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Chapter 9 The Behavior Analyst and the Individual Behavior Change Program

Chapter 9 The Behavior Analyst and the Individual Behavior Change Program. Maggie Neggers Caldwell College Ethics for Behavior Analysts. Outline. Introduction Standards & videos Scenarios BACB Guidelines Ethic Guidelines from other fields. Early Evolution.

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Chapter 9 The Behavior Analyst and the Individual Behavior Change Program

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  1. Chapter 9The Behavior Analyst and the Individual Behavior Change Program Maggie Neggers Caldwell College Ethics for Behavior Analysts

  2. Outline • Introduction • Standards & videos • Scenarios • BACB Guidelines • Ethic Guidelines from other fields

  3. Early Evolution • Extensions of laboratory procedures • No written documentation • No approval process • New form of therapy – data based

  4. Early Evolution Continued • Mid- 1980’s practitioners were fully in compliance with standards • Approve program in writing before implemented • Use least restrictive environment • Avoid harmful consequences • Involve client in any modifications to the program

  5. Field’s Position on Punishment • “the behavior analyst recommends reinforcement rather than punishment whenever possible.”

  6. Video • http://www.youtube.com/watch?v=aAj9W0ntUMI

  7. Scenario (4.05) • Reinforcement and punishment • “Juan a newly certified BCBA decides that Carl, a child whose face slapping is maintained by self-reinforcement 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 in a loud voice “no”

  8. Least Restrictive Procedures (4.10) • Procedures as opposed to environments • Always try to use the least restrictive method, which is at the same time, still likely to be effective

  9. Guideline 4 • The behavior analysts (a)designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods (b)involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the rights of the client to terminate services at any time.

  10. Conditions • Describing conditions for program success (4.01) • Environmental conditions that preclude implementation (4.02) • Environmental conditions that hamper implementation (4.03)

  11. Video • http://www.youtube.com/watch?v=DTD5XaXny0U

  12. Interventions • Approving interventions (4.04) • Avoiding harmful reinforcers (4.06) • Ongoing data collection (4.07)

  13. Scenario • “Eddie was an extremely active client who was constantly leaving whichever activity in which he was supposed to be involved. If he was scheduled to be in the house, he would leave and wonder around the grounds. If Eddie was scheduled to be in the education building, he would often leave and go to his bedroom. Mark ,the BCaBA, decided that because Eddie liked sweets a good intervention would be to start reinforcing Eddie with candy or a small glass of coke every 10 minutes throughout the day if Eddie was where he was suppose to be?”

  14. Programs • Program modification (4.08) • Program modifications consent (4.09)

  15. Termination • Termination Criteria (4.11) • Terminating Clients (4.12)

  16. Question • “when a client is doing very well is it a good idea to extend programming?”

  17. Ethics Guidelines • Ethical Principles for Art Therapists • Ethical Principles of Psychologists and Code of Conduct • Occupational Therapy Code of Ethics and Ethics Standards • Code of Ethics for the Physical Therapist • NEA Code of Ethics

  18. Ethical Principles for Art Therapists • 1.9. Termination may be initiated by either therapist or client. Whenever possible, and regardless of who initiates termination, art therapists discuss with clients the decision to terminate therapy. Art therapists terminate therapy when it becomes reasonably clear that the client no longer needs the service, is not likely to benefit, or is being harmed by continuing the service. • 1.11 Art therapists, prior to termination, provide pre-termination counseling and suggest alternate service providers as appropriate, except where precluded by the actions of clients or third-party payers.

  19. Ethical Principles of Psychologists and Code of Conduct • 3.04 Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients and others with whom they work, and to minimize harm where it is foreseeable and unavoidable.

  20. Occupational Therapy Code of Ethics and Ethics Standards • Principle 2. Occupational therapy personnel shall intentionally refrain from actions that cause harm.

  21. Code of Ethics for the Physical Therapist • 7A. Physical therapists shall promote practice environments that support autonomous and accountable professional judgments.

  22. NEA Code of Ethics • Shall not deliberately suppress or distort subject matter relevant to the student's progress.

  23. References • Bailey, J.S., &Burch, M.R. (2001). Ethics for behavior analysts (2nd Expanded Edition). Routledge.

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