Unit 8: Very Different Assignment!
• Topics covered:
– Certification in behavior analysis
– Research and practical ethics
• Unit Assignment: 2 parts
– 17 pts over study objectives in course pack
– 18 pts for completion of first 7 modules of an
on-line training program about research ethics
• Research and practical ethics have the same
overarching guidelines/principles, and thus there
are a lot of similarities between them.
1
Unit 8: Very Different Assignment!
• On-line Training Program
– You must hand in a computer print out that you have
completed the on-line training on the day of U8 exam,
which is Tuesday, 4/18 (no electronic copies via
email)
– Completion = criterion established by HSIRB: 80%
correct on the quiz after the unit. Quizzes can be
retaken until you obtain the 80% criterion.
– If you do not hand this in on the day of the exam - no
credit. Late assignments will not be accepted.
– See Study Objectives for grading criteria
– See instructions that I handed out in class for logging
onto the training program.
2
Schedule
• Today and Thursday: Certification in behavior analysis
and professional ethics
• Tuesday, April 18, E8
– 18 points: completion of first seven modules of on-line
research ethics training program (80% on quizzes =
completion)
– 17 points: exam over certification and practical ethics
• Thursday, April 20
– Return of E8
– Special grade sheet for ME2, can you benefit from
taking ME2, and if so how many pts do you need?
– ME2 study objectives handed out
3
Schedule
• Make-up Exam 2 (Units 4 - 8)
• TUESDAY, APRIL 25
• 2:45 - 4:45 PM (be here at 2:45)
4
Unit 8: Certification in Behavior Analysis and
Professional Ethics
• Certification
– The Behavior Analyst Certification Board is a
nonprofit corporation to meet professional
credentialing needs identified by behavior analysts,
state governments and consumers of behavior
analysis
– Certification is not required to practice behavior
analysis, however, many organizations, particularly
those who serve vulnerable populations (children
diagnosed with autism, children and adults diagnosed
with DD, etc.) require employees to be certified
– State of PA requires all teachers who work with
children diagnosed with autism to be certified in
behavior analysis
(it is not the same thing as licensing, i.e., clinical)
5
Unit 8: Certification
• Certification: Two levels of certification
– Board Certified Associate Behavior Analyst (BCABA)
– Board Certified Behavior Analyst (BCBA)
6
SO1: Requirements for Board Certified Associate
Behavior Analyst
A. BA degree (not necessarily in behavior analysis or
psychology)
B. 135 credit hours of specific coursework in behavior
analysis (following details not required for the exam)
1) 10 hours ethics (hence this unit)
2) 40 hours definitions, principles, and concepts
3) 25 hours behavioral assessment, selection of
intervention outcomes and interventions
4) 20 hours measurement of behavior, experimental
evaluation of interventions, display and
interpretation of behavioral data
5) 40 hours behavioral change procedures and
systems support
7
SO1: Requirements for Board Certified Associate
Behavior Analyst
C. Experience requirement (from 500 - 1000 hours
depending upon intensity of supervision. Supervisor
must be a BCBA - see web site for details)
D. Pass the Associate Behavior Analyst Certification
Examination administered by the Behavior Analyst
Certification Board
8
SO2: Before applying for the exam which of the
preceding requirements must be met?
•
All of the other three
– BA degree
– 135 credit hours of coursework in behavior
analysis
– Experience requirement
9
SO3: When you graduate from WMU with a BS in
psychology, which certification requirements have you met?
•
•
BA requirement and 135 credit hour requirement
– Credit hour requirement met by 3300, 3600, and
4600 and is pre-approved by the Certification Board
so our graduates do NOT have to submit individual
course syllabi
Not for exam: Experience requirement is not met
– Croyden Avenue practicum provides about 140
hours of supervised experience. Most individuals
fulfill experience requirements through employment
in behaviorally oriented organizations after
graduation. Too difficult to obtain 500-1000 of
supervised practice during school.
10
SOs 4 and 5
4A. How long does the original certification last?
• Three years
4B. What must be done to maintain certification?
• Renew certification each year by application
• Apply for recertification after 3rd year
SO5. What are the recertification requirements?
• Complete 24 hours of continuing education every
three years or
• Retake and pass the certification examination
11
SO6: Requirements for certification as a Board Certified
Behavior Analyst (BCBA)
A. MA degree (not necessarily in behavior analysis or
psychology)
B. 225 credit hours in specific course work at the graduate
level in behavior analysis (a sequence of our graduate
level courses have been pre-approved to meet this
requirement - students have some options)
C. Experience requirements (750-1500 hours of supervised
experience, depending upon intensity of supervision)
D. Pass the Behavior Analyst Certification examination
12
SO7: Not for Exam
Renewal and Recertification: Similar to BCABA
A.
How long does the original certification last?
•
Three years
B.
What must be done to maintain certification?
•
Renew certification each year by application
•
Apply for recertification after 3rd year
C.
What must be done to obtain recertification after 3rd year?
•
Complete 36 credit hours of continuing education in behavior
analysis or
•
Retake and pass the certification examination
13
SO8: Professional Ethics
• Materials in the course pack
– Dickinson article
• Relevant task statements (seven of the twelve) taken
from the list of task statements for the certification
exam
• Sections of the “responsible conduct” guidelines for
behavior analysts relevant to each task
• Case study examples
– Complete set of Behavior Analyst Board Guidelines for
Responsible Conduct (not for the exam - just FYI)
– Complete set of task statements for the ethical content
part of the certification examination (not for the exam,
just FYI)
14
Exam Questions (also indicated in SO8)
• I will give you a copy of the seven task statements
• I will ask two types of questions about these or similar case
studies
– Which task statement or statements are relevant to this
case study? A particular case study often involves more
than one task statement.
– Short open-ended questions such as:
• What should the person in the case study do?”
• Is it OK for the person in the case study to start the
intervention or research, or is there something else
the person must do before starting?
15
Task Statement 1-1
• Solicit or otherwise influence clients only through
the use of truthful and accurate representations of
intervention efficacy (effectiveness) and one’s
personal competence in applied behavior
analysis.
16
Case Study 1A
Dr. B, a behavior analyst, was consulting at a residential
facility for clients diagnosed with developmental disabilities
that were severe enough to prevent them from living at
home or in the community. This was a new client for Dr. B.
and he wanted to demonstrate how behavior analysis
could help the clients. One day, as soon as Dr. B. arrived,
the administrator approached him and began
congratulating him on successfully treating one of the most
difficult clients in the facility. Dr. B. then discussed the case
with the student who was helping him. The student told
him that, in fact, baseline was still underway and the
treatment plan had not yet been executed.
1. What should Dr. B. do?
2. Why is this relevant to task statement 1-1?
17
Case Study 1A
1. What should Dr. B. do?
He should meet with the administrator and explain that no
credit was due. That, in fact, baseline was still underway
and the treatment plan had not been executed.
2. Why is this relevant to task statement 1-1?
Solicit or otherwise influence clients only through the use
of truthful and accurate representations of intervention
efficacy
Well-respected professionals attain their reputations based
on the trust placed in them by others. Being truthful with
clients provides the basis for long-term relationships that
make for a successful career.
18
Case Study 1B
Dr. G. was a school psychologist working with a private
tutoring service to help children who were having trouble in
school. Some of the children were diagnosed with ADHD,
some with dyslexia. Dr. G. conducted a controlled study
with 2 of the ADHD clients and 2 of the dyslexia clients.
She found her behavioral teaching methods were much
more effective for teaching these children how to read and
do math than more traditional methods. Dr. G. was thrilled
as was the director of the tutoring service. The director
sent press releases to several magazines and
newspapers. Dr. G. found out that the director had written
the following headline: “Dramatic New Advances in
Education: Teaching Methods at ABC Tutoring Cure ADHD
and Dyslexia.”
1. What should Dr. G. do?
2. Why is this relevant to task statement 1-1?
19
Case Study 1B
1. What should Dr. G. do?
She should immediately contact the director and explain
that the headline was not appropriate. She should rewrite
the headline and immediately contact all of the magazines
and newspapers and tell them to hold the presses.
If it is too late to hold the presses, Dr. G. should
immediately write and request that a follow-up piece be
published correcting the misconception that it cured ADHD
and dyslexia and talk about the limitations of the study
(only dealt with 2 ADHD students and 2 dyslexia students
and in a highly structured environment).
2. Why is this relevant to task statement 1-1?
Behavior analysts should be truthful about the
effectiveness of an intervention and should not exaggerate
their effectiveness.
20
Case Study 1C
Jake was a student in a Ph.D. program in Organizational
Behavior Management. He wanted to supplement his
income by consulting with local companies. Jake had an
MA degree in OBM and had worked with a number of
companies doing projects in classes arranged by his
professors where he was supervised by both a person in
the organization and the professor. He had also completed
two practicum courses in organizations under the
supervision of his advisor. When he developed his resume,
under “experience” he listed the companies he had worked
with and the projects he had completed for each.
1. Is there anything else Jake should include on his resume?
2. Why is this relevant to task statement 1-1?
3. How does this situation apply/generalize to students
applying for jobs or to graduate school?
21
Case Study 1C
1. Is there anything else Jake should include on his resume?
Absolutely. He should indicate that the projects were
completed as part of a course, listing both the professor
and on-site individual as supervisors.
2. Why is this relevant to task statement 1-1?
The behavior analyst must supply the client with an
accurate and truthful representation of his/her credentials
when soliciting clients. Solicitation and public statements
include personal resumes and curriculum vita. Without the
information above, it appears as though Jake was an
independent consultant for the organizations. That is
misleading.
3. How does this situation apply/generalize to students
applying for jobs or to graduate school?
22
Task Statement 1-2
Practice within one’s limits of professional
competence in applied behavior analysis and
obtain consultation, supervision, training, or make
referrals as necessary.
23
Case Study 2A
Martin, a BCBA, moved to a new city to work at a large
state hospital for persons with mental health problems. This
was a new area of expertise for Martin: his past experience
was limited to clients who were profoundly retarded with
multiple physical disabilities. At the new hospital, Martin
was assigned to work with Dan, a 23-year old who had a
severe head injury. Due to the head injury, Dan engaged in
violent and dangerous outbursts of aggression. Dan’s
outbursts ahd resulted in medical treatment for a few staff
members. Martin was eager to help Dan and began
reading everything he could about head injury. Martin felt
that the hospital had hired him to do a job and assigned
him to this client, and he was committed to getting Dan’s
behavior under control.
1. Is there anything else Martin should be doing?
2. Why is this relevant to task statement 2?
24
Case Study 2A
1. Is there anything else Martin should be doing?
Behavior analysts should only accept clients whose
behavior problems are commensurate with their skill level.
Martin needs to consult with a BCBA who is an expert in
the treatment of head injury and aggression. If there is no
such person at the facility, he needs to find someone in the
area to supervise him. There can be liability issues if he
does not.
2. Why is this relevant to task statement 2?
Must practice within one’s area of competence and obtain
consultation and supervision, if necessary.
25
Case Study 2B
Melinda, a BCABA, is working with a child in an
after-school clinic affiliated with a university. The
child is beginning to engage in self-injurious
behavior and the parents are concerned that the
behaviors may escalate into more severe types of
behaviors. Melinda has implemented a behavioral
program to reduce/eliminate the self-injurious
behaviors. One of the parents asks Melinda, “Does
my child’s self-injurious behavior indicate that he
may have attention deficit disorder?”
– 1. How should Melinda respond?
– 2. Why is this relevant to Task Statement 1-2?
26
Case Study 2B
1. How should Melinda respond?
That diagnosis is outside my area of expertise. Your
child’s doctor would be better able to help you
determine that.
2. Why is this relevant to Task Statement 1-2?
Practice within one’s limits of professional competence
and make referrals when appropriate.
Other potential questions that may come up with a parent:
Should I put my child on a special diet? Refer to pediatrician
and perhaps relevant literature
What should I say to convince the judge in my child custody
case that I am the best parent to promote this ABA
program for my child? I can’t give you advice on that - I
suggest you talk to your lawyer.
27
Case Study 2C
–
–
–
David is a BCBA who was recently asked to provide
services to a program for adults with developmental
disabilities. David went to visit the program and was
dismayed to see a lack of materials for training, a
number of clients with behavioral problems, and a very
serious shortage of staff. David asked about the staffing
at the facility, and was told that due to budget cuts,
there was not enough staff nearly every day. He did not
feel that he could implement behavioral programs that
would be effective with the number of current staff.
David felt sorry for the clients, however, and wanted to
help as much as he could. He was considering
accepting the position and doing as much as he could
by filling in as an extra pair of hands until additional staff
could be hired.
1. If you were David, what would/should you do?
28
2. Why is this relevant to Task Statement 1-2?
Case Study 2C
1. If you were David, what would/should you do?
David should refuse to take the position. This critical
shortage of staff will prevent the implementation of
behavior programs. When the facility is adequately
staffed, David can offer to provide behavioral services.
2. Why is this relevant to Task Statement 1-2?
If environmental conditions preclude implementation of
a sound behavior analytic program, the behavior analyst
should inform the client of such and make referrals to
others (an OBM or systems analyst).
Must practice within one’s limits of professional
competence - cannot be competent in this situation.
29
Task Statement 1-4:
(I am not covering 1-3 from the guidelines)
Obtain informed consent within applicable legal
and ethical standards.
– Provide a written description of all procedures
and obtain consent from all clients before
research, assessment, intervention, change in
intervention, changes in interventions.
– When working with clients, describe procedures
in language they can understand and obtain
assent if “consent” cannot be given.
30
Case Study 4A
1.
2.
Susan is a fifty-two-year-old woman with developmental
disabilities. She lives at home with her mother who is her legal
guardian and she attends a vocational training program. Susan
receives behavioral programming as needed. Angie is a BCBA
who works with clients at the vocational program. Angie has
been asked to provide behavioral services for Susan. It seems as
though Susan has been spending all of her money on junk food.
Then, so that she has money, she has been asking staff to give
her loans or pay her for small favors. This behavior has
escalated to the point that Susan has no money for bus
transportation and she is making everyone uncomfortable with
her begging. Because begging is not really an appropriate
behavior, Angie feels that it would be okay to instruct the staff
to immediately begin treating begging with social disapproval.
At what point does Angie need to get approval from Susan’s
mother?
Why is this relevant to Task Statement 1-4?
31
Case Study 4A
1. At what point does Angie need to get approval from
Susan’s mother?
Before implementing any procedures to change
Susan’s behavior, Angie needs to outline the objectives
of the behavior plan in writing for Susan’s mother. It
could be that the mother feels Susan has the right to
spend her money on snacks as long as she goes to
work. The intervention for this problem may well be
something for which the mother wishes to have some
input.
2. Why is this relevant to Task Statement 1-4?
Give procedures in writing and obtain informed consent
(in in writing) before implementing any research or
behavior change procedure.
32
Case Study 4B
1.
2.
Rosemary is a thirty-two-year-old woman who has behavior
problems and moderate developmental disabilities. She lives
in a residential facility and attends a workshop during the
day. Rosemary has some unusual behaviors with regard to
her dressing and appearance. She is nearly 100 pounds
overweight, is buxom, and she refuses to wear a bra. She
wears skirts that she rolls up at the waist-band to make the
skirts extremely short. If staff do not intervene, Rosemary
tries to leave the facility in the morning wearing an excessive
amount of makeup. These behaviors have been documented
by Phyllis. Phyllis has been asked to design an intervention.
Rosemary would no doubt be embarrassed if someone told
her the behaviors were a problem and an intervention would
be started soon.
How would/should you handle the situation with regard to
Rosemary?
Why is this relevant to Task Statement 1-4?
33
Case Study 4B
1.
How would/should you handle the situation with regard to
Rosemary?
With a client who is lower functioning than Rosemary, a behavior analyst
would discuss the results of any behavioral assessment with the guardian
or some other legally authorized person. In Rosemary’s case, the
assessment findings pertain to adaptive behaviors. Phyllis should
definitely talk to Rosemary about her findings. Phyllis can explain to
Rosemary that everyone wants Rosemary to success and Phyllis will be
starting a plan to help her.
A female staff person could work with Rosemary to help her select an
attractive wardrobe and apply makeup that is tasteful. Her behavior
suggests she is trying to make herself attractive and she needs help with a
fashion and makeup makeover.
2.
Why is this relevant to Task Statement 1-4?
Obtain consent/assent from the client in language that is understandable.
(Maintain dignity of the client at all times)
34
Case Study 4C
Shakira is working in a special education classroom.
Students spend part of the school day in the classroom and
they are mainstreamed the remainder of the day. Tawana is a
tall, lanky twelve-year-old who swears and becomes
disruptive in class. She is on a behavior program that worked
well until recently when the program became ineffective.
Knowing her clients very well, Shakira quickly figured out
that Tawana was bored with the reinforcers. Shakira planned
some changes in the intervention, including changing the
reinforcers, reinforcement schedule, and adding
consequences for misbehavior.
1. Because the behavior plan was already in effect, Shakira was
certain that all of the permission forms that were previously
signed would cover the new version of the program. Was she
correct in assuming this?
2. Why is this relevant to Task Statement 1-4?
35
Case Study 4C
1.
Because the behavior plan was already in effect, Shakira was
certain that all of the permission forms that were previously
signed would cover the new version of the program. Was she
correct in assuming this?
No.
2. Why is this relevant to Task Statement 1-4?
When a behavior program is modified, the behavior analyst
needs to explain the modifications and obtain consent again.
In this case, consentn would come from the parents. The
changes should also be explained to Tawana.
36
Case Study 4D
1.
–
Carl was working on his master’s degree in behavior
analysis. Although not his thesis, he wanted to do some pilot
research in a high school that was in a low-income
neighborhood. He began volunteering at the school and he
established an excellent working relationship with the
principal and some of the teachers. He met with the school
and got approval to conduct his research. Because this was
not an official psychology department assignment and
because this was a pilot study, he told the school officials that
he was going to be “flexible, implementing procedures that
would become apparent as the baseline data became
available.” The school (the teachers and principal) said they
understood the need for this flexibility and looked forward to
seeing what Carl would do.
Was Carl ready to begin his pilot research after obtaining
approvals from the school principal and the teachers involved
in the study?
37
Case Study 4D
1.
Was Carl ready to begin his pilot research after obtaining
approvals from the school principal and the teachers involved
in the study?
No. Carl needed an approval of the HSIRB before starting
any research in the schools. He also would, as part of that
procedure, need to obtain consent from the participants. And,
the procedures must be planned and written. The approval
from school personnel was not sufficient.
2.
Why is this related to task statement 1-4?
Must obtain the written consent of the participant or
surrogate before beginning research and also must conduct
research with humans and nonhumans in accordance with the
local human research board (if there is one) and the HSIRB
for the academic institution with which the student is
affiliated.
38
Task Statement 1-7
Identify and reconcile contingencies that
compromise the practitioner-client covenant,
including relationships among the practitioner,
the client and other parties.
39
Case Study 7A
A BCBA who specializes in behavioral gerontology was asked
by her sister to develop an ABA program for her their elderly
mother. The sister lives about 60 miles away and the mother
has a separate apartment in the sister’s house. The mother had
lung surgery about three months ago. The physician and
surgeon have given the mother a “clean bill of health” - that is
she has no lingering medical problems. However, the mother
has stopped engaging in many activities she used to enjoy, and
is beginning to just sit around the house complaining – usually
about the sister. The sisters have a very close relationship. The
BCBA is very concerned about her mother and also wants to
help her sister. She is very grateful that her sister has taken on
the role of primary care-taker for the mother.
1. What is the BCBA’s most appropriate course of action?
40
Case Study 7A
1.
What is the BCBA’s most appropriate course of action?
The BCBA should locate another BCBA in the area and refer
the sister to that individual. There is too much potential for
conflict within the family - either between the mother and the
BCBA or between the BCBA and her sister.
2.
Why is this relevant to task statement 1-7?
Conflicts of interest here. The behavior analyst must always
be sensitive to potential harmful effects of personal and
social relationships on their work and on those persons with
whom they deal. Behavior analysts provide behavioral
services only in the context of a defined, remunerated
professional or scientific relationship role.
41
Case Study 7B
1.
2.
3.
4.
Bill was a twenty-seven-year-old, single BCBA who worked
with clients and conducted research in a large state institution.
Bill had a good working relationship with the local university’s
psychology and special education programs. One semester, Bill
found himself attracted to Kristi, one of the college students he
was supervising. The attraction seemed mutual because Kristi
“flirted” with Bill and made it a point to let Bill know she was
single and available for dating.
Because the feelings seemed to be mutual, was there any
problem with Bill asking Kristi for a date?
Why is this relevant to Task Statement 1-7?
How is this relevant to student-faculty relationships? What is the
ethical responsibility of students in psychology?
How is this relevant to student TAs and student supervisors in
practicum settings?
42
1.
2.
3.
4.
Case Study 7B
Because the feelings seemed to be mutual, was there any
problem with Bill asking Kristi for a date?
Absolutely.
Why is this relevant to Task Statement 1-7?
Behavior analysts do not engage in sexual relationships with
clients, students, or supervisees; such a relationship could
impair their judgment and constitute a form of exploitation as
well. Dating is also in this category. If Bill believes that Kristi is
the girl of his dreams, he should wait untill her internship is over
to have nonprofessional contact with her. Also, depending on the
nature of the interactions, it might be appropriate to have
someone else supervise Kristi.
How is this relevant to student-faculty relationships? What is the
ethical responsibility of students in psychology?
How is this relevant to student TAs and student supervisors in
practicum settings?
(Are there any times a student-faculty relationship is OK)
43
Case Study 7C
1.
2.
John was working with developmentally disabled clients in a
day training center in a small town. He was an excellent
behavior analyst and his clients not only made good progress,
but liked him a lot. He met many of the parents of his clients
at the training center and also in the community. John decided
to apply to a Ph.D. program in behavior analysis. He asked
the parents that he knew if they would be willing to write
recommendation letters for him. The parents were happy to
do so and some even offered to include quotes from their
children who were John’s clients.
Was there a problem with this?
Why is this relevant to Task Statement 1-7?
44
Case Study 7C
1.
2.
Was there a problem with this?
Yes.
Why is this relevant to Task Statement 1-7?
Behavior analysts do not solicit testimonials from current
clients or patients or other persons who because of their
particular circumstances are vulnerable to undue influence.
That is, if the parents said no, it might influence the care John
gives the DD client or the parents might think if they said no,
it would influence the care John gives to their children. Thus,
it creates a conflict of interest
John should get the letter from the person who supervises him
at the day training center (or the director of the center).
45
Task Statement 1-8
Use the most effective assessment and behavior
change procedures within applicable ethical
standards taking into consideration the guideline of
minimal instrusiveness of the procedure to the client.
46
Case Study 8A
Jessica was referred to a behavior analyst by her teacher. The
behavior analyst had worked with children extensively. Jessica
was 7 years old. She caused frequent disturbances in the
classroom. Her teacher, Mrs. Harris, provided a data sheet
showing the date, time, and type of disturbance going back 3
weeks. Mrs. Harris identified the problem as a “willfulness”
problem and requested help in setting up a time-out booth for
Jessica. The behavior analyst reviewed the data sheet.
Knowing that time-out was a very effective procedure, she
designed the time-out procedure and had the teacher
implement it. Not long after it was discovered that Jessica had
a hearing problem and her disturbances were due to that.
1. What should the behavior analyst have done that she didn’t?
2. This case is also very relevant to another task statement.
Which ones?
47
Case Study 8A
1. What should the behavior analyst have done that she didn’t?
Observed Jessica directly and done a functional analysis to
determine the causes of the disturbances.
2. What other task statements is this relevant to?
Consent (1-4):she did not get consent from Jessica’s parents
nor assent from Jessica. Also,
3. Also, health (1-11): ensure that the dignity, health and safety
of one’s clients are fully protected at all times.
48
Case Study 8B
Kevin is a six-year-old with developmental disabilities who bangs
his head. Robert is a BCBA who has been recently assigned to
Kevin’s classroom. Robert’s functional analysis of Kevin’s
behavior shows that it is related to attention from his parents and
teachers. An occupational therapist (OT) has developed the current
treatment plan that includes sensory integration, joint
compression, and sessions three times a week to jump on a
trampoline to “use up his pent up energy.” The speech therapist
recommended sign language. The physical therapist recommended
a helmet. Kevin continued to bang his head with the helmet and he
also started biting his fingers. The OT is very sure that her plan
will eventually work and she explains at every treatment team
meeting that everyone needs to be patient and give her treatment
program time to work. The Special Education teacher has been,
and continues to be, supportive of the OT’s program.
1. Robert is outnumbered here - how should he proceed?
49
Case Study 8B
1.
2.
3.
Robert is outnumbered here - how should he proceed?
Robert should explain to the team that clients have a right to effective
treatment. His professional responsibility is to review and evaluate alternative
treatments and he should request empirically-based articles from these other
professionals and critique them. Emergency procedures should be used if
Kevin is hurting himself. Interventions for SIB should be based on the
research literature, and if Robert is not satisfied that these other treatments are
supported by empirical evidence, he should say so at the next team meeting
This is also relevant to task statement 1-8.
Use the most effective assessment and behavior change procedures
What other task statement is relevant?
Task statement 1-11: ensure the dignity, health and safety of one’s clients are
fully protected at all times; Task 1-4: also have to obtain consent from legal
guardian.
50
Case Study 8C
Juan, a BCBA, has just started working in a privately-owned
school for children with autism. He has been asked to work with
Carl, a child who has been shrieking and slapping himself in the
face. Juan was hired to replace a BCBA who had resigned. The
previous CBA had completed a very good functional analysis
indicating that Carl’s face slapping is being maintained by selfreinforcement. Juan decides, with due and reasonable
consideration, that that Carl’s face slapping is serious enough to
warrant a punishment procedure as an intervention. When Carl
slaps his face, Juan wants Carl’s hands to be firmly pulled away
from his face, and for the therapist to say “No!” in a very loud
voice.
1. What else does Juan need to do before submitting this program
to Carl’s parents for approval?
2. Why is this relevant to Task 1-8?
51
Case Study 8C
1.
2.
What else does Juan need to do before submitting this program
to Carl’s parents for approval?
Because behavior analysts should recommend reinforcement
along with punishment (given that punishment is necessary),
Carl’s program needs to have some reinforcement procedures
for alternative behaviors, such as holding and playing with a
toy, raising his hand to get his teacher’s attention, and/or using
a musical instrument or art materials.
Why is this related to task statement 1-8?
Take into consideration minimal intrusiveness of the procedure
- punishment is considered to be an intrusive intervention
procedure in the field.
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Case Study 8D
Sharel is an undergraduate student in psychology with an
emphasis in behavior analysis. She was working with an
autistic child at home, teaching the child verbal behavior. The
parents contracted with an independent behavioral consulting
firm to develop the verbal behavior program. The consultants
all were Ph.D. level BCBAs. Sharel was trained by the
consultants, but was paid directly by the parents for her work.
Sharel had been working with the child for about two months.
One day, the mother asked Sharel to spend the first hour doing
sensory integration and joint compression instead of verbal
behavior training. The mother told Sharel that she would show
her how to do it.
1. What should Sharel do?
2. Why is this relevant to task 1-8?
3. What other task statement is this relevant to?
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Case Study 8D
1.
2.
3.
What should Sharel do?
Sharel should tell the mother that even though the mother has
offered to train her, she has not been trained to do the
procedures joint compression could well harm the child if she
does not do it correctly. She should also say that this falls
outside her area of expertise and she knows nothing about how
these procedures affect a child. Thus, the mother should
request help from whomever recommended the procedure.
Why is this related to task statement 1-8?
Use the most effective assessment and treatment procedures
What other task statement is relevant?
Task 1-1: functions within his/her competencies; Task 1-11,
ensure the dignity, health and safety of the client are protected
at all times.
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Task Statement 1-9
• Protect confidentiality.
• Note that this is strongly related to task
statement 1-4: Obtain consent
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Case Study 9A
Dr. C. was a BCBA who worked with a number of children in
her small community. Dr. C. most often provided treatment in
the children’s home after school hours. Two of Dr. C.’s clients,
Jason and Jennifer, were a brother and sister. Their alcoholic
father was in and out of the home and the father had abused the
mother in the past. Dr. C. attended a church where several of the
members of the congregation knew the family. They cared very
much about the children and would ask how they were doing.
These caring people would often tell Dr. C. what they knew
about the family and they would ask how the children were
getting along at school and at home. The women from the
church had donated clothing and food to the family in the past
and they always had the children on the list to receive Christmas
gifts from the church.
1. How much information should Dr. C. give these caring church
members? If you were Dr. C., what should/would you say?
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Case Study 9A
1. How much information should Dr. C. give these caring church
members? If you were Dr. C., what should/would you say?
Behavior analysts have an obligation to respect the
confidentiality of those with whom they work. When asked
about the children, Dr. C. should politely tell anyone who asks
that she cannot discuss her work with her clients. She should
then politely change the conversation.
2. Why is this relevant to task statement 1-9?
Confidentiality
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Case Study 9B
In a consulting firm that hires behavior analysts,
behavior analysts are responsible for storing their own
records and data. Barbara is a BCABA who is a
graduate student on a limited budget. She has a typical
student’s apartment – small, cramped, not much
storage space – and she shares it with two roommates.
Barbara keeps her data for her clients for about three
months and then she throws them away, but only after
attending a monthly meeting where she turns in copies
of her data to her supervisor.
1. Barbara certainly seems justified in her handling of
records given her living conditions. Is she behaving in
accordance with the guidelines?
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Case Study 9B
Barbara certainly seems justified in her handling of records
given her living conditions. Is she behaving in accordance
with the guidelines?
Barbara is keeping records in her apartment. Can her
roommates see the records? The records should be locked so
only she has access to them. Throwing away client records in
the trash is not a good idea. They are not secure. Client
records that are thrown away should be shredded (just like
faculty should shred old grade sheets or other student
information if student names are on them). Three months is
not long enough to keep records. In most states records need
to be kept for at least three years. If a consulting firm hires
Barbara, they should have an office or storage location where
records can be maintained privately. This is particularly
important for companies that retain the services of graduate
students who are likely to graduate and move away.
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Case Study 9C
Sandy was a BCABA who was working toward her BCBA.
Sandy worked with community mental health clients. The clients
lived and worked on their own in the community. In Sandy’s free
time, she enjoyed the hobby of scrapbooking, in which
scrapbook pages are elaborately decorated with photos, sayings,
clippings, and artwork. Sandy dearly loved her work with clients
and decided she would make a scrapbook about her clients as a
sort of keepsake and something she could show her mother when
she visited at Thanksgiving. Sandy asked her present clients and
some from the recent past to write comments about how she
helped them. Sandy artfully put the comments in a scrapbook
along with photos of the clients and some cute clip-on art that she
found online. One day, she showed the case manager (her
supervisor) her treasured scrapbook as an example of her work.
1. Was there a problem with this?
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Case Study 9C
1.
2.
3.
Was there a problem with this?
Absolutely. She violated the confidentiality of her clients by
putting their pictures in the scrap book. She should not show
her mother (or anyone else the scrap book). In fact, she should
restrict her scrapbooking to topics such as family photos or fun
with friends.
Why is this relevant to task statement 1-9?
What other task statements are related to this case?
Task 1-4. Obtain consent when when disclosing confidential
information. Task 1-7. Identify and reconcile contingencies that
compromise the practitioner-client covenant. Behavior analysts
do not solicit testimonials from current clients or patients who
because of their particular circumstances are vulnerable to
undue influence.
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Case Study 9D
Dr. W., a BCBA, has been working on Tom’s behavioral issues
for two years. Tom lives in a supported living apartment in the
community and he works at a job with supervision from
Vocational Rehabilitation. Dr. W’s data show that Tom frequently
arrives at work late, sometimes falls asleep at work, and
sometimes does not come to work at all. Tom would rather stay
at home and sleep, and a variety of behavioral incentive
programs have not been effective. Dr. W. is wondering whether
Tom might have a sleeping disorder and might benefit from a
sleep evaluation. Dr. W. has a friend who is a physician who
specializes in sleep disorders. Dr. W’s plan is to invite his friend
to lunch and tell him about Tom.
1. Can Dr. W. ethically talk to another professional about Tom to
determine if (a) the person feels a referral might be appropriate,
and (b) if the person would consider taking Tom as a
patient/client?
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1.
Case Study 9D
Can Dr. W. ethically talk to another professional about Tom to
determine if (a) the person feels a referral might be appropriate,
and (b) if the person would consider taking Tom as a
patient/client?
No. He would violate the confidentiality of Tom. Dr. W. must
obtain the written consent of Tom (or his guardian) before
disclosing Tom’s records or giving information such as his
name or behavioral specifics to another professional, regardless
of the purpose.
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Task Statement 1-11
• Ensure that the dignity, health, and safety of one’s clients
are fully protected at all times.
– Behavior analysts do not engage in discrimination
against individuals or groups of individuals based on
age, gender, race, ethnicity, national origin, religion,
sexual orientation, disability, language, or
socioeconomic status.
– They do not engage in behavior that is harassing or
demeaning to persons with whom they interact in their
work based on the above factors.
– They operate in the best interests of the client.
– They take reasonable steps to avoid harming their
clients, research participants, students and others with
whom they work and to minimize harm where it is
foreseeable and unavoidable.
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Case Study 11A
Ahmed took a specialized undergraduate track in his
bachelor’s degree program that permitted him to take
the BCABA certification exam, which he passed. In
school, he earned very good grades and excelled at
doing functional assessments in his practicum. When
he got his first job, he discovered that one of his
student clients in an elementary school was a Sunni
Muslim. Ahmed mentioned this to his parents who
were irate and insisted that he refuse to associate in any
way with this student of a rival religious sect.
1. Ahmed is in a very sensitive situation. How should he
handle this?
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Case Study 11A
1. Ahmed is in a very sensitive situation. How should he
handle this?
Refusing to provide treatment to a person based on
religion, ethnicity, or national origin is a form of
discrimination and is not condoned. It is illegal as
well. This means that Ahmad cannot refuse treatment
to this child to satisfy his parents. If he cannot be
totally unbiased, he must make a referral to another
CBA. In addition, he needs to rethink his commitment
to his chosen field.
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Case Study 11B
Peter received his MA in Organizational Behavior Management
and was quickly hired by a large online retailer to improve
productivity. His directive was to find ways of increasing the
work-output of employees in the shipping department. After
observing the employees, talking to them and taking baseline
data for a reasonable period of time, Peter recommended that
the company institute a pay-for-performance system that would
reward employees for picking up the pace of work, learning to
pack boxes more quickly, and take fewer steps in doing so. His
estimate was that overall output could be increased by at least
fifteen percent, with only a two percent payroll increase because
of the way pay would be contingent on performance. A BCABA
working in the Human Resources Department got wind of this
proposal and asked to review it before it was put in place.
1. What concerns may the BCABA have about this program?
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Case Study 11B
1.
What concerns may the BCABA have about this program?
Any time there is an increase in productivity there is some
chance that this involves employees working faster or possibly
cutting corners to earn the performance bonuses and
incentives. Both situations might put them at risk for injury
and someone needs to ask questions about the safety and sellbeing of the employees.
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Case Study 11C
Jason, a ten-year-old with learning disabilities and social acting out, was
mainstreamed into an elementary school physical education class at the
beginning of the new school year. The school was in Florida. Jason would
frequently disrupt the whole class with his antics during softball, which was
played outside. He would squeal loudly if he missed the ball and he would
make every attempt to run in a humorous manner so that other students would
laugh. The physical education teacher was frustrated and ready to implement
his own behavioral intervention that was to have Jason run around the track
that surrounded the softball field each time he misbehaved. The school
principal sent Dr. K., a BCBA, to meet with the phys ed teacher and discuss
alternatives. Dr. K. suggested that the first intervention simply be that when
Jason acted out, he would be sent to the bench to sit and watch. Dr. K.
explained to the phys ed teacher that this was a procedure that was researchbased and was usually effective.
1. Why was sit and watch preferable to running around the track?
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Case Study 11C
1.
2.
Why was sit and watch preferable to running around the track?
Sit and watch which is a brief time-out procedure is a better starting point
than the physically grueling, and potentially dangerous, task of running
around the track in the hot sun (remember it was FL).
Why is it relevant to Task 1-8 as well?
Because this is the first attempt at a behavior plan for Jason, the behavior
analyst needs to start with the least restrictive, intrusive procedures.
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Case Study 11D (no questions about this one): it is just an excellent
example of Task 1-11
Terrence lived in a group home and hated to get up in the morning to go to
work. He would fight with staff members, throw shoes at them, and pull the
bed covers up over his head. Maria was asked to develop an intervention
program for him. Before taking baseline data, she met with all of the direct
care staff who worked with Terrance. One staff member who reported no such
reaction when she was on duty described her method of getting Terrence up.
“Basically I try to treat him like my dad who lives with us. He’s on
medication just like Terrence, and I know that it makes him groggy in the
morning. So, I have to show some patience with Terrence. What I do is I go in
his room and say in my sweetest voice, ‘Terrence honey, it’s almost time to
get up,’ and I open the curtains about halfway and then I leave his room. Then
I come back about 15 minutes later and open them the rest of the way and go
to Terrence and gently rub his arm and say, ‘ How yah doin’ Terrence? It’s
almost time to get up. We’ve got some fresh coffee brewing and I’ve set out
your work clothes. I’ll be back to get you in a few minutes.’ Then about 15minutes after that I come back and if he’s not up I turn on his clock radio and
say, ‘Terrence sweetheart, it’s time to get up now. Here let me help you get
dressed.’ I know this takes extra effort but this is the way I would like to be
treated and it’s the way I treat my dad so I don’t mind. And it works. By the
time I turn on the radio he’s swinging out of bed and has that little half-grin
on his face that says ‘Thank you for being so understanding.’”
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THE END
Don’t forget to bring your computer
verification of completion of the on-line
training for research ethics!
There is no second chance!
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