Ethics Training and Compliance Ethics- Focus is not new · Annual Ethics Conference August 2018 Endicott Bailey for his availability and wisdom Note about this talk • I am just

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IndividualandOrganizationalStrategiestoIncreaseEthicalAdherence

MaryJaneWeiss,Ph.D.,BCBA-D,LABAEndicottCollege

CambridgeCenterforBehavioralStudiesandEndicottCollegeAnnualEthicsConference

August2018Endicott

Noteaboutthistalk•  IamjusthereasMaryJane– Withdeeplong-termandcurrentgratitudeforandadmirationoftheworkoftheBACBinbuildingtheprofessionofbehavioranalysis

– WithparticularthankstoMistyBloomandMolliLukeandAlexDietzoftheBACBwhoIworkcloselywithinmyvolunteeringfortheBACB

– Withadditionalthankstoallofmymentors,colleagues,students,andclientswhohavehelpedmetodefineandrefinemythinkingaboutethicalconduct

– WithdeeppersonalandprofessionalthankstoJonBaileyforhisavailabilityandwisdom

EthicsTrainingandCompliance

•  Criticalissueinthefield•  Relatedtoallmeaningfuloutcomes– Consumerbenefit– Publicperception– Standardoffield

Ethics-Focusisnotnew

•  Majorcomponentofhumanserviceprovision•  AlwaysanemphasisinABA•  Certificationaspartofthesolution•  Qualitycontrolisessential•  Consumerprotection•  Protectionofpractitioners

Howdoweachievethis?

•  Whataretheskills?– KnowledgeoftheCode– Signaldetectionskills(Fuqua)– Problemsolvingskills•  Nuancedapplication•  Contextualfactorsassessment

ComplianceCode

•  Thisis(astheguidelineswere…)THEdocumentthatoutlinesourprofessionalobligations

•  Thereissignificantoverlapwithotherdisciplines,especiallypsychology

•  UniquetoABA– FocusonscientificknowledgeandEBP

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Ourobligations

•  Knowthecode•  Livebythecode•  Helpotherstounderstandourcode•  Shapecolleaguestofollowthecode

10Areas

•  1-ResponsibleConductofBehaviorAnalysts•  2-BehaviorAnalystsResponsibilitytoClients•  3-AssessingBehavior•  4-BehaviorAnalystsandtheBehaviorChangeProgram

•  5-BehaviorAnalystsasSupervisors

Areas……

•  6-BehaviorAnalysts’EthicalResponsibilitytotheProfessionofBehaviorAnalysis

•  7-BehaviorAnalysts’EthicalResponsibilitytoColleagues

•  8-PublicStatements•  9-BehaviorAnalystsandResearch•  10-BehaviorAnalysts’EthicalResponsibilitytotheBACB

Complaintprocedures

•  Nowa2prongedapproach– DisciplinaryReviewCommittee– CodeComplianceCommittee•  Coachingandprofessionaldevelopmentassistance•  Providepreventativehelpforfuture

Whatarethechallenges?

•  Maintainadherencetoscience•  Ensurequalitycontrolintrainingandpracticeaswegrow

•  WorktoensurethattheBACB’sprocessesaredisseminatedandadheredto

•  Continuetoworktowardbroadergoals

EthicsTraininginContext

•  Studentsandpractitionersneedtolearnourobligations– Knowthecode– Abidebythecode– Shapecolleaguestoadheretothecode– Educateconsumersaboutourcode

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Broadeningthelens

•  Studentsandpractitionersneedtolearnaboutethicalbehavioronanindividuallevel

•  Studentsandpractitionersneedtolearnaboutethicalbehavioronanorganizationallevel

Whatistheskillset?

•  Knowledgeofthecode– 2016ProfessionalandEthicalCodeforBehaviorAnalystsbytheBehaviorAnalystCertificationBoard

•  Applicationofthecode– Signaldetectionskills(Fuqua)– ProblemSolving– Resourceconsultation

PROBLEMSOLVING

•  Identificationoftheproblem•  Considerationofparametersinfluencingcourseofaction– ConsulttheCode– Consultresources– Consultexperts– Examinecontextualfactors– Examineneedsofallparties

ProblemSolvingcontinued

•  Assessmentofalternatives•  Choiceofcorrectaction•  Evaluationofchoice

Whataresomecriticalissuesonanindividuallevel?

•  Dualrelationships•  Effectivetreatment– Dosageandintensity– Eclectictreatment– Non-evidence-basedtreatments

DualandMultipleRelationships

•  1.05ProfessionalandScientificRelationships.(a)Behavioranalystsprovidebehavior-analyticservicesonlyinthecontextofadefined,professional,orscientificrelationshiporrole.

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Dualandmultiplerelationships

•  1.06MultipleRelationshipsandConflictsofInterest.(a)Duetothepotentiallyharmfuleffectsofmultiplerelationships,behavioranalystsavoidmultiplerelationships.(b)Behavioranalystsmustalwaysbesensitivetothepotentiallyharmfuleffectsofmultiplerelationships.Ifbehavioranalystsandthat,duetounforeseenfactors,amultiplerelationshiphasarisen,theyseektoresolveit.(c)Behavioranalystsrecognizeandinformclientsandsuperviseesaboutthepotentialharmfuleffectsofmultiplerelationships.

ImplicationsforTrainingandSupervision

•  Informedaboutthedangersofdual/multiplerelationships

•  Instructedtoavoiddual/multiplerelationships•  Createenvironmentsthatpreventtheoccurrenceofsuchrelationships

Dangerzones

•  Boundarieswithfamilies•  Beingaskedaboutotherstudentsinclassroom

•  Shiftingrolesinorganization•  Multiplerelationshipsandblurringofconfidentiality– SocialMediarisks– Socialsharingofinformation

EffectiveTreatment

•  2.09Treatment/InterventionEfficacy.•  (a)Clientshavearighttoeffectivetreatment(i.e.,basedontheresearchliteratureandadaptedtotheindividualclient).Behavioranalystsalwayshavetheobligationtoadvocateforandeducatetheclientaboutscientificallysupported,most-effectivetreatmentprocedures.Effectivetreatmentprocedureshavebeenvalidatedashavingbothlong-termandshort-termbenefitstoclientsandsociety.

EffectiveTreatment(b)Behavioranalystshavetheresponsibilitytoadvocatefortheappropriateamountandlevelofserviceprovisionandoversightrequiredtomeetthedefinedbehavior-changeprogramgoals.(c)Inthoseinstanceswheremorethanonescientificallysupportedtreatmenthasbeenestablished,additionalfactorsmaybeconsideredinselectinginterventions,including,butnotlimitedto,efficiencyandcost-effectiveness,risksandside-effectsoftheinterventions,clientpreference,andpractitionerexperienceandtraining.(d)Behavioranalystsreviewandappraisetheeffectsofanytreatmentsaboutwhichtheyareawarethatmightimpactthegoalsofthebehavior-changeprogram,andtheirpossibleimpactonthebehavior-changeprogram,totheextentpossible.

ImplicationsforTraining

•  Trainotherstoidentifyinterventionsthatareevidence-basedandthosethatarenot

•  Highlightdangersofeclectictreatment

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Whyisthisimportant?

•  Weoperateininterdisciplinaryteams– Differentlevelsofevidence– DifferentdefinitionsofEBP– Differentworldviews

Factorsmakingitimperativethatweidentifyeffectivetreatments

•  Wastedtimeleadstopooreroutcomes•  Wemustidentifyempiricallysupportedtreatments

•  Wemustdevelopconsensusonevidence-basedpractice

Wedonotknoweverything Broadenourlens

•  Professionalism•  Collaborationasaverbandasaprocess

Whatdoweshareincommon?

•  Valueonpositiveworkenvironment•  Desireforrespect•  BESTINTERESTSOFTHELEARNER

Wheredothesedilemmasarise?

•  Parentsfacecriticaldecisionsaboutintervention

•  Parentsareinundatedwithinformation•  Alldataarenotequal•  Evenprofessionalscanhavedifficultyevaluatingqualityofevidence

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Anti-Science

•  Beliefasavariable•  Rejectionofempiricalverificationattempts•  Circularreasoningaboutuntestability•  Universalappeal•  Actuallyunexplainable

Pseudoscience

•  Usesscientificlanguage•  Appearsasscience•  Relatebacktoscientificprincipleswithoutactuallink

How to Minimize Adoption of Fad Treatments

•  HOW CAN WE INSULATE CONSUMERS AND PROFESSIONALS AGAINST THESE INTERVENTIONS?

Examples

•  ABCBAisapproachedbyaformerclient,whosaysthatthechild’scurrentteacherhasrecommendedAIT.Sheishopefulthatthelong-standingprocessingproblemsmightbeaddressedthroughthisintervention.SheaskswhattheBCBAknowsofit/thinksaboutit.

Examples•  Aparenthasaskedthattheschoolprogramdorapid

prompting/SOMAwiththeirchild.Theyhavehiredonoutofstateconsultanttocomeonaregularbasis.Theschoolwasinvitedtoasession,whichtheBCBAattended.TheBCBAbecameveryconcernedonmanylevelsaboutthenatureoftheintervention,andabouttheappropriatenessofthecontenttaught.ShesawanadolescentwithsevereissuesineveryareaoffunctioningbeingpromptedtorespondtomaterialabouttheBushmenoftheKalahariandtheLewisandClarkExpedition.Shebelievestheresponsesarealmostentirelytheresultofover-promptingandinadvertentprompting.Shehasbeenaskedtofindawaytoincorporatetheinterventionintotheschoolprogram.Whatshouldshedo?

Whatguidelineshelpusnavigatethesechallenges?

•  Thereareseveralguidelinesthatassistushere•  Focusedoneffectivenessandourcommitmenttoeffectiveintervention

•  Focusedonourobligationtoevaluatetheimpactoftreatments

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Section2.09•  2.09TreatmentEfficacy.•  (a)Clientshavearighttoeffectivetreatment(i.e.,basedon

theresearchliteratureandadaptedtotheindividualclient).Behavioranalystsalwayshavetheobligationtoadvocateforandeducatetheclientaboutscientificallysupported,most-effectivetreatmentprocedures.Effectivetreatmentprocedureshavebeenvalidatedashavingbothlong-termandshort-termbenefitstoclientsandsociety.

•  (b)Behavioranalystshavetheresponsibilitytoadvocatefortheappropriateamountandlevelofserviceprovisionandoversightrequiredtomeetthedefinedbehavior-changeprogramgoals.

continued•  (c)Inthoseinstanceswheremorethanonescientificallysupportedtreatmenthasbeenestablished,additionalfactorsmaybeconsideredinselectinginterventions,including,butnotlimitedto,efficiencyandcost-effectiveness,risksandside-effectsoftheinterventions,clientpreference,andpractitionerexperienceandtraining.

•  (d)Behavioranalystsreviewandappraisetheeffectsofanytreatmentsaboutwhichtheyareawarethatmightimpactthegoalsofthebehavior-changeprogram,andtheirpossibleimpactonthebehavior-changeprogram,totheextentpossible.

6.01AffirmingPrinciples.RBT

•  a)Aboveallotherprofessionaltraining,behavioranalystsupholdandadvancethevalues,ethics,andprinciplesoftheprofessionofbehavioranalysis.

Andrelatedpartsofthecode

•  7.0TheBehaviorAnalyst’sResponsibilitytoColleagues.– Behavioranalystshaveanobligationtobringattentiontoandresolveethicalviolationsbycolleagues.

Whatcanbedone?

•  Educationoftheteam(ALWAYS)•  Creationofasinglecasedesigntoevaluatetheimpactoftheinterventionattheleveloftheindividual(SOMETIMES)– WHENisityes?– Whenisitno?

Let’srevisittheethicaldilemmasposed

•  AuditoryIntegrationTraining•  Whatabouteffectiveness?–  Lacksempiricalbasis;nosupportingdata,someevidenceofharm

–  ASHAhasapositionstatementagainstit–  AAPhasapositionstatementonitsineffectiveness– Wouldyouevaluateatlevelofindividual?NO

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Let’srevisittheethicaldilemmasposed

•  RapidPrompting•  Whatabouteffectiveness?–  Lacksempiricalbasis;nosupportingdata;failure–  POSITIONSTATEMENTASHA2018–  SimilartoFC–  Pseudo-science?Anti-science?•  Beliefasavariable•  Notateachabletechnology

–  Evaluateatlevelofindividual?No

Bottomline

•  Someproceduresshouldnotbeinvestigated(redlights)–  Evidenceofharm(e.g.,FC,Chelation)–  Documented,clearnoeffect–  Positionstatementsexistagainstthem–  Anti-science(beliefasanimportantvariable,guru-based)

•  Somenotyetempiricallyvalidatedprocedures(yellowlights)mightbeexploredwithdatawhen–  OperationaldefinitionsareagreeduponandadatacollectionsystemisputinplaceAND

–  Teamagreestoadata-drivenultimatedecisiononcontinuance

POSITIONSTATEMENTS•  ASHA–  AIT–  FC–  RPM–  NSOMES

•  AAP–  AIT–  FC–  Sensoryintegration

•  AOTA–  Vests

Bottomline

•  Familieswillpursuetheseinterventions•  Wecanserveausefulfunctioninhelpingtomakeadata-baseddecisiononcontinuance………

•  Firstlineofinfluenceshouldbeeducationoftheteam– Mayremoveneedforevaluationatlevelofindividualandsavethistime

Howdowedecidewhereourcomfortiswithnonevidence-based

procedures?

•  Relyonscience– Donotpursueredlightprocedures

•  Makeadata-basedevaluationofimpactifyouintervenewiththemethod

•  Alter/continue/discontinuebasedondata

Whatisthemainmechanismforstudyingeffect?

Anindividualizedsystematicassessmentoftheinterventionasitappliestothisindividual.Behavioranalystscanassistinthis.

-experimentaldesigns-operationaldefinitions-measurementsystems-treatmentintegrity-graphingandanalysisofdata

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Whatwecando(yellowlight)

•  Argueforanempiricaltestofthepractice:– Definethetargetedoutcomes– Defineinmeasurableterms– Createmeasurementsystem– Manualizepracticemethodology– Agreeuponlengthoftreatment– Duringimplementation,gatherIOAandfidelity– Analyzeandgraphresults– ReportbacktoTeam

Ifyoupursueanunproventreatment…..

•  Objectivelyexaminetheimpactofthetreatmentinawaythatfacilitatesadata-baseddecisionabouttheimpact

•  Listentothedata-letthedatadeterminethecourseoftreatment

Manyofusworkinnon-behavioralworlds

•  Wemaybeabletoshapetheseenvironments•  Wemaybeabletoshapethesecolleagues•  SomesectionsoftheCodeencourageustodoexactlythat–  Providethebehavioralview–  Educateothersaboutscience,pseudo-science,andanti-science

– Helpothersunderstandlevelsofevidenceandtheconceptofevidence-basedpractice

–  Encouragedatabaseddecisionmakingattheleveloftheindividual

“Itisoktobeopenminded,aslongasyourmindisnotsoopenthatyour

brainsfallout.”CarlSagan

Dr.SandraHarris

•  “Letthedataspeak!!”

Whataresomecriticalissuesonanorganizationallevel?

•  Consent•  Confidentiality– SocialMedia

•  Testimonials•  Gifts•  SUPERVISION

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Consent

•  3.03Behavior-AnalyticAssessmentConsent.(a)Priortoconductinganassessment,behavioranalystsmustexplaintotheclienttheprocedure(s)tobeused,whowillparticipate,andhowtheresultinginformationwillbeused.(b)Behavioranalystsmustobtaintheclient’swrittenapprovaloftheassessmentproceduresbeforeimplementingthem.

Consentcontinued•  4.02InvolvingClientsinPlanningandConsent.

Behavioranalystsinvolvetheclientintheplanningofandconsentforbehavior-changeprograms.

•  4.04ApprovingBehavior-ChangePrograms.Behavioranalystsmustobtaintheclient’swrittenapprovalofthebehavior-changeprogrambeforeimplementationormakingsignificantmodifications(e.g.,changeingoals,useofnewprocedures).


•  Therecanneverbetoomuchconsent•  Consentisnowneededforassessmentandfortreatmentandtreatmentchanges

Confidentiality

•  2.06MaintainingConfidentiality.RBT(a)Behavioranalystshaveaprimaryobligationandtakereasonableprecautionstoprotecttheconfidentialityofthosewithwhomtheyworkorconsult,recognizingthatconfidentialitymaybeestablishedbylaw,organizationalrules,orprofessionalorscientificrelationships.

Confidentiality•  (b)Behavioranalystsdiscussconfidentialityattheoutsetofthe

relationshipandthereafterasnewcircumstancesmaywarrant.•  (c)Inordertominimizeintrusionsonprivacy,behavioranalysts

includeonlyinformationgermanetothepurposeforwhichthecommunicationismadeinwritten,oral,andelectronicreports,consultations,andotheravenues.

•  (d)Behavioranalystsdiscussconfidentialinformationobtainedinclinicalorconsultingrelationships,orevaluativedataconcerningclients,students,researchparticipants,supervisees,andemployees,onlyforappropriatescientificorprofessionalpurposesandonlywithpersonsclearlyconcernedwithsuchmatters.

•  (e)Behavioranalystsmustnotshareorcreatesituationslikelytoresultinthesharingofanyidentifyinginformation(written,photographic,orvideo)aboutcurrentclientsandsuperviseeswithinsocialmediacontexts.

ImplicationsforTrainingandSupervisionandCulture

•  Socialmediarisksareimmense•  Policiesareneededwithinorganizationstoaddressthisrisk

•  Boostersessionsanddriftpatrolareessential

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Testimonials•  8.05TestimonialsandAdvertising.RBT•  Behavioranalystsdonotsolicitorusetestimonialsaboutbehavior-

analyticservicesfromcurrentclientsforpublicationontheirwebpagesorinanyotherelectronicorprintmaterial.Testimonialsfromformerclientsmustidentifywhethertheyweresolicitedorunsolicited,includeanaccuratestatementoftherelationshipbetweenthebehavioranalystandtheauthorofthetestimonial,andcomplywithallapplicablelawsaboutclaimsmadeinthetestimonial.

•  Behavioranalystsmayadvertisebydescribingthekindsandtypesofevidence-basedservicestheyprovide,thequalificationsoftheirstaff,andobjectiveoutcomedatatheyhaveaccruedorpublished,inaccordancewithapplicablelaws.

TestimonialShifts

•  Nocurrentclients•  Ifsolicited,mustbeindicated

Gifts

•  1.06(d)Behavioranalystsdonotacceptanygiftsfromorgiveanygiftstoclientsbecausethisconstitutesamultiplerelationship.


•  Codeisclear-nogifts•  Weneedtohelpstaffmembersadheretothis–  Includeitincontractswithfamilies– Createapolicy– Sendremindersbeforetheholidays

Summary

•  Trainingandsupervisingbehavioranalystsmusthaveaprimaryemphasisonethicalconduct

•  Weneedtohighlightareasofcommonriskonindividualandagencylevels

•  WeneedtosupportbehavioranalystsintrainingandinpracticetoadheretotheProfessionalandEthicalComplianceCode.

FormsofSupport:Rubrics

•  Whatmightbeimportant?•  BehaviorTreatmentPlans•  OrganizationalEthics

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BehaviorTreatmentPlans

•  Elements•  Lookatsection4

Elements

•  Functionbased•  Consentforassessment•  ConsentforPlan–  Fullyinformed

•  ReplacementSkills•  AntecedentStrategies•  LeastRestrictive•  DataCollectionandDatabasedadjustments•  BMCandHRCreview

HowtoEmbedOrganizationalEthics

•  Ethicstrainingaspartofinitialtraining•  Annualethicstraining•  Boostertraining•  Ethicsofficer•  OrganizationalCodeofEthics•  Policies–  Socialmedia– Dualrelationships– Gifts–  Testimonials

Howcanweinsulateredrift?

•  Rubrics•  Contextsforassessmentofdrift•  Ethicsofficer?•  Organizationalcodeofethics•  Otherethicspolicies…..

Aspotlightonsupervision

•  Listsofacceptableandunacceptabletasks•  Usetheliteratureinsupervision•  Atechnologicaldescriptionofthescopeofsupervision

•  Aclearlistofconditionsandcriteriafortheapprovalandnon-approvalofexperienceandperformance

Scenario

•  Josieisasuperviseeworkinginaspecializedprogramforstudentswithautism.HersupervisorSusanisverybusy,andtrieshardtomeethersupervisionneeds.Sheoftencancelssupervision.Sometimes,itcanberescheduledwithinthesupervisionperiodandsometimesitcannot.Josiehaslosthoursandwholesupervisionperiodsduetothesemishaps.

•  Whatcanbedone?•  Whatwouldhavepreventedthis?

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RelevantCode•  2.15(a)Behavioranalystsactinthebestinterestsofthe

clientandsuperviseetoavoidinterruptionordisruptionofservice.

•  5.02SupervisoryVolume–  Behavioranalyststakeononlyavolumeofsupervisoryactivitythatiscommensuratewiththeirabilitytobeeffective.

•  5.05CommunicationofSupervisionConditions.•  Behavioranalystsprovideaclearwrittendescriptionofthe

purpose,requirements,evaluationcriteria,conditions,andtermsofsupervisionpriortotheonsetofthesupervision.

•  5.07EvaluatingtheEffectsofSupervision.–  Behavioranalystsdesignsystemsforobtainingongoingevaluationoftheirownsupervisionactivities.

FixingandPreventing•  Fixing–  Approachsupervisor–  ApproachotheroverseersatjobwhomanagePD

•  Preventing–  Volumerestrictions;CASELOADGUIDELINES–  Backupsystems–  Commitmentfromsupervisors–  Addressingincontracts–  Additionaloversightofallsupervision– Manuals/policies–  Educatesuperviseesontheneedtoself-advocateandseekassistance

Scenario

•  Lucyisseekingsupervision,andbegshercurrentworksupervisortotakeheron,eventhoughshehasnoopenings.Herworksupervisorsaysshewillunderonecondition-thatLucyserveasherSaturdaynightbabysitterforthedurationoftheirsupervision.

•  Isthisok?•  Whatcanbedone?•  Whatwouldpreventthis?

Exploitativerelationships

•  Howdoesitmanifestitself?– Serviceprovision– Supervision

Relevantcodes

•  1.07ExploitativeRelationships•  (a)Behavioranalystsdonotexploitpersonsoverwhomtheyhavesupervisory,evaluative,orotherauthoritysuchasstudents,supervisees,employees,researchparticipants,andclients.

•  (d)Behavioranalystsdonotbarterforservices,unlessawrittenagreementisinplaceforthebarterthatis(1)requestedbytheclientorsupervisee;(2)customarytotheareawhereservicesareprovided;and(3)fairandcommensuratewiththevalueofbehavior-analyticservicesprovided

FeedbacktoSuperviseesandEvaluation

•  Sellers,Alai-Rosales,&MacDonald,2016•  SHAPING•  Evaluateatalllevels–  Consumer

•  Improvements–  Staff

•  Competence•  Fidelity

–  Supervisor•  Evidencebased•  Sociallyvalued•  Effective

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Whydowefallshort?

1. Pressuresfromwithinorganization2. Constantassessmentofsuperviseeskillsetandcomfort

3. Continuousfeedbackandevaluation(responseeffort)

FEEDBACK

•  Don’tjustwaitforfeedbacktohappen– Getusedtofrequentfeedback– Createanenvironmentconducivetofeedback

•  Activelyrequestfeedbackfromothers– Askforspecificfeedback– Askforexamples– Askfornewdirections/solutions/skillstoimproveperformance

– MAKEITBIDRECTIONAL

Howcananorganizationensurethis?

•  Schedule•  Tools

SuperviseeEval•  SCHEDULING•  Onascaleof1to5,hasthesuperviseeshownupontimeforsupervision

•  Towhatextentwasthesuperviseeprepared?(Rate1to5,andcomment)

•  Completedassignedreadings/tasks•  Comepreparedwithtopicsandquestions•  Ifreschedulingwasneeded,wasitrequestedatleast24hoursinadvanceandwithjustcause

SUPERVISEEEVAL

•  PRODUCTIVITY

•  Onascaleof1to5,isthesuperviseeprogressingthroughtasks?

•  Isthesuperviseeaccruinghoursattherateofatleast40permonth?

•  Isthesuperviseeactivelyengagedinsupervision(contributingtothediscussion,exchangingideas,bringingadditionaltopics?)

SUPERVISEEEVAL•  ACCOUNTABILITY•  DoessuperviseecomewithSupervisionExperienceForms

filledout?

•  DoessuperviseecomewithfilledoutExperienceTrackerform,outliningallactivitiesforthesupervisionperiod?

•  IsthesuperviseekeepingtheExperienceTrackerformuptodate?

•  Doyouandyoursuperviseemaintainanidenticalconcurrentsetofallforms?

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SUPERVISEEEVAL•  FEEDBACK•  Didsuperviseerespondappropriatelyandprofessionallytofeedbackdelivered?

•  Didsuperviselistenwithoutdefensivenesstofeedback?

•  Didsuperviseerectify(ortakestepstorectify)anyissuestheyhadpreviouslyreceivedfeedbackon?

ACCESSANDREQUIREMENTS

•  ACCESSINGSUPERVISOR

•  Hasyoursuperviseecometoyououtsideofsessionsifsomethingoccurredforwhichtheyneededyou?

•  MEETINGREQUIREMENTS

•  Isyoursuperviseemakingallrequirementsforsupervision?

•  Isyoursuperviseeschedulingobservationsasneeded?

GLOBALFEEDBACK•  GLOBALFEEDBACK:•  Asthesupervisor,whichtopicordiscussionorobservation

wasmostvaluabletothesupervisee?

•  Howcouldsupervisionbeimproved?•  Isyoursuperviseeontracktobecomeaprofessional

behavioranalyst?•  Ifnot,whatactionshaveyoutakentoaddressthe

deficits?•  Ifnot,haveyoutoldthesuperviseeyourconcernsand

developedaremediationplan?•  Whatarethegoalsforthenext250hoursofsupervision?

ANDRECIPRICOLPROCESS?:EvaluatingtheSupervisor

•  SCHEDULING•  Onascaleof1to5,haveyourappointmentsbeenkept?•  Ifsupervisionneededtoberescheduled,wasitrescheduledduringyour

supervisionperiodwithoutitnegativelyimpactingyouraccrualofhours?

•  Preparation/Productivity•  Onascaleof1to5,issupervisionproductive?

•  Doesyoursupervisorseemtoknowwhattasksyoushouldcurrentlybefocusedon?

•  Doesitappearthatyoursupervisorispreparedtofacilitatediscussiononthearticlesandtopicsassignedforthesupervisionperiod?

•  Onascaleof1to5,doyoufeelyouhavehadenoughtimetocompleteassignedtasksfromsupervision?

SupervisorEval•  ACCOUNTABILITY•  Isyoursupervisorfillingouttheformsineverysession?

•  Isyoursupervisoractivelyandcarefullycheckingyourlogsanddiscussingtheactivitiesthatyouhaveenteredintothelog?

•  Toyourknowledge,doesyoursupervisormaintainaconcurrentsetofallforms?

SupervisorEval

•  ACCESS

•  Hasyoursupervisormadethemselvesavailabletoyououtsideofsupervisiontimeswhenyouneedmentoring?

•  Hasyoursupervisorreturnedmessagesoransweredquestionsinatimelymanner?

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SupervisorEval•  •  CONTENT•  Didyoursupervisorseemknowledgeableabouttherequirementsandproceduresassociatedwithsupervision,anddidtheyguideyouthroughtheexperience?

•  Hasethicsbeenregularlycoveredinyoursupervisionsessions?

•  Doesyoursupervisorobserveyouclinicallyworkingatleasttwicewithineachsupervisionperiod?

SupervisorEval

•  FEEDBACK•  Wasfeedbackprovidedinatimelymannerandalwayswithinthesupervisionperiod?

•  Wasfeedbackprovidedprofessionallyandobjectively?•  Wasthefeedbackabletobeintegratedintoyourshorttermgoals?

•  Didyousupervisorfollowupandprovideadditionalfeedbackontheidentifiedgoalareas?

GLOBALFEEDBACK•  GLOBALFEEDBACK:

•  Whichactivitydidyoufindthemostuseful?

•  Howcouldsupervisionbeimproved?•  Isthesupervisoractivelyhelpingyouachievethegoals?

•  Doyoufeelyouarebeingadequatelypreparedtobeaprofessionalbehavioranalyst?

REMEMBER

•  Wearealsoteachingthemhowtobecomesupervisors

•  Theexperiencecontinuesinthenextgeneration

•  Whatdoweneedtomodel

Thereality

•  “anendlesscycleofeitherethicalandproductivebehaviororunethicalandinappropriateorharmfulbehaviormaybecreated”Sellers,Alai-Rosales,&MacDonald,2016

Remember

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Remember

•  Preventionoftenworks•  Preventiondoesnotalwayswork•  Rememberstrategies

Strategies

•  Lessonsarealsoineverydayexamples– SHARETHOSESTORIES– CREATEANETHICALCULTURE– Consideranethicsofficer– Consideranorganizationalcodeofethics

Ifyouknowwhattodo

•  DOIT•  DOCUMENT•  PREVENT

Ifyouareunsure

•  Consultresources•  Consultexperts•  Evaluatepreventionlong-term

Thankyou

•  [email protected]

Formoreinformation…..

•  [email protected]

Documents

Ethics Training and Compliance Ethics- Focus is not new · Annual Ethics Conference August 2018 Endicott Bailey for his availability and wisdom Note about this talk • I am just