able to advocate for themselves, was this fair enough for the doctor to take advantage of them? As for the treatments for people who are left handed or homosexuals it is beyond belief that people are still attempting to address and “fix” this problem. These individuals are not broken, if they are comfortable with writing this way or with who they are there is no need to help them.

I have not work much with student with disabilities, I have seen tremendous compassion and care given when working with student with disabilities. Even though serious changes have taken place, it is true that individuals who are developmentally disabled can also be the victims of abuse. While, scientist and other profession might change their views and practice, societies might still punish and abuse individual with disability in closed door. I can recall an example of this 2 years ago. Young female with autism in 5th grade was very reserve. However, when in private area like bathroom, or at recess she would often try to touch other students. First, we though she wanted to play with others, so she might socialize by taping others. Later, the school counselor and ABA did an investigation and find that the touch were not appropriate. Since, I wasn’t a specialist I am not sure how they figure it out, but rumors spread, police were involved and I found out that she was being sexually abuse by a male at her family. Hence, sometimes it is someone very close to the individual with disability that is being abuse behind closed doors.

I agree that we become so hooked to what is normed that when seeing someone different it is consider as abnormal. Most of the time, individual with disability might not get justice or write intervention is because they are not able to communicate their needs, hence, as Bailey and Burch, (2016) mentioned that we should make sure every client is treated with dignity and respect. Moreover, it is important to work with individuals on acquisition skills to make sure that they can voice or signal their needs to those around them.

I think societies and scientist have learned to respect the diverse need in individual such as being left handed or Homosexual. Since the code of ethics is improving, scientist is basing their intervention to benefit the individual. Additionally, there is a termed called perspective neurodiversity. Neurodiversityis to describes the child’s positive qualities, such as his preferred items, emerging communication abilities and other abilities (Tincani, M., Travers, J., & Boutot, A. (2009)).

I wish more parents and professionals will identify the individual with a neurodiversity perspective, viewing their individual’s disability as a different state of being rather than a problem in need of repair. If all the parents, families and the society can view individual with neurodiversity perspective than they will learn to respect and confront them with positive attitude.

Bailey, J. S. & Burch, M. R. (2016). Ethics for Behavior Analysts: 3rd Edition.

New York, NY: Routledge.

Tincani, M., Travers, J., & Boutot, A. (2009). Race, culture and autism spectrum disorder: Understanding the role of diversity in successful educational interventions. Research and Practice for Persons with Severe Disabilities, 34(3-4), 81-90.

While I see how one could argue that forcing treatment on someone because they do not appear to be typical is wrong, I do not think that societies and scientists are making the same severity of mistakes with treatment that were made with homosexuals and left-handed people. Certainly, we are all still making mistakes as we go, but hopefully it’s fewer and fewer mistakes.

Having worked with a great variety of children and teens on the autism spectrum over the past 7 years, I have seen cases in which I feel one could not deny the individual’s need for treatment. I think cases in which an individual engages in self-injurious behavior and/or aggression are easily justified as worth treating. For example, a case in which a child spent most of the day biting his index finger so that it was constantly bloody is a case of severe problem behavior affecting the child’s quality of life. In a case like that, it would be unethical to let the child be “free” to engage in that behavior. At the same time, I can think of examples in which the individual’s quality of life may not be as severely affected by their symptoms, and how one might justify letting them be “free.” For example, I work with a high functioning child who engages in the repetitive behavior of talking about dinosaurs and fossils. In this case, I can see that despite some social rejection from peers who do not want to talk about this topic as much as he does, he is still socializing with peers who do want to discuss that topic. If others initiate, he is able to discuss other topics with adults and peers as well. Therefore, with regard to the treating the behavior of repetitively talking about fossils, I would first ensure there wasn’t a more important behavior to target. In other words, I feel the treatment of deficits found to be significantly damaging to an individual’s quality of life should be prioritized in treatment. With regard to autism I would say that due to the vastness of the spectrum, errors in treatment would need to be assessed on a case by case basis.

I think the primary reason these errors even occur is for lack of understanding and knowledge on certain topics. It is very typical for people to want to categorize people and stereotype people based on normality. We often see people want to change or fix an individual for their difference strictly because we don’t understand them. I do believe we have come a long way in our understanding but need to continue to do so. The more we advocate and study differences individuals may have the more progress will be made.

I will admit openly that until I learned and knew what an ASD consisted of I have stereotypical misunderstandings about the diagnosis and what it entailed. People who I talk with about my career also tend to not have any clue that an ASD diagnosis does not mean unable. One of the reasons I love my job is because I am constantly challenged and proud of the progress my kiddos make. They are so capable!

Module 3

Thinking like a behavior analyst requires you to apply behavioral technology to socially significant problems. The long history in the education system of reliance on punitive systems like zero tolerance (i.e., suspension and expulsion) threaten academic success for certain populations (i.e., students of diversity, students with disabilities). What behavioral principles are at play in punitive systems for schoolwide discipline? What role does negative reinforcement play for the “punisher”? Also, consider how problem behavior is learned and maintained. Identify other behavioral principles that might be at play. What are the key issues in a punitive schoolwide discipline plan? What core ethical principles can be associated with these systems? What are the ethical responsibilities of a behavior analysts in impacting schoolwide discipline?

What makes behavior analysis unique in comparison to other sciences?

What makes ABA unique

Commitment to:

Single subject design research
- Individual serve as their own control
- Therapy or treatment consist of:
- The client is evaluated individually
- Measurement is designed for each client based on the target behavior
- Continuous evaluation of the intervention is made to assess the effect

Wide-range of clients, settings, and behaviors
- Behavior analysts primarily work in
- Real world settings
- With people having various levels of functioning (e.g., ;own functioning, High functioning individuals with autism,, Corporate executives and managers)
- With people having severe or Complex behaviors

Requirement of a scientific bases for the treatment itself
- Must rely on scientific knowledge or procedures that has been empirically validated
- Practitioners maintain professional competencies
- Modifications in treatment must be based on the continuous data collection as the treatment progresses

How is behavior analysis different from other sciences in methodology?

Single Subject Design Research

Therapy or treatment consist of:
- The client is evaluated individually
- Measurement is designed for each client based on the target behavior
- Continuous evaluation of the intervention is made to assess the effect
Behavior analysts primarily work in
- Real world settings
- With people having various levels of functioning (e.g., ;own functioning, High functioning individuals with autism,, Corporate executives and managers)
- With people having severe or Complex behaviors

What is the criteria for evidence-based practice?

Evidence-based treatment criteria

Stand up to scientific scrutiny in the peer review process
A clear demonstration of experimental control must be shown

What role does the behavior analysts have in treatment?

Under the supervision of a BCBA, treatment is carried out by paraprofessionals, assistants, parents, teachers and others

Aversive consequences are more restrictive and must only be used after reinforcement procedures have been attempted
If more aversive procedures are used, must obtain consent from client and/or surrogate
Aversive procedures should be balanced with the use of reinforcement of alternative behaviors

What can behavior analysts do to improve the acceptability and use of behavior analysis in practical settings

Responsibilities of BCBA

Establishing the baseline data collection
Doing the necessary background work
Carrying out functional assessment

How do the different levels of complexity impact the amount of experience required?

Levels of Complexity of Cases

Easy cases (e.g., Level 1) are ones that involve a relatively minor violation of clients rights, minimal parties, low probability of harm, 1 step solution, no legal issues, and no risk to the BCBA
When a Level 5 or 6 is involved the behavior analyst must be prepared for a series of discrete steps that require special skills, actual or borrowed clout, and significant fortitude

Humble Behaviorism by Allen Neuringer article

(1) subject matter of contemporary behavioral research(2)methods used in such research, (3)theoretical positions held by contemporary behaviorists, and(4)personal characteristics of the behavioral scientist.

behaviorists are asked tocultivateahumblescienceofbehavior. Self-assuredness,aggressiveness, guerrillawarfare,methodologicalconsistency, andphilosophicalpuritymaybeeffectiveintheshortrun.

Thehumblebehaviorist’sgoalis todiscoverlawsandsolveproblems(to- gather,wheneverpossible,with colleaguesfromdifferent “fields”) rather than to prove the correctness of his or her own field or philosophical commitment.

Discussion Board

Every school has a set of kids that are consider bad for their behaviors. Most likely kids are not treated unfairly for bad grades, but when it comes to bad behavior administrator use punishment as a quick solution. However, in Professional and Ethical Compliance code 4.08 considerations regarding punishment procedures states (a) that whenever possibleuse reinforcement rather than punishment and (b) states that if punishment procedures are necessary, reinforcement procedures for alternative behavior should be included. These codes show that all other alternatives should be applied before the last resort. If a child is being suspended over and over in 3rd grade, that means that child’s unruly behavior was not corrected in earlier grade when needed the most. For example, John is in 1st grade and always disrupt the class, his teacher reacted by removing him from the class. This quick solution solved the problem for the teacher because teacher does not have to worry about John. But for John the underlying issue is still unknown. The uncorrected behavior in earlier grades made John behavior worse because John love escaping the classwork.

Similarly, many schools that I have worked in still used the outdated punitive system like suspension and expulsion. One of the main reason for this is, teacher and school admin believe that bad behavior must be punished. I feel that the word punished should not be used because many children with or without disability does not know what is bad behavior. Instead of telling an individual that you’re bad and you should be punished, the more appropriate conversation would be your behavior is not appropriate, the correct way to do this is etc. When telling an individual what not to do (incorrect behavior), should be replaced with what to do (correct behavior). Majority of the time teachers and admin think it’s their job to control student behavior, rather it’s quite the opposite. As one of the core ethical principal mention that it is important to respect the autonomy and benefiting others. Hence, benefiting the individual by teaching them how to control their own behavior (self-control).

Every action has an opposite reaction, meaning every behavior has a reason behind it. Hence, this is where behavior analyst comes in handy because behavior analysts can conduct functional assessments and determine the function of the behaviors before making recommendations for intervention. The assessment of the behavior is the code 3.01. Overall, the punishment system most often affect the student with disability because of the teacher bias. Often time are we treating chronically misbehaving children with disability as though they don’t want to behave, when in many cases they simply can’t. Thus, teachers, behavior analyst and professionals need to focus more on solving the problem than punishment.

One solution is a Behaviorally Anchored Rating System for ethics dilemmas

Hi Alanna,

I enjoyed reading your post, you have some good point regarding punitive system. It’s true that removal of student does not typically reduce the likelihood of the behavior occurring in the future. Furthermore, I believe that naturally occurring punishment/consequences is much more effective because the natural consequence is a direct result of their chosen behavior and not one imposed on them by the teacher. For example, every Wednesday my students take fact master quiz to improve multiplication. They enjoy taking this challenge quiz, however they were busy talking and playing with their peers during previous assignment. Hence, they ran out of time to take the quiz. Consequently, there is no time for quiz. Then, I told them that there will be no time for the quiz, since theyshouldfinish up previous assignment. With this prompting from the teacher, the students realize that they had made the decision to continue play in lieu of getting ready for fact master quiz. The students now know the reason for their consequence. This type of natural punishment prepares for the real world because it prepares students to accept responsibility for their choices. The teacher, in not administering a separate punishment, shifts the responsibility for the action to the students. Thus, teachers and admin need to change the punishment system of removing student because it does not help, thus it is breaking the underlying core principal (do no harm).

Hi Sara,

I agree with you that Students must be taught the skills that will allow them to communicate their needs, so that they may be able to reduce problem behavior. Meaning, problematic behavior occurs when students does not what do in challenging situation, thus they misbehave. Similarly, most students do not even know what is and what is not appropriate behavior. It is imperative that teacher teach student how to overcome task difficulty, feeling of frustration/ anger etc. with replacing behavior. I understand, that often teachers have many student to manage to, hence, they take quick solution to remove misbehaving students from class. Interestingly, teachers and school admin unknowingly positively and negatively reinforcing problems behavior without knowing it. However, if the teacher/admin realize that same behavior is occurring often, then it is important to find the reason behind the problematic behavior. Hence, removing the child from school only does harms because the child will be behind academically as well as socially behind. Also, many school does not have behavior analyst instead they have school counselors or other specialist. Thus, I agree with you that school should have a professionalbehavior analysts, who can take the responsibility of training teachers and school staff on how to properly implement the developed programs.

Module 4:

Top 5 ethical concerns area

	Ethical Concerns	Ethical Concerns
1	Right to Effective Treatment -Underlying Core principal. Do no harm and providing benefits to other -Concerns related to right to effective treatment is: funding, data taking, data faking, alternative non evidence based treatment preferred, competing lines of authority ( who’s making the decision)	2.09 A
2	Responsibility to Recommended Scientifically Supported and Most Effective treatments Underlying Core principle: being truthful, accepting responsibility, doing no harm Concerns: competing profession and their theories Importance of exercise; sensory diets, relaxation techniques ** never implement intervention that is not evidence based, E.g. don’t implement sensory diet unless there is dietary problem. Balance it out, consult with other collogues.	2.09 A
3	Behavior Analyst Assessments are Sufficient to Provide Appropriate Substantiation for their Findings Concerns: do not star intervention without assessment -Do not recommend without seeing the child -Do not make decisions not based on data	3.01 B ( Assessing behavior)
4	Multiple Relationships and Conflicts of Interests Concerns: accepting gift or food cloud your judgement or five family a break financially	1.06 A, B
5	Functional Assessment Concerns: -might lack of resources to conduct the treatment -Assessment protocol may go over your professional judgment Over emphasis in using practical setting to do descriptive assessment vs experimental assessment such as functional behavioral assessment instead of functional analysis.	3.01 A ( behavior analytic assessment, e.g. Functional assessment)

Functional Behavioral assessment Interview à ABC dataàScatterplotà Data Triangulation Chartà Problem Behavior Pathwayà Competing Behavior Pathwayà Baseline Data CollectionàDevelop intervention Plan and implement.

Functional analysis of problem behavior Empirical demonstration of cause-effect relationship Antecedents and consequences are arranged so that their respective effects on problem behavior can be observed and measured -Four conditions that are used when initially identifying the function of a behavior through functional analysis Play (control)AttentionEscapealone

Respondent Behavior

Behavior that is elicited by antecedent stimuli

Induced, brought out by the stimulus that precedes it
Something in your eye elicits eye blink (reflex)
Ready-made behaviors protect against harmful stimuli.

Stimulus-response relations

Reflex

Habituation

Gradually diminishing response strength

Operant Behavior: Any behavior whose future frequency is determined primarily by its history of consequences and defined functionally by their effects.

Selected
Shaped
Maintained by consequences

Operant Conditioning

-Process and selective effects of consequences on behavior

-Functional consequence

Stimulus change that follows a given behavior in a relatively immediate temporal sequence and alerts the frequency of that type of behavior in the future.

-strengthen an operant

response more probable, more frequent

-Reinforcement has taken place when operant conditioning consists of an increase frequency

-Consequences select any behavior

Reinforcement and punishment are equal opportunity selectors

Operant conditioning occur automatically

Group contingencies are contingences implemented in a group setting.

-A common consequence is contingent on the behavior of

An individual member of the group
Part of the group or
Everyone in the group

-Rational

Can be time saver
Can be more practical
Capitalizes on peer influences and peer monitoring (can also be potentially harmful)

–Application

Independent group contingency
- A contingency is presented to all members of a group, but reinforcement is only delivered to those individuals who meet the criterion outlined in the contingency
- Often combined with contracts or token system
Dependent group contingency, AKA “Hero procedure”
- The reinforce for the group is dependent on the performance of an individual student or small group of students.
Interdependent group contingency
- All of the individual in a group must meet the criterion of the contingency before any member earns reinforcement
  - Total group meets criterion
  - Group average meets criterion
  - Good behavior/ good student games (competitions)
Implementation
- Choose a powerful reinforce ( not to work 20 days to earn recess)
- Determine the behavior to change and collateral behaviors that might be affected
- Set appropriate performances criteria
- Combine with other procedures
- Select the most appropriate group contingency
- Monitor individual and group performance. (help you know if non responder to put individual support in place. )

Replacement Behaviors

It is important to identify the function of behavior or the consequences produces by that behavior )e.g., attention from others, escape or avoidance, or to acquire a tangible good)
Sometimes the reinforce controlling a behavior is intrinsic to the activity itself and require no intervention ( e.g. reading or gardening)
Other times the rein forcers depend on the behaviors of others who are extrinsic (e.g., acting, or consulting).
To be successful, the BCBA must determine the consequence that are maintain or reinforcing the behavior and replacing the behavior with ones that produce the same consequence.

Rational for Reward system(PBIS system)

Module 5

What is personal ethics and how are one’s personal ethics established?

Personal Ethics- The way we operate in our daily lives.

What is professional ethics and how are one’s professional ethics established?

Professional Ethics= The way your school or profession expects you to operate. Generally there are standard expectations associated with your profession. Our standard expectations are delineated in the Professional and Ethical Compliance Code for Behavior Analysts

What are examples of common personal and professional ethical decisions and dilemmas?

How are behavioral treatments of depression, mental disorders, and drug addition, differ from other treat models such as counseling?


Favors	Friends do favors for each other	Doing favors for clients can snowball into unprofessionalism or impact quality of service
Gossip	Gossip can be part of daily informal talk in personal relationships	Gossip can lead to revealing confidential information
White Lies	Common in daily life especially to give “socially appropriate” excuses that wont hurt someone’s feelings	As my mom always told me, white lies snowball and can slide your career into the trash
Appreciation	Commonly showed through tangible means	Tangible means or other means can be indicative of a dual relationship
Advice	Freely given and expected	Behavior analytic advise cannot be given on individuals who are not your client
Responsibility	Passing the buck is common	You are responsible for the outcomes of your clients

How are behavioral treatments of depression, mental disorders, and drug addition, differ from other treat models such as counseling?

2 true or false.

Multiple choice: applied behavior analysis vs research behavior analyst

Behavior analyst was responsible for: all the choices

Define ethics how is it important to behavior analyst.

Ethics is the practices and or the decisions that you make day to day. For example, when making you think about what is the right thing to do, worth doing and what does it mean to be good behavior analyst. Ethics is important to behavior analyst because it make sure that client are treated with respect and that it is for the welfare of the client. For example, before doing any treatment one of the BCBA ethical code 2.09 (a) mentioned that behavior analyst have a responsibility to recommended scientifically supported and most effective treatments.

Scenario 23 old girl group home, high functioning. Lives group home. Boy friend what ethical code..

Respect autonomy

Behavior Analysis is the scientific study of principles of learning and behavior. … The experimental analysis of behavior is the scientific foundation of applied behavior analysis (ABA).

Module 6

The responsible conduct of behavior analyst includes what behaviors?

Behavior analyst’s act to maintainthe high standards of the profession by

1.01 – reliance on scientific knowledge
1.02 – boundaries of competence
1.03 – maintain competence through professional development
1.04- integrity
1.05- professional and scientific relationships
1.06- Multiple relationships and conflicts of interest
1.07- Exploitative relationship

Key factors and considerations

What is ethics?

Behavior practices and decisions that address three fundamental questions:
what is the right thing to do?
What is worth doing?
What does it mean to be good behavior analyst?

End Goal: Further the welfare of the client.

What is Legal?

of, based on, or concerned with the law. Permitted by the law.
Goal is to maintain order by protecting the safety and personal freedoms of the people in a society.

What is the right thing to do?

Personal history
Culture
Professional background and training
Goal of professional training is to balance cultural and professional histories with professional practice. Professional practice should override other histories over time.

Other Considerations

Distinguish between legal and ethical practices
For example, it is legal to smoke marijuana in many states including Colorado. However is it ethical to be under the influence of marijuana when treating clients?
- Goal: behavior analyst who discriminate between the ethical and legal decisions can maintain a sensitivity to clients, provide effective treatment, and not violate the law.

Scenrios:

Discusss another child information to another client parents for financial purpose: legal and ethical

Dating your client adult older brother: legal and unethical.

Purpose of compliance code

Influences by the American Psychological Association’s code of ethics, the Belmont report ( National commission for the protection of human subjects commission for the protection of human subjects of biomedical and social behaviors), and others.
Specify behaviors or things to consider when deciding a ca=course of action
Determining sanctions for inappropriate behaviors.

Key consideration in professional practice

When determining what’s worth doing, behavior analyst must consider
- Social validity

When determining whether behavior is socially significant enough to treat consider:

Are the goals acceptable for the behavior change interbventions?
- Are the procedures acceptable and aligned with best treatment practices?
- Are the outcomes meaningful, significant, and sustainable?
- Who decides?

cost-benefit ration

Cost benefit treatment considerations involve balanicing:

Planning, implementing, and evaluating.
- Does the benefit to the individual outweight the short and long term cost?
- Who decides?
- Existing exigencies ( i.e,. demands, needs, emergencies)
  - Behaviors that are more serious permit intervention over less serious behaviors (e.g., self-injurious behaviors over off task behaviors)
  - Behaviors that require an immediate response does not and should not invite the adoption of situational ethics (e.g,. fast results should not invite the adoption of situational ethics (e.g., fast results in the short-term compromises consideration of long term effects.
  - Goal: consider the effectiveness, intrusiveness, treatment effects and independence.
  - Who get the greatest consideration?

For the parents, which of the following is the most critical key issue.

Physical abuse of a child.

For the child, what is the most relevant core ethical principal that should be considered?

Do no harm

In consider the professional ethical compliance code 1.05- professional and scientific relationships, which subcode of 1.05 is most appropriate to say has been violated?

1.05e

Parent should be inform first

Training of professional

Individualize education plan

Module 7-

History of clients employers/ Institution à parents right à right of clients

Wyatt V. Stickney (1971): Case in Alabama

Issue institutionalized mental patients had right to receive individual treatment or be discharged to community
First time the term right to treatment was put into legal arena.

Wyatt Standards

-Services had to be

– delivered in humane and least restrictive environments

– sufffieient qualifies staff

– include individualized treatment plans

– New goal to do your best work AND responsible to make sure person receiving treatment was not harmed.

Early challenges for ABA

Initial concern- manipulate clients behavior for convenience of staff
Over time- balance between what is right for client and others it might affect
Issues with “first party” (i.e., client), “second party” (i.e., behavior analysts) and “third party” (i.e., school districts, etc.)

1980’s

-behavior analyst were more widely accepting in treatment of mental retardation

– this forced behavior analyst to put either protection into place

– late 1980’s a blue ribbon panel of experts were called upon to help make this happen by the association for the behavior analysis ( Van Houten (1988)

2.0 behavior Analyst responsibility to Clients

– 2.0 the Behavior Analyst has a responsibility to operate in the best interest of the clients”

– the dilemma is how do you know what is the best interest of my clients?”

2.01 – Accepting Clients( behavior analyst must choose clients whose services are within the behavior analyst education, training, experience and available resources and organizational polices.

Definition of client: ( whom service is provided to, individual person (service recipient), parent or guardian of a service recipient, an institutional representative, a public or private agency, a firm.

Questions to consider before accepting clients

Has the problem emerged suddenly?
1. Might the problem have a medical cause?
1. Has a medical evalution been done?
Is the problem with the client or with someone else?

2.02Responsibility RBT ( behavior analysts’ repsonsiblity is to all parties affected by behavioar analytics service

protecting client dignity

ask yourself

Do I honor choices?
Do I help the clients select outcomes and behavior change targets?
Do I provide adequate space for privacy?
Do I look beyond the disability and treat the person with respect?

2.03Consultation

– Arrangement of consultation and referrals in done ONLY based on the best interest of client- with appropriate consent and other considerations.

– Cooperation with other non-behavioral professionals and acknowledge that they may have their own ethical guidelines.

Informed Consent

– consent has to given after full discloser and information has been given regarding any assessment and intervention.

– person must have the capacity to decide, and it must be voluntary

Surrogate/guardian consent

Surrogate- a legal process by which another individual is authorized to make a decision for the person deemed incompetent

Guardian: legal custodian of the individual

Behavior analyst should obtain the permission from parents regardless of the age of the client (false).. if the client is a minor or the parent has guardianship over an adult child, behavior analyst must obtain parent permission to treat.

Voluntary Decision- given in absence of coercion, duress or any undue influence. And it can be withdrawn at anytime

Knowledge of treatment

Treatment must presented in clear and non technical language and include
- All important aspect of the treatment plan
- All potential risks and benefits
- All potential alternative treatments
- The right to refuse and continued treatment at anytime

Treatment without Consent

Life threatening emergency
Imminent risk of seri0-6656ous harm
Cannot be done when parent simply refuse; education have recourse through legal system ( e.g, admin review, mediation and courts)

Third Party Involvement in Service

Define role, probable use of service provided or information obtained, and limits to confidentially.
If there is risk to have to perform conflicting roles-clarify nature and direction of responsibility, keep all parties appropriately informed and resolve situation in accordance with guidelines.

Confidentiality

-information regarding an individual receiving services may not be discussed with or made available to third parties (unless explicit permission has been given)

Limits to Confidentiality

Case of abuse
Knowledge of impending harm to individual or others is known

Rights of Clients

An environment that is engaging: reinforcement is readily available; problem behavior are reduced; environment is definition of humane. Environment should be least restrictive. Environment is stable ( change in schedule minimized) environment is safe ( necessary safety inspection, peer review of compliment)

2.06 Maintaining Confidentially

a) behavior analyst have a primary obligation and take reasonable precautions to protect the confidentially of those with whom they work or consult, recognizing that confidentially may be established by law, organizational rules, or professional or scientific relationships.

b) behavior analyst discuss confidentially at the outset of the relationship and thereafter as new circumstances may warrant.

2.07 Maintaining records

– ensure protection of clients right to confidentially by

– locking cabinet

password protected computers

2.08 Disclosures

– disclose confidentially information when mandated by the law or permitted by law or valid purpose

2.09 Treatment Efficacy

– responsibility to recommend scientifically supported MOST effective treatments

-clients have right to effective treatments

– responsible to review and asses the effects of all alternative treatments-

Evaluating Treatment effectiveness

When determine among various treatment options:
- Is the treatment well tested
- Has the treatment been replicated across settings,populations and skills
- Published in peer reviewed journals

Questions to consider when determining treatment

Is the client willing to participate?

Are the caregivers surrounding the client willing or able to participate?

Doe the behavior analyst have the appropriate experience to deal with the problem

Module 8 – Ethical Concerns related to assessing Behavior 3.0

Functions of behavior ( sensory, escape, attention, tangible)

Take baseline data before any treatment

Taking a Baseline

A referral has been made of a behavior that is problematic
The behavior is observable and has been operationally defined
A trained observer has visited the setting where the behavior occurs and has documented the occurrence and circumstance under which it occurs

Good Behavior analyst

do not work on rumor or hearsay. Very often, they:
- want to see the problem for themselves
- get a sense of the variability from day to day
- determine if there are any trends in the data
- understand the circumstance under which the behavior occurs
- get a sense of the function of the behavior
- data that supports the function of the behavior

Referral

BCBA’s assess the behavior and take baseline first before treatment.

Assessing Behavior (3.0)

behavior analyst using behavior analytic assessment techniques do so for purpose that are appropriate given current research.
Behavior analyst have an obligation to collect and graphically display data, using behavior analytic convention, in a manner that allows for decision and recommendation for behavior-change program development

Behavior Analytic Assessment of problem behavior

Methods include Functional Behavioral Assessment (FBA) and functional analysis (FA)

	Functional Behavior Assessment	Functional Analysis
Populations	Individuals with developmental disabilitiesYoung children with challenging behaviorChildren with ADHDChildren with conduct disorder	Individuals with developmental disabilitiesYoung children with challenging behaviorChildren with ADHDChildren with conduct disorder
Purpose	To create a behavior intervention plan that will decrease the reoccurring problem behavior by identifying functions of behavior, environmental factors contributing to problem behavior, and identification of appropriate replacement behavior.	Empirical demonstration of a cause and effect relationship by manipulation of antecedents and consequences in a prescribed way, used to verify hypothesis from functional assessment or identify functions when FBA did not identify clear functions.
Assessment methods	-Descriptive and observational -Direct and Indirect (interviews, questionnaires)	Direct and experimental evalution
Procedures	InterviewABC dataScatterplotData Triangulation ChartProblem behaviorPathwayCompeting BehaviorPathway ChartGenerate HypothesisCreate behavior intervention plan with replacement behavior that serves the same function	Up to four conditions with very specific proceusres for each are used. These conditions are alternated across multiple sessions.Play(controlled condition)AttentionEscapeAlone(look at sensory/automatic function)Function of problem behavior can be determined by looking at a graph of the occurance of problem behavior and determining which condition had the highest rates
Persons Conducting	Teachers. Behavior therapists, psychologist, IEP team.	Only individuals trained in functional analysis and problem behavior should
Setting	Natural environment	Clinical or evaluation room

Medical Consultation (3.02)

Behavior analyst recommend seeking a medical consultation if there is any reasonable possibility that a referred behavior is influenced by medical or biological variable.

Behavior analytical Assessment Consent (3.03)

Prior to conducting assessment, behavior analyst must explain to the clients the procedure(s) to be used, who will participate and how the resulting information will be used.
Also, behavior analyst must obtain the client’s written approval of the assessment procedures before implementing them.

Explaining Assessment Results (3.04)

Behavior analyst explain assessment result using language and graphic displays of data that are reasonably understandable to the client.

Consent- Client Records (3.05)

Must obtain the written consent of the client before obtaining or disclosing client records from or to other sources, for assessment purpose.

Module 9

Ethics and the Individual Behavior-Change Program

“the behavior analyst recommends reinforcement rather than punishment whenever possible.”

Contingent Electric Stimulation

46 studies have demonstrated that contingent electric stimulation can be a safe and highly effective method for suppressing chronic and life- threatening self-injurious behavior (SIB).

Self-Injurious Behavior Inhibiting System (SIBIS)

One of the most rigorously researched and carefully applied procedures for implementing punishment by electric stimulation for self-inflicted blows to the head or face.

Cooper, Heron, & Heward, 2007.

Cooper, Heron, & Heward (2007) also said

-Interventions Featuring Positive Punishment Should be

Treated as Default Technologies (when all other methods failed)

-Iwata (1988) recommended that punishment-based intervention involving the contingent application of aversive stimulation, such as SIBIS, be treated as default technologies.

-A default technology is on the at practitioner turns to when other methods have failed.

Behavior Analysts and the Individual Behavior Change Program 4.0

Behavior analysts are responsible for all aspects of the behavior-change program from conceptualization to implementation and ultimately to discontinuation.

Conceptual Consistency. 4.01

Behavior analysts design behavior-change programs that are conceptually consistent with behavior-analytic principles.

Involving Clients in Planning and Consent. 4.02

Behavior analysts involve the client in the planning of and consent for behavior-change programs.

Individualized Behavior-Change Programs (4.03)

(a) Behavior analysts must tailor behavior-change programs to the unique behaviors, environmental variables, assessment results, and goals of each client.
(b) Behavior analysts do not plagiarize other professionals’ behavior-change programs.

Approving Behavior-Change Programs (4.04)

Behavior analysts must obtain the client’s written approval of the behavior-change program before implementation or making significant modifications (e.g., change in goals, use of new procedures)

Describing Behavior-Change Program Objectives (4.05)

Behavior analysts describe, in writing, the objectives of the behavior-change program to the client before attempting to implement the program. To the extent possible, a risk-benefit analysis should be conducted on the procedures to be implemented to reach the objective. The description of program objectives and the means by which they will be accomplished is an ongoing process throughout the duration of the client-practitioner relationship

Describing Conditions for Behavior-Change Program Success (4.06)

Behavior analysts describe to the client the environmental conditions that are necessary for the behavior-change program to be effective.

Environmental Conditions that Interfere with Implementation (4.07)

(a) If environmental conditions prevent implementation of a behavior-change program, behavior analysts recommend that other professional assistance (e.g., assessment, consultation or therapeutic intervention by other professionals) be sought.
(b) If environmental conditions hinder implementation of the behavior-change program, behavior analysts seek to eliminate the environmental constraints, or identify in writing the obstacles to doing so.

Considerations Regarding Punishment Procedures (4.08)

(a) Behavior analysts recommend reinforcement rather than punishment whenever possible.
(b) If punishment procedures are necessary, behavior analysts always include reinforcement procedures for alternative behavior in the behavior-change program.
© Before implementing punishment-based procedures, behavior analysts ensure that appropriate steps have been taken to implement reinforcement-based procedures unless the severity or dangerousness of the behavior necessitates immediate use of aversive procedures.
(d) Behavior analysts ensure that aversive procedures are accompanied by an increased level of training, supervision, and oversight. Behavior analysts must evaluate the effectiveness of aversive procedures in a timely manner and modify the behavior-change program if it is ineffective. Behavior analysts always include a plan to discontinue the use of aversive procedures when no longer needed

Least Restrictive Procedures (4.09)

The behavior analyst explains program modifications and the reasons for the modifications to the client or client-surrogate and obtains consent to implement the modifications

Avoiding Harmful Reinforcers (4.10)

Behavior analysts minimize the use of items as potential reinforcers that may be harmful to the health and development of the client, or that may require excessive motivating operations to be effective.
1. Is this an effective treatment procedure?
2. Based on your selection, in one sentence, discuss your rationale for your treatment choice.

Core principal violated is do no harm

Avoiding Harmful Reinforcers (4.10)

Discontinuing Behavior-Change Programs and Behavior-Analytic Services (4.11)

(a) Behavior analysts establish understandable and objective (i.e., measurable) criteria for the discontinuation of the behavior change program and describe them to the client. (See also, 2.15 Interrupting or Discontinuing Services.
(b) Behavior analysts discontinue services with the client when the established criteria for discontinuation are attained, as in when a series of agreed-upon goals have been met. (See also, 2.15 Interrupting or Discontinuing Services.)

Module 10: The Behavior Analysts as Supervisors

Bailey & Burch, 2011

After becoming a Board Certified Behavior Analyst (BCBA), most become supervisors.
- Training others is an essential part of the BCBA’s job
  - “Scope of practice”
  - Caution: Do not train behavior change procedures if the procedures may be implemented incorrectly
    - Individuals with little training, no advance degrees and/or certifications
  - Overall, it is the behavior analyst’s responsibility to train and provide follow-up

BCBA’s as teachers or instructors:
- Must outline clear course objectives, requirements, and evaluation procedures
- Use behavior analytic principles while teaching
- Remedial skill training should be recommended if student (or supervisee) does not possess the necessary prerequisite skills
- Study objectives, active responding, frequent testing, and prompt feedback are preferred by students

Generate solutions to various professional ethical dilemmas by identifying the key issues, associated core principles, and any potential compliance code violations as it relates to:

Supervisory competence (5.01)
- Supervisory volume (5.02)
- Supervisory delegation (5.03)
- Designing effective supervision and training (5.04)
- Communication of supervision conditions (5.05)
- Providing feedback to supervisees (5.06)
- Evaluating the effects of supervision (5.07)

Behavior Analysts as Supervisors (5.0)

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

Supervisory Competence (5.01)

Behavior analysts supervise only within their areas of defined competence.

BCBA code is violated is Supervisory Volume (5.02) because she has too many clients and she is not able to effectively help all the clients to their needs. As the scenario mentioned lice has developed five or six standard plans that she uses for 90% of her clients with little to no modifications. If she is not able to modify the plans for clients due to time constrains and over loaded clients than she is doing harm to the individual as well as benefiting the clients. If I were her I would be truthful regarding not able to handle all the clients.

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

Supervisory Delegation (5.03)

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

Designing Effective Supervision and Training (5.04)

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

Communication of Supervision Conditions (5.05)

Behavior analysts provide a clear written description of the purpose, requirements, and evaluation criteria of supervision prior to the onset of the supervision.

I think ethical concern is that she is asking for support and feedback, but is not recevng any feedback from her supervisor. Hence, BCBA code 5.06 Providing Feedback to Supervisees is violated. This code mentioned that supervisor should give effective feedback to supervisee when needed.

Also, code 4.08 and 4.09 is violated because reinforcment should be consider before implementing any punishment.

Behavior analysts design feedback and reinforcement systems in a way that improves supervisee performance.
Behavior analysts provide documented, timely feedback regarding the performance of a supervisee on an ongoing basis (See also, 10.05 Compliance with BACB Supervision and Coursework Standards.)

Evaluating the Effects of Supervision (5.07)

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

Summary

The BACB provides specific guidelines for the behavior analyst as a teacher/supervisor
Review of APA and NASP guidelines reveal similar ethical standards; however, some appear to be broad and left to interpretation
Future consideration for additional BACB guidelines could include:
- Failure to be paid for services
- Criteria to become a supervisor

Module 11

Behavior Analysts’ Ethical Responsibility to the Profession of Behavior Analysts (Compliance Code 6.0

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

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

Affirming Principles (6.01)

Above all other professional training, behavior analysts uphold and advance the values, ethics, and principles of the profession of behavior analysis.
 Behavior analysts have an obligation to participate in behavior-analytic professional and scientific organizations or activities

Disseminating Behavior Analysis (6.02)

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

Appropriate Gift giving can be simple as a thank you note, home made gift

Appropriate Gift giving behavior can help enhance treatment service for clients

Therapist to connect with clients

Rejecting gift can make the client feel a sense of rejection, hence might hinder the

Symbolic gifts can enhance treatment

Sense of approval and benefits for client, sense of motivation.

Culture tied to gift giving…in some culture turning down gift can make them feel disrespectful.

Form of communication and gratitude.

It’s ok to accept gift from a child

Cons:

Inappropriate within professional state. Especially in the field of ABA

Damage the integrity of the patient postion relationship.

That’s why it is important for behavior anlyst to tell the rules in the beging.

Client cant become your friends…is true.

Except to be repaid in other manners.

Service should be provided in an ethical manner without expecting a gift

Professional boundary before starting services

We must still adhere to the BCBA code…

Hello Anissa, Keisha, Monica, Belen and Maddie

Thank you for the wonderful debate. In the beginning and at the end there were some technical difficulties, hence, I couldn’t hear it well. However, the parts I did hear had good arguments from both side with supporting evidence. Gift giving is a controversial issue because there is pro and con side to it. It was interesting to learn about giving appropriate gift such as thank you note and homemade gifts. Also, I agree that rejecting a gift from a client can make them feel a sense of rejection, hence it might hinder the treatment. In addition, it is true that certain culture likes to give gift, thus, in some culture turning down gift can make them feel disrespectful. However, I believe that as a BCBA it is important not to accept gift in the professional to avoid multiple relationship with the client. As BCBA code 1.06 c. mentioned that behavior analysts recognize and inform clients and supervisees about the potential harmful effects of multiple relationships. Meaning behavior analyst must inform the clients about the professional boundary before starting treatment. This way both the behavior analyst and the client are aware of the professional expectation. Overall, great debate.

Hi Miranda,

I agreedthat their debate was very informative. I learned some new information too. Especially, that some researcher agree that it is ok to accept gift if it’s appropriate. In addition, accepting gift from a child is something I will really hesitate with because I do not want to hurt a child feelings. If an adult gives gift, it is easier to make them understand, but in a child case it will be difficult. I wonder if its ok to accept the gift from the child, and then give it back to the parents later. However, sometimes it is even difficult to reject gifts from adult. Thus, to avoid such situation, it is important to explain all the expectation and rules of gift before starting intervention. In conclusion, it is important to adhere to the BCBA’s code to avoid multiple relationship with the clients.

Interference

I agree that it is better offending the client than breaking the ethics code. However, I believe that offending is not a great idea either and offendingshould not even occur if this information were given to the client in the beginning of the service. Professional boundary should be kept from day 1 and the expectation, relationship boundary should be cleared before starting the treatment. Thus, no hurt feelings later. As the debate mentioned that client can’t become your friends. This is true because building client as your friend means building multiple relationship. In addition, accepting gifts means the client will expect to be repaid in other manners. Naturally when someone accept gifts, we expect them to repay with favors. I believe that accepting gifts from client will do more harm to the service then enhancing the service. Rejecting gift can make the client feel a sense of rejection, thus, it is important of the way you reject it and how you explain to the client. As the debate mentioned that service should be provided to client in an ethical manner without expecting any gifts. Overall, I think they did a wonderful job explain both pro and con side of gifts giving in the field of ABA.

Van Houten et al. (1988) stated that treatment techniques (e.g., manipulation of antecedants and consequences or use of reinforcement and punishment) should be labled as “good” or “bad” based on their impact on a client.

True

False

Question 2

The term client is defined by the BACB as:

	A.	The direct recipient of se vices
	B.	A parent, employer, or legal guardian of the recipient of services
	C.	Third party insurers or payers who are not hired under contract with the behavior anlayst
	D.	A & B

1 points

Question 3

According to the compliance codes, clients must be automatically provided with an accurate and current set of the behavior analyst’s credentials.

True

False

Question 4

Which of the following is NOT a reason behavior analysts collect baseline data

		To help them determine if they want to work with a client
		To determine if a referral is legitimate
		To identify where to start the intervention
		To refer clients for other services including medical to avoid wasting time

Question 5

_____ is a formal, written document that describes in technological detail every assessment and treatment task necessary to achieve the stated goals.

Behavior change program

Question 6

Why are behavior analysts required to obtain consent prior to conducting behavior analytic assessments and services? Discuss why obtaining consent is not as straight forward as it seems and identify one potential real world issue.

It is important for behavior analyst to obtain consent prior to providing treatment. To obtain informed consent, the behavior analyst must ensure that the client has the capacity to make decisions, provides voluntary consent, and understands the treatment for which consent was given. One problem that behavior analyst might face when getting consent is the client that need treatment might not understand or have the capacity to decide for his/her self. In addition, another (surrogate, third party) might have to make the decision for the client. One issue that I saw when getting consent is one parent might agree while another parent might not. These are few of the hassle behavior analyst might face. Overall, it is important and a must to get consent before any assessment and treatment.

Question 7

Multiple choice – According to Hasting and Noone (2005) one of the problems with studies examining treatments for SIB is that its hard to determine the treatment effectiveness because

		Studies don’t use appropriate research protocols
		Studies don’t obtain proper consent from participants
		Studies don’t report the data regarding generalization and maintenance
		Studies use out dated statistical methods in calculating treatment effects

Question 8

The treatment of clients by staff at the Judge Rutenberg Center is comparable to the treatment of individuals with disabilities prior to Wyatt and the establishment of the professional and ethical guidelines. Briefly discuss at least two ethical concerns related to the development and implementation of the behavior change program at the Judge Rutenberg center. Use the Professional and ethical compliance codes to support your answer.

Question 9

One difference between the use of aversive stimulation in SIBIS vs the use of aversive stimulation at the Rotenberg Center is that with SIBIS trained clinicians delivered shock based on the child exhibiting a single target behavior.

True

False

Question 10

Kevin continues to bang his head when attempting to seek attention from his parents and teachers. The following approaches have been implemented: sensory integration recommended by the occupational therapist, deep pressure, joint compression, and jumping on a trampoline. Kevin continues to bang his head. Sign language was recommended by the speech therapist: Kevin is unable to discriminate between the signs; therefore he continues to bang his head. The use of a helmet was recommended by the physical therapist. Kevin continues to bang his head with the helmet, and he has now begun to bite his fingers. The behavior specialist has now recommended shock therapy. After reviewing all the interventions and medication, you are not sure if it ethical to use an aversive strategy at this point and are considering how long should interventions continue to be in place before medication or shock therapy is considered. Identify any relevant core principles, and potential compliance code violations associated with the identified issues. Finally, briefly explain how you might resolve this issue.

In this case BCBA code 2.09 apply (treatment efficacy). It is the behavior analyst responsibility to recommend scientifically supported most effective treatments because Kevin have right to effective treatments. First, behavior analyst should take baseline data to identify the function of the sever behavior of Kevin. Basically, conduct an FBA because FBA will allow the behavior analyst to create a behavior intervention plan that will decrease the reoccurring problem behavior by identifying functions of behavior, environmental factors contributing to problem behavior, and identification of appropriate replacement behavior. Before conducting any assessment, behavior analyst should follow BCBA code 3.03 (Behavior analytical Assessment Consent). Prior to conducting assessment, behavior analyst must obtain the client’s written approval of the assessment procedures before implementing them and explain to the clients the procedures to be used. One important thing to keep in mind is to use reinforcement as much as possible than punishment. Especially shock treatment. I am still against shock treatment. I still feel there is some kind of function behind Kevin biting his finger and banging his head. Also, it is important to remember to follow BCBA code 4.10 ( avoiding Harmful Reinforcers)because it is important to remember that while helping Kevin, behavior analysts must minimize the use of items as potential reinforcers that may be harmful to the development of the client, or that may require excessive motivating operations to be effective. Thus, it is important to conduct an FBA to find the causes. Also, if alternative treatment is given than it is important to for the behavior analyst to review and asses the effects of all alternative treatments

Considerations Regarding Punishment Procedures (4.08).

(d) Behavior analysts ensure that aversive procedures are accompanied by an increased level of training, supervision, and oversight. Behavior analysts must evaluate the effectiveness of aversive procedures in a timely manner and modify the behavior-change program if it is ineffective. Behavior analysts always include a plan to discontinue the use of aversive procedures when no longer needed

Question 11

Tina is a behavior analyst in a large urban school district. She has recently been assigned to Beaty Park, an elementary school for children with developmental disabilities who frequently engage in severe problem behavior including aggression toward staff. In the teacher’s lounge, she overhears the principal discussing one of her clients whose behaviors have been getting increasingly worse over the past few months. The principal tells her colleague that Tina doesn’t know what she is doing because the other behavior analysts he has had in the building were able to conduct a descriptive functional behavior assessment (FBA) and develop an intervention to resolve the problem. Tina gets upset because she has requested to conduct a functional analysis (FA) and have been turned down by the principal several times because he believes it is not worth so much time and resources. Pretend you are Tina, develop your best argument for the use of the FA instead of the descriptive FBA in this situation. Fill in any possible missing information that may support your argument.

Functional analysis and Functional Behavior Assement is almost the same. The difference is that FA uses Direct and experimental evaluation. Also, functional analysis results in an increase in challenging behavior in some or all conditions. , the main purpose of FA is to find the cause and effect relationship by manipulation of antecedents and consequences in a prescribed way, used to verify hypothesis from functional assessment or identify functions when FBA did not identify clear functions. In FA, function of problem behavior can be determined by looking at a graph of the occurrence of problem behavior and determining which condition had the highest rates. Additionally, the functional analysis results may be influenced by the implementer, the setting, the language in which the instructions are given, and other variables. Another major difference is that FA can be done in a clinical or evaluation room, whereas in FBA it required a natural setting. Thus, Tina can conduct FA in her school setting. Thus, the functional analysis should be completed in conditions that are as close to the natural setting as possible (including people, materials, and location). Finally, the functional analysis always results in a graph depicting the results of the analysis.

Module 12

Behavior analyst ethical responsibility to colleagues 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.

Krisch ( RIPS (Realm-Individual Process) MODEL

-consists for four steps

-Provides useful framework for analyzing, synthesizing, and evaluating potential ethical dilemmas decisions

– Facilitates competent behavior analyst in promoting an ethical culture

Step 1

Realm- recognize and define ethical issue

Individual (relationship between individuals)
Organizational/institutional (good of the organization)
Societal (common good)

Individual process

Moral sensitivity (recognize situation)
Moral judgment (right or wrong)
Moral motivation (moral values above other values)
Moral courage (implement action)

Type of ethical situation

Issue or problem (values are challenged)
Dilemma (right vs right decision)
Temptation (right vs wrong situation)
Silence (Values are challenged but no one is addressing it)

Step 2: Reflect

Who are the major stakeholders
What are the potential consequences for taking action or taking no action?
Are there any laws broken
Are there professional and ethical compliance code violations?

Step 3Decide what to do

What is the right thing to do?
What is worth doing?
How would a good behavior analysts proceed?

Step 4: Implement, evaluate, and assess needed changed to avoid reoccurrence

Promoting and Ethical culture (7.01)

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

7.02 Ethical Violations by Others and Risk of Harm. RBT

(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.

RIP individual process

(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).

(d) If the matter meets the reporting requirements of the BACB, behavior analysts submit a formal complaint to the BACB. (See also, 10.01 Timely Responding, Reporting, and Updating of Information Provided to the BACB.)

RIPS ethical situations

Module 13: Public Statement 8.0

Behavior analysts accurately represent all of the services they provide.

8.01 Public Statements.

Behavior analysts comply with this Code in public statements relating to their professional services, products, or publications, or to the profession of behavior analysis. Public statements include, but are not limited to, paid or unpaid advertising, brochures, printed matter, directory listings, personal resumes or curriculum vitae, interviews or comments for use in media, statements in legal proceedings, lectures and public presentations, and published materials.

Avoiding False or Deceptive Statements (8.02)

(a) Behavior analysts do not make public statements that are false, deceptive, misleading, exaggerated, or fraudulent, either because of what they state, convey, or suggest or because of what they omit, concerning their research, practice, or other work activities or those of persons or organizations with which they are affiliated. Behavior analysts claim as credentials for their behavior-analytic work, only degrees that were primarily or exclusively behavior-analytic in content.

(b) Behavior analysts do not implement non-behavior-analytic interventions. Non-behavior-analytic services may only be provided within the context of non-behavior-analytic education, formal training, and credentialing. Such services must be clearly distinguished from their behavior-analytic practices and BACB certification by using the following disclaimer: “These interventions are not behavior-analytic in nature and are not covered by my BACB credential.” The disclaimer should be placed alongside the names and descriptions of all non-behavior-analytic interventions.

(c) Behavior analysts do not advertise non-behavior-analytic services as being behavior-analytic.
(d) Behavior analysts do not identify non-behavior-analytic services as behavior-analytic services on bills, invoices, or requests for reimbursement.
(e) Behavior analysts do not implement non-behavior-analytic services under behavior-analytic service authorizations.

Intellectual Property (8.03)

(a) Behavior analysts obtain permission to use trademarked or copyrighted materials as required by law. This includes providing citations, including trademark or copyright symbols on materials that recognizes the intellectual property of others.
b) Behavior analysts give appropriate credit to authors when delivering lectures, workshops, or other presentations.

Statements by Others (8.04)

(a) Behavior analysts who engage others to create or place public statements that promote their professional practice, products, or activities retain professional responsibility for such statements.
(b) Behavior analysts make reasonable efforts to prevent others whom they do not oversee (e.g., employers, publishers, sponsors, organizational clients, and representatives of the print or broadcast media) from making deceptive statements concerning behavior analysts’ practices or professional or scientific activities
(c) If behavior analysts learn of deceptive statements about their work made by others, behavior analysts correct such statements.
(d) A paid advertisement relating to behavior analysts’ activities must be identified as such, unless it is apparent from the context.

Media Presentations and Media Based Services (8.05)

(a) Behavior analysts using electronic media (e.g., video, e-learning, social media, electronic transmission of information) obtain and maintain knowledge regarding the security and limitations of electronic media in order to adhere to this Code.

(b) Behavior analysts delivering presentations using electronic media do not disclose personally identifiable information concerning their clients, students, research participants, or other recipients of their services that they obtained during the course of their work, unless the client has consented in writing.
(c) Behavior analysts delivering presentations using electronic media disguise confidential information concerning participants, whenever possible, so that they are not individually identifiable to others and so that discussions do not cause harm to identifiable participants.
(d) When behavior analysts provide advice or comment by means of public lectures, demonstrations, radio or television programs, electronic media, articles, mailed material, or other media, they take reasonable precautions to ensure that (1) the statements are based on appropriate behavior-analytic literature and practice, (2) the statements are otherwise consistent with this Code, and (3) the advice or comment does not create an agreement for service with the recipient.

Testimonials and Advertising (8.06)

Behavior analysts do not solicit or use testimonials about behavior-analytic services from current clients for publication on their webpages or in any other electronic or print material. Testimonials from former clients must identify whether they were solicited or unsolicited, include an accurate statement of the relationship between the behavior analyst and the author of the testimonial, and comply with all applicable laws about claims made in the testimonial.
Behavior analysts may advertise by describing the kinds and types of evidence-based services they provide, the qualifications of their staff, and objective outcome data they have accrued or published, in accordance with applicable laws

In Person Solicitation (8.07)

Behavior analysts do not engage, directly or through agents, in uninvited in-person solicitation of business from actual or potential users of services who, because of their particular circumstances, are vulnerable to undue influence. Organizational behavior management or performance management services may be marketed to corporate entities regardless of their projected financial position.

Ethical Challenges related to Treatments (Schreck & Miller)

Treatments that are similar to ABA or share characteristics
Treatments that are unlike ABA and lack scientific merit

Reasons Why These Treatments May Be Recommended by Behavior Analysts

Behavioral professionals lack knowledge or training on how to scientifically evaluate alternative methods
Behavioral professionals may also have encountered intense pressures and obstacles against implementing pure or intensive ABA,
Behavioral professionals may feel they need to work with parents and professionals at all costs, thus agreeing to use a ‘‘buffet’’ treatment approach (Richdale & Schreck, 2008).

Ethical Decision Making Flowchart (Schreck & Miller

POTENTIAL OBSTACLES AND MISPERCEPTIONS AGAINST IMPLEMENTING ABA (Schreck & Miller)

ABA is a rigid and mechanistic treatment
ABA uses punishment whereas alternative treatment uses only positive reinforcement
ABA is costly and labor intensive/Alternative treatments are cheap and easy
All children with ASD receive the same treatment in ABA
Alternative treatments are harmless so why not trey them
Many users of alternative treatments have reported successful results
Alternative treatments long term existence supports its effectiveness

Module 14 : 9.0 Behavior Analysts and Research.

Behavior analysts design, conduct, and report research in accordance with recognized standards of scientific competence and ethical research.

9.01 Conforming with Laws and Regulations. RBT

Behavior analysts plan and conduct research in a manner consistent with all applicable laws and regulations, as well as professional standards governing the conduct of research. Behavior analysts also comply with other applicable laws and regulations relating to mandated-reporting requirements.

9.02 Characteristics of Responsible Research.

(a) Behavior analysts conduct research only after approval by an independent, formal research review board.

(b) Behavior analysts conducting applied research conjointly with provision of clinical or human services must comply with requirements for both intervention and research involvement by client- participants. When research and clinical needs conflict, behavior analysts prioritize the welfare of the client.

(d) Behavior analysts plan their research so as to minimize the possibility that results will be misleading.

(e) Researchers and assistants are permitted to perform only those tasks for which they are appropriately trained and prepared. Behavior analysts are responsible for the ethical conduct of research conducted by assistants or by others under their supervision or oversight. (f) If an ethical issue is unclear, behavior analysts seek to resolve the issue through consultation with independent, formal research review boards, peer consultations, or other proper mechanisms.

(g) Behavior analysts only conduct research independently after they have successfully conducted

research under a supervisor in a defined relationship (e.g., thesis, dissertation, specific research

project). 

(h) Behavior analysts conducting research take necessary steps to maximize benefit and minimize risk

to their clients, research participants, students, and others with whom they work. (i) Behavior analysts minimize the effect of personal, financial, social, organizational, or political factors

that might lead to misuse of their research.

(j) If behavior analysts learn of misuse or misrepresentation of their individual work products, they take

appropriate steps to correct the misuse or misrepresentation. 

(k) Behavior analysts avoid conflicts of interest when conducting research. 

(l) Behavior analysts minimize interference with the participants or environment in which research is

conducted.

9.03 Informed Consent.

Behavior analysts inform participants or their guardian or surrogate in understandable language about the nature of the research; that they are free to participate, to decline to participate, or to withdraw from the research at any time without penalty; about significant factors that may influence their willingness to participate; and answer any other questions participants may have about the research.

9.04 Using Confidential Information for Didactic or Instructive Purposes.

(a) Behavior analysts do not disclose personally identifiable information concerning their individual or organizational clients, students, research participants, or other recipients of their services that they obtained during the course of their work, unless the person or organization has consented in writing or unless there is other legal authorization for doing so.

(b) Behavior analysts disguise confidential information concerning participants, whenever possible, so that they are not individually identifiable to others and so that discussions do not cause harm to identifiable participants.

9.05 Debriefing.

Behavior analysts inform the participant that debriefing will occur at the conclusion of the participant’s involvement in the research.

9.06 Grant and Journal Reviews.

Behavior analysts who serve on grant review panels or as manuscript reviewers avoid conducting any research described in grant proposals or manuscripts that they reviewed, except as replications fully crediting the prior researchers.

9.07 Plagiarism.

(a) Behavior analysts fully cite the work of others where appropriate. (b) Behavior analysts do not present portions or elements of another’s work or data as their own.

9.08 Acknowledging Contributions.

Behavior analysts acknowledge the contributions of others to research by including them as co-authors or footnoting their contributions. Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Minor contributions to the research or to the writing for publications are appropriately acknowledged, such as, in a footnote or introductory statement.

10.09 Accuracy and Use of Data. RBT

(a) Behavior analysts do not fabricate data or falsify results in their publications. If behavior analysts discover errors in their published data, they take steps to correct such errors in a correction, retraction, erratum, or other appropriate publication means.

(b) Behavior analysts do not omit findings that might alter interpretations of their work. (c) Behavior analysts do not publish, as original data, data that have been previously published. This does

not preclude republishing data when they are accompanied by proper acknowledgment. (d) After research results are published, behavior analysts do not withhold the data on which their

conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release.

Module 15: Behavior Analysts’ Ethical Responsibility to the BACB
(Compliance Code 10.0)

Behavior Analysts’ Ethical Responsibility to the BACB (10.0)

Behavior analysts must adhere to this Code and all rules and standards of the BACB.

Truthful and Accurate Information Provided to the BACB (10.01)

(a) Behavior analysts only provide truthful and accurate information in applications and documentation submitted to the BACB.
(b) Behavior analysts ensure that inaccurate information submitted to the BACB is immediately corrected.

Timely Responding, Reporting, and Updating of Information Provided to the BACB (10.02)

Behavior analysts must comply with all BACB deadlines including, but not limited to, ensuring that the BACB is notified within thirty (30) days of the date of any of the following grounds for sanctioning status:
(a) A violation of this Code, or disciplinary investigation, action or sanction, filing of charges, conviction or plea of guilty or nolo contendre by a governmental agency, health care organization, third-party payer or educational institution. Procedural note: Behavior analysts convicted of a felony directly related to behavior analysis practice and/or public health and safety shall be ineligible to apply for BACB registration, certification, or recertification for a period of three (3) years from the exhaustion of appeals, completion of parole or probation, or final release from confinement (if any), whichever is later;
(b) Any public health- and safety-related fines or tickets where the behavior analyst is named on the ticket;
(c) A physical or mental condition that would impair the behavior analysts’ ability to competently practice; and
(d) A change of name, address or email contact.

Confidentiality and BACB Intellectual Property (10.03)

Behavior analysts do not infringe on the BACB’s intellectual property rights, including, but not limited to the BACB’s rights to the following:
(a) BACB logo, ACS logo, ACE logo, certificates, credentials and designations, including, but not limited to, trademarks, service marks, registration marks and certification marks owned and claimed by the BACB (this includes confusingly similar marks intended to convey BACB affiliation, certification or registration, or misrepresentation of an educational ABA certificate status as constituting national certification);
(b) BACB copyrights to original and derivative works, including, but not limited to, BACB copyrights to standards, procedures, guidelines, codes, job task analysis, Workgroup reports, surveys; and
(c) BACB copyrights to all BACB-developed examination questions, item banks, examination specifications, examination forms and examination scoring sheets, which are secure trade secrets of the BACB. Behavior analysts are expressly prohibited from disclosing the content of any BACB examination materials, regardless of how that content became known to them. Behavior analysts report suspected or known infringements and/or unauthorized access to examination content and/or any other violation of BACB intellectual property rights immediately to the BACB. Efforts for informal resolution identified in Section 7.02 c) are waived due to the immediate reporting requirement of this Section.

Examination Honesty and Irregularities (10.04)

Behavior analysts adhere to all rules of the BACB, including the rules and procedures required by BACB approved testing centers and examination administrators and proctors. Behavior analysts must immediately report suspected cheaters and any other irregularities relating to the BACB examination administrations to the BACB. Examination irregularities include, but are not limited to, unauthorized access to BACB examinations or answer sheets, copying answers, permitting another to copy answers, disrupting the conduct of an examination, falsifying information, education or credentials, and providing and/or receiving unauthorized or illegal advice about or access to BACB examination content before, during, or following the examination…
This prohibition includes, but is not limited to, use of or participation in any “exam dump” preparation site or blog that provides unauthorized access to BACB examination questions. If, at any time, it is discovered that an applicant or certificant has participated in or utilized an exam dump organization, immediate action may be taken to withdraw eligibility, cancel examination scores, or otherwise revoke certification gained through use of inappropriately obtained examination content.

Compliance with BACB Supervision and Coursework Standards (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 BCAB’s standards if these activities are intended to comply with BACB standards.

Being Familiar with This Code (10.06)

Behavior analysts have an obligation to be familiar with this Code, other applicable ethics codes, including, but not limited to, licensure requirements for ethical conduct, and their application to behavior analysts’ work. Lack of awareness or misunderstanding of a conduct standard is not itself a defense to a charge of unethical conduct.

Discouraging Misrepresentation by Non-Certified Individuals (10.07)

Behavior analysts report non-certified (and, if applicable, non-registered) practitioners to the appropriate state licensing board and to the BACB if the practitioners are misrepresenting BACB certification or registration status.

Another BCBA code mentioned to be truthful as well as BCBA code 10.09 mentioned (a) Behavior analysts do not fabricate data or falsify results in their publications. If behavior analysts discover errors in their published data, they take steps to correct such errors in a correction, retraction, erratum, or other appropriate publication means. Meaning behavior analyst take accurate data and use those data to modify the plan based on the individual needs.

CITI training

Student in research

Question 1

Which of the following studies need IRB approval?

Studies collecting data about living individuals.

Question 2

The history of ethical regulations in human subjects research began with the

Nuremberg Code

Question 3

A master’s degree candidate needs to conduct a research project for her master’s thesis. She is interested in the types of junk food available to the public. She plans on going to the local convenience stores and asking the owners what types of junk food the store normally stock and which are the biggest sellers. Identifiers will not be collected. This study would fall under which of the following?

Not Human Subjects

Question 4

How can faculty researchers avoid coercion of student subjects?

Avoid using their own students in their research

Question 5

Which type of IRB review does not require an IRB approval but does require a determination by the IRB or an IRB designee?

Exempt

History and Ethical Principles – SBE Quiz

Which of the following is an example of how the principle of beneficence is applied to a study involving human subjects?

Ensuring that risks are reasonable in relationship to anticipated benefits.

The researcher’s failure to protect research subjects from deductive disclosure is the primary ethical violation in which of the following studies?

Harvard “Tastes, Ties, and Time (T3)” study (2006-2009)” study

Humphreys collecting data for the Tearoom Trade study under the pretense that he was a lookout is an example of a violation of the principle of:Respect for persons

According to the Belmont Report, the moral requirement that there be fair outcomes in the selection of research subjects, expresses the principle of:Justice

The Belmont principle of beneficence requires that:Potential benefits justify the risks of harm.

Defining Research with Human Subjects – SBE Quiz

Question 1

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

A study of twenty 4th grade classrooms in which researchers ask the schools to systematically vary the time of day reading is taught, and collect weekly assessments of reading comprehension for each child over a three-month period.

Question 2

Census data (the final report as published by the Census Bureau) is an example of:

Public information.

Question 3

A medical record is an example of:

Private information..

Question 4

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

A cognitive psychologist enrolls undergraduate students for a computer-based study about the effect of mood on problem solving behaviors

Question 5

According to the federal regulations, which of the following studies meets the definition of research with human subjects?

A developmental psychologist videotapes interactions between groups of toddlers and their care givers to determine which intervention methods most effectively manage aggression.

The Federal Regulations – SBE Quiz

Question 1

According to the federal regulations, research is eligible for exemption, if

The research falls into one of six categories of research activity described in the regulations.

Question 2

Continuing review of an approved and ongoing protocol

Must occur within 12 months of the approval date.

Question 3

In addition to pregnant women, fetuses, and neonates, another subpart of the HHS regulations provides additional protections for which of the following vulnerable populations? prisoners

Question 4

According to federal regulations, the expedited review process may be used when the study procedures pose:

No more than minimal risk and the research activities fall within regulatory categories identified as eligible.

Question 5

Which of the following statements about the relationship between an institution and the institution’s IRB(s) is correct?

Officials of the institution may overrule an IRB approval.

Assessing Risk – SBE Quiz

Question 1

What statement about risks in social and behavioral sciences research is most accurate:

Risks are specific to time, situation, and culture..

Question 2

Identify the example of when situation and time are key to assessing risk of harm in a research study:

Asking women if they have had an abortion

Question 3

A researcher wants to do a web-based survey of college students to collect information about their sexual behavior and drug use. Direct identifiers will not be collected; however, IP addresses may be present in the data set. Risk of harm should be evaluated by:

Both the magnitude (or severity) and the probability (or likelihood) of harm.

Question 4

Additional safeguards that may be included in a social and behavioral study may include:

Remove all direct identifiers from the data as soon as possible.

Question 5

The primary purpose of a Certificate of Confidentiality is to:

Protect identifiable research information from compelled disclosure.

Informed Consent – SBE Quiz

Question 1

A therapist at a free university clinic treats elementary school children with behavior problems who are referred by a social service agency. She is also a doctoral candidate who proposes using data she has and will collect about the children for a case-based research project. Which of the following statements about parental permission is correct?

The parents of the children might feel pressure to give permission to the therapist to use their children’s data so that she will continue to provide services to their children..

Question 2

A general requirement for informed consent is that no informed consent may include any exculpatory language. Exculpatory language is that which waives or appears to waive any of the subject’s legal rights or releases or appears to release those conducting the research from liability for negligence. Which of the following statements in a consent form is an example of exculpatory language?

Taking part in the research is voluntary, but if you choose to take part, you waive the right to legal redress for any research-related injuries.

Question 3

A criterion for waiving informed consent is that, when appropriate, subjects are provided additional pertinent information after the study. In which of the following studies would it NOT be appropriate to provide subjects with information about missing elements of consent:

A study in which subjects were assigned to study activities based on an undesirable or unflattering physical characteristic as assessed by members of the research team..

Question 4

A waiver of the requirement for documentation of informed consent may be granted when:

The only record linking the subject and the research is the consent document and the principal risk is a breach of confidentiality.

Question 5

As part of the consent process, the federal regulations require researchers to:

Provide potential subjects with information at the appropriate reading comprehension level.

Privacy and Confidentiality – SBE Quiz Question 1 When a focus group deals with a potentially sensitive topic, which of the following statements about providing confidentiality to focus group participants is correct? The researcher cannot control what participants repeat about others outside the group.

Question 2 Which of the following constitutes both a breach of confidentiality (the research data have been disclosed, counter to the agreement between researcher and subjects) and a violation of subjects’ privacy (the right of the individuals to be protected against intrusion into their personal lives or affairs)? A faculty member makes identifiable data about sexual behavior available to graduate students, although the subjects were assured that the data would be de-identified.

Question 3 Data are made anonymous by Destroying all identifiers connected to the data.

Question 4 In a longitudinal study that will follow children from kindergarten through high school and will collect information about illegal activities, which of the following confidentiality procedures would protect against compelled disclosure of individually identifiable information? Securing a Certificate of Confidentiality. Question 5 A researcher leaves a research file in her car while she attends a concert and her car is stolen. The file contains charts of aggregated numerical data from a research study with human subjects, but no other documents. The consent form said that no identifying information would be retained, and the researcher adhered to that component. Which of the following statements best characterizes what occurred? .
There was neither a violation of privacy nor a breach of confidentiality.

Research with Prisoners – SBE Quiz

Question 1

Which example of research with prisoners would be allowable under the regulations?

Examining age at first arrest as a predictor of adult criminal history.
\

Question 2

One of your subjects is half way through a study of an investigational antidepressant that is injected weekly. The drug requires a taper-down regimen, that is, it should NOT be stopped abruptly. You learn that the subject will be admitted to prison next week prior to the next scheduled injection. What is the appropriate response for the researcher?

The researcher should contact prison authorities of the medical issue , and report the events to the IRB of record.

Question 3

A researcher is studying women recently admitted to a state prison. All potential subjects must have children under the age of five. Research subjects will be given a basket of toys to use at their children’s first visit that the children can then take home. In assessing this proposal, the IRB needs to determine that the toys are:

Not an excessive incentive.

Question 4

A graduate student wants to examine the effect of print media versus televised media on individuals’ position on several social issues. The superintendent of a local work release facility, a family friend, will allow the graduate student access to the prison population to help her quickly accrue subjects. The student’s IRB should:

Not approve this project because the prisoners are merely a population of convenience for the student.

Question 5

Neither Subpart C (Prisoners) nor Subpart D (Children) applies to juveniles in the correctional systems since Wardens of Juvenile prisoners – unlike those for adult prisoners – act in loco parentis for juvenile offenders. This statement is false because:

Both subparts apply since these individuals are under the legal age of consent and are incarcerated

Research with Children – SBE Quiz

Question 1

According to federal regulations, “children” are defined as:

Persons who have not yet attained the legal age of consent under the applicable laws in the jurisdiction in which the research will be conducted.

Question 2

Which of the following statements most accurately describes the requirement for the documentation of minors’ assent to participate in research?

Federal regulations do not require the documentation of minors’ assent.

Question 3

A researcher wants to observe preschoolers at a local public playground to evaluate levels of cooperation. The researcher will not interact with the children. This research would be eligible for which type of IRB review?

This research would not require IRB review because it would be eligible for exemption since the researcher is not interacting with the children and the playground is a public setting.

Question 4

According to Subpart D, research with children may be eligible for exemption when:

The research involves the use of educational tests

Question 5

A researcher asks an IRB to waive the requirement for parental permission for a study conducted in schools because the nature of the research requires participation of all the children present in classrooms on the day the research will take place. Assuming that the basic research design could be approved by the IRB and the school, which of the following requirements must be met before an IRB could waive parental permission?

The research must pose no more than minimal risk..

Research in Public Elementary and Secondary Schools – SBE Quiz

Question 1

PPRA gives parents some level of control over their child’s:

Participation in third-party survey research or exposure to instructional materials developed by researchers

Question 2

The purpose of the Family Educational Rights and Privacy Act (FERPA) is to:

Provide parents certain rights over their children’s educational records.

Question 3

Which federal regulation or law governs how researchers can obtain data about subjects’ disciplinary status in school from academic records?

The Family Educational Rights and Privacy Act..

Question 4

Which of the following types of information may schools disclose without consent from the parent or student to a researcher at a local university?

Directory information.

Question 5

If research in a private school is directly funded by the Department of Education, then:

PPRA applies.

International Research – SBE Quiz

Question 1

What are some considerations for a U.S. researcher conducting a study in a non-U.S. setting when obtaining informed consent from subjects?

In addition to the consent of the research subjects, are there other individuals or groups whose permission must be sought?

Question 2

Which of the following is the LEAST important activity when protecting human subjects in international research?

Assessing transportation conditions

Question 3

The age of majority in international research is determined by the

Laws, customs, and norms in the area in which the research will be conducted.

Question 4

A professor at Big State University proposes to study attitudes about obesity in Chile by giving subjects in Chile surveys to complete. Which is a question that the Big State University IRB should ask the researcher in order to determine if this study should be reviewed by a local Chilean IRB or ethics committee as well as the Big State University IRB?

Will the researcher have collaborators at the research site abroad?

Question 5

A researcher proposes to conduct a study at a foreign site that has been determined to be exempt from the federal regulations by institutional policy. According to federal regulations, is review required at the foreign site?

If a proposed study qualifies for exemption, federal regulations do not require review at the foreign site where it will be conducted. Internet-Based Research – SBE Quiz Question 1 Researchers endeavoring to conduct an on-line study should consider that there are some potential risks of harm to subjects unique to Internet-based research. One of these risks is:
Individuals may post private identifiable information about themselves on-line without intending it to be public and available to researchers. Question 2 Which of the following on-line research strategies raises the most concerns regarding the ethical principle of respecting the autonomy of research subjects and the corresponding federal regulations requiring informed consent?
A researcher proposes to join a moderated support group for cancer survivors posing as a survivor. She plans to insert comments to see how the members respond. Question 3 Which of the following methods could be considered a “best practice” in terms of informing respondents how their answers to an on-line survey about personal information will be protected?
The investigator uses the informed consent process to explain how respondent data will be transmitted from the website to his encrypted database without ever recording respondents’ IP addresses, but explains that on the Internet confidentiality cannot be absolutely guaranteed.

Question 4 Which of the following examples of using the Internet to conduct research meets the federal definition of research with human subjects?
Conducting an on-line focus group with cancer survivors to determine familial support systems. The researcher also invites subjects’ significant others to be a part of the focus group.

Question 5 To minimize potential risks of harm, a researcher conducting an on-line survey can: Design the survey so that no direct or indirect identifiers are collected.

Research and HIPAA Privacy Protections Quiz Question 1 A HIPAA authorization has which of the following characteristics: .
Uses “plain language” that the data subject can understand, similar to the requirement for an informed consent document.

Question 2 A covered entity may use or disclose PHI without an authorization, or documentation of a waiver or an alteration of authorization, for all of the following EXCEPT:
Data that does not cross state lines when disclosed by the covered entity.. Question 3 Under HIPAA, “retrospective research” (a.k.a., data mining) on collections of PHI generally … Is research, and so requires either an authorization or meeting one of the criteria for a waiver of authorization.

Question 4 If you’re unsure about the particulars of HIPAA research requirements at your organization or have questions, you can usually consult with: An organizational IRB or Privacy Board, privacy officer (“Privacy Officer”), or privacy official (“Privacy Official”), depending on the issue.

Question 5 Recruiting into research … Can qualify as an activity “preparatory to research,” at least for the initial contact, but data should not leave the covered entity.

Vulnerable Subjects – Research Involving Workers/Employees Quiz Question 1 Vulnerable persons are those who are less able to protect themselves than other persons in a given situation. The Common Rule (45 CFR 46) has specific requirements for the following vulnerable populations, except: s
Workers

Question 2 When workers are asked to participate in a research study, vulnerabilities related to the subject’s employment may include: The employer may encourage or deny participation of workers.
Employees may experience pressure from management to participate in the study because the employer perceives the study to be advantageous to the organization.
Unions may encourage employees to participate with the expectation that “entitlements” may follow from study results.
The research study’s finding could affect an employee’s pay, benefits or promotion potential.
All of the above Question 3 Researcher access to confidential records adds to the vulnerability of workers who participate in workplace studies. Inappropriate release of identifiable private information could adversely affect a worker’s retention of a job, insurance or other employment related benefits. To avoid or minimize these risks, the study design must include adequate safeguards to protect the confidentiality of the information collected. A plan for the proper management of study data and records should clearly define: Who will have access to the data.
If the study results, if any, will be included in the employee’s personnel records.
If personal identifiers will be retained and used in the data analysis.
How the data will be collected and secured.
All of the above Question 4 When a research project includes the collection of biological samples, all planned future uses of the samples, identifiers, and the data obtained from the samples, must be fully explained to the research subject. True
False Conflicts of Interest in Research Involving Human Subjects Question 1 A financial conflict of interest could involve: Receiving stock in a company funding your research.. Question 2 Current NIH rules require investigators to disclose details regarding financial conflicts of interest to: Designated institutional officials Question 3 A conflict of interest implies: The potential for bias. Question 4 According to the HHS 2011 updated of the PHS federal regulations, the threshold amount for reporting a significant financial interest (investigator and his/her spouse and dependents) is:
Greater than $5,000 of ownership in any single public entity/public company. Question 5 The most important ethical concerns related to conflicts of interest in research are: Ensuring the objectivity of research and the protection of human subjects

Unanticipated Problems and Reporting Requirements in Social and Behavioral Research Question 1 A researcher conducts a focus group to learn about attitudes towards hygiene and disease prevention. Two weeks after the focus group, the researcher learns one of the subjects had a heart attack at home and was hospitalized, but made a full recovery. Based on DHS regulations, the researcher report this event to the IRB?
No, this does not need to be reported since it is unrelated to participation in the study.

Question 2 According to OHRP, a problem is an “unanticipated problem” when it meets which of the following criteria:
Unexpected, related or possible related to the research, suggests the research puts subjects or others at greater risk Question 3 Researchers must report potential unanticipated problems that involve risks to others directly to:
Institutional Review Board (IRB) Question 4 The procedures for reporting potential unanticipated problems involving risk to subjects or others to the IRB are:
Determined by the institution in its written policies and procedures

Question 5 A researcher conducting behavioral research collects individually identifiable sensitive information about illicit drug use and other illegal behaviors by surveying college students. One of the subjects is in an automobile accident two weeks after participating in the research study. Is this an example of an unanticipated problem that requires reporting to the IRB?
No, this does not need to be reported because it was assessed by the researcher as unrelated to the research study.

Tele ABA through webcam guided by BCBA

In home session by state.

In home therapist

— allow family to generalize in different setting, and by different people.

– Doesn’t require parents time.

– benefit parents

– reduce out pocket cost (therapist provide everything needed for services)

– can give physical prompt immediately ( use of physical promt is benefiting in teaching motor skills)

TELE ABA

Use of communication technology (video conferencing, online module)
Time saving technique
Pre-recorded video

-children received trainings had increased rate of imitation

– feedback with video coaching.

-use tela help to teach parent how to conduct functional assistance

– coaching through video conferencing

– parents can meet with consultation prior to providing services.

-playback, slow motion,

-tele practice

-tela practice does not cost as much as in home service

– people that might not have money to have in-home services, can have tela services

ethical concerns for tela ABA services

– lack of research in its ethics

– no set guideline for implementing service in tela aba setting.

– few true experiments conducted

– do not encounter direct BCBA, greater potential for error.

2.07- maintaining records-

– there is no governing body overseeing the tala ABA services.

Too many ethical concerns to endorse tela ABA

Cons of Home ABA services

-people in rural area might not have access to these services

-so tela ABA allow anyone to receive these services.

-natural environment and more parental involvement.

Diss 8

Great job! I really enjoy your presentation because every aspect of your presentation was precise and understandable. As mention by the group I also agree with in home ABA care because it allows applied behavior analysts to accommodate children and families with special needs in the home to ensure access to effective therapy. Also, depending on the needs of the child, the parent, and the availability of the applied behavior analyst, in home ABA services can modify or change the center based intervention.In addition, when providing in-home therapy to children with autism, behavior analyst can scaffold the individual learning and decreases undesirable behaviors. Another reason in home ABA services are beneficial is because they are delivered in an atmosphere the child finds safe, familiar, and non-threatening. This allows the applied behavior analyst to better manage the child’s behavior so ABA therapies and techniques can be more effectively implemented. However, I do agree that there is a lack of access to ABA services throughout many rural areas. Thus, tele ABA might be the only option for some. In addition, tele ABA serves as a cost-saving measure for many families, as it eliminates travel time and the need to miss work. In conclusion, I agree with the in-home ABA service, however, for those that does not have these services available it is better to have tele ABA than having no services at all.

Hi Amanda and Miguel, I agree the confidential part for tele ABA because parents might have difficulty with the technology, then they might call a technician to fix it, thus, the technician might learn about their services. Moreover, other assistance might also know about the family receiving services. Also, I too am more on the in home ABA service then tele ABA because there is still lack of research in this field and no set guideline for implementing service in tela aba setting. As well as, there were only few true experiments conducted regrading tele ABA. Also, there might be more error since there is no direct BCBA conducting tele ABA. Overall, in home ABA provides better, and more opportunities for parent and caregiver training, thereby allowing them to reinforce the ABA interventions and increase the chances that the child will maintain the desired behavior.

Hi Emma and Alanna

I agree with you as well that the group did an awesome job with their presentation because of their evidence to support their arguments. The pros and cons were able to argue their side clearly with valid reasons. In addition, the presentation went smoothly. As mentioned by the group in home ABA can give physical prompt immediately when needed. As well as, home ABA allows the behavior analysts to meet regularly with the family to review the child’s progress and make treatment adjustments as needed. However, I still think that tele ABA is still better then not receiving service at all. Moreover, Tele ABA is beneficial for patents who may be fearful and resistant to meeting face-to-face with applied behavior analysts in a clinic setting or those unable or unwilling to engage in center-based ABA therapy. Overall, is depend on the need of the family and the geographic location. I advise parent to choose in home ABA if have the option, if not then tele ABA might be the way to go.

Diss 9:

Use of restraints

Restrains can decrease problem behaviors and protect themselves and those around them.

I agree that using excessive restraints can prevent student from challenging behavior

Also, using reinforcements is recommended before any restraints given. Restraints should be the last resort.

Main concern using restraints or exclusion is that it hinders education. Reduce student from receiving academic instruction.

PICA-for pica it was successful

Build relationship between staff and clients.

I never knew anything about chemical and mechanical restraints. Not only that it is true that instead of using this procedures for emergencies situation, it has become an routine implementation.

BCBA code 4.08 and 4.09 behavior analyst should use reinforcement rather than…

Physical and emotional discomfort

It was heart breaking to hear about the child with autism who was put into restraint, thus, he was having suicidal gesture.

Restrain more than 700 time in a year…this is not only psychological, physical but also emotional torture.

Restrains are viewed as unethical

This group did a wonderful job to argue the pros and cons of restraints. I was not able to open the PowerPoint, but I was still able to follow along the debate. Like all other groups there were some technical difficulties, but still the debate was understandable.

As we know that children with disabilities are sometimes left open to potential abuse when those who are charged with their care do not understand the function of the behavior. Most often an individual is label by their behavior rather than looking at the behavior as a means of communication. Use or restraints has more cons to it than pros. I agree that physical restraints are becoming more prevalent in public schools. In many institute, restraint and seclusion is becoming a routine implementation instead of using this procedures for emergencies situation. Furthermore, I believe that before using restraints, safety should be considered and reinforcement should be used.

Hi Jamie,

I agree that the group did a wonderful job with adding visuals along with their debate. I especially enjoyed the videos that they added to support their arguments. In addition, I agree that the use of restraints and seclusion is a very controversial topic but it should be researched more so that no harm can be done to individuals. While I do think restrains can decrease problem behaviors and protect themselves and those around them. However, I believe using excessive use of restraints seclusion can do damage to the individual psychological and emotional being. Also, using reinforcements is highly recommended before any restraints given. Restraints should be the last resort. Furthermore, BCBA code should also be kept in mind as well as 4.09 because 4.08 mentioned (a)behavior analysts recommend reinforcement rather than punishment whenever possible and (c) Before implementing punishment-based procedures, behavior analysts ensure that appropriate steps have been taken to implement reinforcement-based procedures unless the severity or dangerousness of the behavior necessitates immediate use of aversive procedures. Overall, I agree that alternatives intervention, reinforcement should be considered before going into restraints or any other type of punishment.

Vocab quiz:

Extra credit:

BCBA’s need to be able to identify things that are not right, then they need to talk to the person responsible about the ethical problem in nice way while referring to the ethics code. we need to make it clear while explaining that at the end we need to deliver effective treatment and benefit the individual as much as possible.

The first part of being an effective behavior analyst is to identify is something is not right. The next part is to what to say and how to say it to the other individual. Being ethical every day is hard work, thus, will require lot of practice. For example, if the mom of a client wanted BCBA to use restraint on her child but the BCBA thought that there was a less restrictive way to treat the child.

Question 1

Describe the skills that are critical in facilitating behavior analysts in delivering the ethics message effectively? Give an example of a situation in which behavior analysts would need to use the skill in his/her professional practice.

Arial 3 (12pt) Paragraph Font family Font size Path: p Words:0

2 points

Question 2

According to the Professional and Ethical Compliance Codes for behavior Analysts, behavior analysts must tailor behavior-change programs to the unique behaviors, environmental variables, assessment results, and goals of each client (4.03A). Therefore the Judge Rutenberg Center

		Is justified in their use of shock therapy as a treatment to control the problem behaviors of its students because the courts would not have given permission for the use of such treatment if it wasn’t necessary to control their behaviors.
		Maybe justified in its use of shock therapy as a standard treatment to control the problem behaviors of its students because the least restrictive procedures were considered.
		Is not justified because behavior analysts are primarily interested in behavior change programs that teach new, appropriate, adaptive behaviors using nonharmful reinforcers.

1 points

Question 3

When should behavior analyst discontinue or terminate treatment?

		When the criteria or level of behavior change has been achieved
		When the client no longer wants to participate
		Never as long as the behavior persists
		Both A and B

1 points

Question 4

Behavior analysts are required to uphold the affirming principles of the profession of behavior analysis. This means behavior analysts must:

		Adhere to the core principles
		Adhere to the seven dimensions of ABA
		Utilize only rigorously scientifically supported research interventions and methodology
		All of the above

1 points

Question 5

Over lunch, Jeff, a new BCBA, tells you, a friend, that he couldn’t sleep after finding out that another BCBA had been charging for services she did not deliver? According to Kirsch, Jeff’s statements is an example of:

		Moral character
		Moral persona
		Moral sensitivity
		Moral judgement

1 points

Question 6

Terrance is a behavior analyst who is working with a client who engages in self-injurious eye poking behavior severe enough to cause blindness. A functional analysis indicates the behavior is maintained by automatic reinforcement. Terrance recently read the Hanley article and is trying to balance his personal belief that punishment should be avoided at all cost with his client’s needs. Which of these statements is Terrance likely to consider about the use of punishment based on the Hanley reading.

		Punishment is an effective treatment that should be used whenever necessary according to the beliefs of the teacher
		Individuals with disabilities should be involved in the selection of whether punishment is included as part of their treatment procedures.
		Positive only procedures will always be selected by clients
		All treatments involve punishment.

1 points

Question 7

Fundamental elements of effective communication include avoiding miscommunications and not lying?

True
False

1 points

Question 8

Behavior analysts delegate to their supervisees only those responsibilities that such persons can reasonably be expected to perform competently, ethically, and safely. Behavior analysts can make this determination by:

		Giving the supervisee or student a paper pencil test to evaluate their knowledge
		Having the supervisee or trainee take good data on them performing the skill before trying it themselves.
		Observing the supervisee or student performing the skills before assigning them the task
		Allowing the supervisee to learn from his/her mistake

1 points

Question 9

Allison is a BCBA who works in a facility for adolescent juvenile offenders who are not diagnosed or as diagnosed with mild disabilities such as a learning disability or ADHD. She has successfully implemented a token economy that has greatly reduced problem behavior and increased the completion of school work, which is her expertise area. She has recently been asked to supervise the BCaBA’s, behavior therapists, and trainees at Prarie Primary School. Prarie Primary is a school that only serves preschool, kindergarten, and first grade students with multiple and/or severe disabilities, and many students who are nonverbal. Which of the following is the most relevant Professional and Ethical Compliance Codes that has been violated?

		Supervisory Delegation (5.03) Behavior analysts delegate to their supervisees only those responsibilities that such persons can reasonably be expected to perform competently, ethically, and safely.
		Individualized Behavior-Change Programs (4.03). (a) Behavior analysts must tailor behavior-change programs to the unique behaviors, environmental variables, assessment results, and goals of each client. (b) Behavior analysts do not plagiarize other professionals’ behavior-change programs.
		Reliance on Scientific Knowledge (1.01) Behavior analysts rely on professionally derived knowledge based on science and behavior analysis when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors.
		Supervisory Competence (5.01) Behavior analysts supervise only within their areas of defined competence.

1 points

Question 10

Alice is a BCBA working in a state where she is one of only six BCBA’s and the only BCBA in a four county area. She oversees eighteen therapists, one which is already a BCaBA and two that are working on obtaining their BCaBA credential. As of this month, Alice is personally responsible for overseeing the development treatment plans for 110 clients from preschool to 6th grade. Clients may receive both clinical and in-home services. Alice has developed five or six standard plans that she uses for 90% of her clients with little to no modifications. When asked about it, Alice says she is doing the best to provide services to as many clients as she can. She said there is no one to refer other clients to. Identify the most relevant key issue in this scenario.

		Alice develop standard plans for 90% of clients with little to no changes
		There is not an ethical concern in this scenario. She is doing what she has to do to keep everyone happy.
		Alice has too many individuals working under her.
		There are not enough BCBA’s in the state and the state legislature should address this.

1 points

Question 11

Alice is a BCBA working in a state where she is one of only six BCBA’s and the only BCBA in a four county area. She oversees eighteen therapists, one which is already a BCaBA and two that are working on obtaining their BCaBA credential. As of this month, Alice is personally responsible for overseeing the development treatment plans for 110 clients from preschool to 6th grade. Clients may receive both clinical and in-home services. Alice has developed five or six standard plans that she uses for 90% of her clients with little to no modifications. When asked about it, Alice says she is doing the best to provide services to as many clients as she can. She said there is no one to refer other clients to. Identify the most relevant key issue in this scenario.

As a behavior analyst, consider what should be done in this situation and write a few sentences about what you would do and why it is an ethical response.

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4 points

Question 12

Everett is a new BCBA who was recently assigned to consult with the family, school district, and teachers on four year old twins, a girl named Ima and a boy named Evan. The twins have a history of elopement (typically in the form of running) when out in the community. In the past they have ran away from parents, preschool teachers, and babysitters at the park, at a museum when on a field trip, in the store, and when on a nature walk. It can be challenging especially when they run off in different directions and the behavior is increasing in frequency. The teacher and parents are very concerned given the school and homes’ proximity to a busy local highway. At the case conference meeting last month, the preschool teacher determined she would protect the children by having them wear a harness with a string attached to it while out in the community. Everett agrees to this temporary usage, however, now the teacher and parents want Everett to include this in the behavior plan for all settings not just dangerous high traffic ones. Everett talks to his supervisor who was at the meeting and specifically asks for feedback about whether agreeing to the treatment was appropriate and what to do now that they want it expanded. His supervisor says he is busy and does not have time to talk about it right now. He recommends that Everett “go with his gut or flip a coin”. What is the most relevant key issue in this scenario that is an ethical concern.

		There is not an ethical concern in this scenario. The supervisor is giving Everett autonomy that will help him be more independent in his career.
		Everett is a new BCBA with little experience
		Everett is working collaboratively with his new colleagues
		Everett is asking for feedback from his supervisor but is not receiving any

1 points

Question 13

Everett is a new BCBA who was recently assigned to consult with the family, school district, and teachers on four year old twins, a girl named Ima and a boy named Evan. The twins have a history of elopement (typically in the form of running) when out in the community. In the past they have ran away from parents, preschool teachers, and babysitters at the park, at a museum when on a field trip, in the store, and when on a nature walk. It can be challenging especially when they run off in different directions and the behavior is increasing in frequency. The teacher and parents are very concerned given the school and homes’ proximity to a busy local highway. At the case conference meeting last month, the preschool teacher determined she would protect the children by having them wear a harness with a string attached to it while out in the community. Everett agrees to this temporary usage, however, now the teacher and parents want Everett to include this in the behavior plan for all settings not just dangerous high traffic ones. Everett talks to his supervisor who was at the meeting and specifically asks for feedback about whether agreeing to the treatment was appropriate and what to do now that they want it expanded. His supervisor says he is busy and does not have time to talk about it right now. He recommends that Everett “go with his gut or flip a coin”.

As a behavior analyst, consider what should be done in this situation? Write a few sentences about what you would do and why it is an ethical response.

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