Unit 9 Final Project—Questions? Education/Certification/Career Opportunities Chapter 29-Ethical Considerations for ABA

Unit 9• Final Project—Questions?• Education/Certification/Career Opportunities• Chapter 29-Ethical Considerations for ABA

Education and Certification• Bachelor’s

– BCaBA• Master’s

– BCBA• Doctoral

– BCBA-D• http://www.bacb.com/index.php?page=100358• http://www.bacb.com/Downloadfiles/

ExamApplications/bcaba/1001_BCaBA_course_content_verification_form.pdf

Licensure

• http://www.bacb.com/index.php?page=100170– State breakdown of laws, insurance regulation,

education regulations, etc.

• http://abainternational.blogspot.com/2010/05/legislation-roundup-of-licensing-autism.html– Map of licensing (keep in mind this in from 2010)

Finding and Exploring Careers

http://www.abainternational.org/jobs/jobsIndex.asp

• ABAI Jobs in Behavior Analysis– For Applicants– Create a new account if you don’t have one

• No need to be a member of ABAI– Job Search

• Keyword• Location• Job Type

– Job Alert

Other Resources

• Network!• Attend local and national events

– Local chapter– ABAI– FABA

• http://fabaworld.org/– Has job openings listed in Florida and other areas

• Attend workshops and courses• Connect with other behavior analysts in your area

Ethics

• Behaviors, 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 a good behavior

analyst?

• End goal: Further the welfare of the client

Cooper, Heron, and HewardApplied Behavior Analysis, Second Edition

Copyright © 2007 by Pearson Education, Inc.All rights reserved

What is the right thing to do?

• Personal history influences our decision making– Personal experiences– Cultural/religious beliefs– Professional training and experiences– To ensure that personal experiences and

cultural/religious beliefs don’t take over:– Consult research literature, case studies, supervisors,

colleagues» Peer review



What is worth doing?

• Social validity– Are the goals acceptable for the planned

behavior change intervention?– Are the procedures acceptable and aligned

with best treatment practices?– Do the results show meaningful, significant,

and sustainable change?




• 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




• Existing Exigencies– 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



The good behavior analyst…

• Follows the Golden Rule• Is self-regulating• Calibrates decisions over time to meeting

changing cultural values and contingencies



Professional Standards

• Written guidelines or rules of practice that provide direction for the practices associated with an organization



Professional Standards• See…

– APA: Ethical Principles of Psychologists and Code of Conduct

– ABA: The Right to Effective Behavioral Treatment and The Right to Effective Education

– BACB: Guidelines for Responsible Conduct for Behavior Analysts and The BCBA and BCABA Behavior Analyst Task List



Ensuring Professional Competence

• Academic training that includes:– Formal coursework– Supervised practica– Mentored professional experience

• Certification and licensure– Behavior Analyst Certification Board

• Keep practice within your area of competence



Maintaining and Expanding Professional Competence

• Continuing Educational Unit credits (CEUs)• Attending and presenting at conferences• Professional reading• Oversight and peer review opportunities



Making and Substantiating Professional Claims

• Avoid making unsubstantiated claims (e.g., “I am certain I can help your son”)– Maintain a healthy dose of humility

• Only present yourself with valid credentials (never claim to have certifications, licenses that you don’t have)



Informed Consent

• The potential recipient of services or a participant in a research study gives his or her explicit permission before any assessment or treatment is provided

• Permission must follow full disclosure and information has been provided



Three Tests for Informed Consent

• Person must demonstrate capacity to decide• Person’s decision must be voluntary• Person must have adequate knowledge of all

salient aspects of treatment



Capacity to Decide

• The person must have– Adequate mental process or faculty by which

he/she acquires knowledge– Ability to select and express his or her choices– Ability to engage in a rational process of

decision making

• These are often fluid concepts



Surrogate/Guardian Consent

• When a person is deemed incapacitated, consent may be obtained through a surrogate or guardian– 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



Voluntary

• Consent is given in the absence of coercion, distress, or undue influence

• Consent can be revoked at any time



Knowledge of Treatment

• Treatment must be presented in clear, nontechnical language– All important aspects of treatment– All potential risks/benefits– All potential alternative treatments



Treatment Without Consent

• Life-threatening emergency• Imminent risk of serious harm• Cannot be done when parents simply refuse;

have recourse through legal system



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– Abusive situations– Imminent, severe harm to the individual



Protecting Dignity, Health, and Safety

• Do I honor choices?– Do I help the client 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?



Advocating for the Client

• Is the problem amenable to behavior treatment?– Ensure the problem is not medical– Ensure the problem is the client’s and that there

is, indeed, a problem– Ensure other interventions have been attempted

and that the problem can’t be solved informally or by another discipline



Advocating for the Client

• Is the proposed intervention likely to be successful?– Client, caregivers willing to participate– Research support for treatment– Public support for treatment– Behavior analyst skilled in treatment– Contingencies of reinforcement can be controlled



Embracing the Scientific Method

• “In science keeping an open mind is a virtue, but not so open that your brains fall out” (James Oberg)

• When selecting interventions, behavior analysts should rely on– Peer-reviewed scientific reports published in

reputable outlets– Direct and frequent measures of behavior



Conflict of Interest• Occurs when a principal party, alone or in

connection with family, friends or associates, has a vested interest in the outcome of the interaction

• Direct and frequent observations puts behavior analysts in close contact with the client and family members in natural settings

• Must be cautious not to develop personal relationships that cross professional boundaries



Documents

Unit 9 Final Project—Questions? Education/Certification/Career Opportunities Chapter 29-Ethical Considerations for ABA