Responsible Conduct of a behavior analyst Guideline 1

Report
RESPONSIBLE CONDUCT OF A
BEHAVIOR ANALYST
GUIDELINE 1
Presented by Kelly Patchell Della Rosa
Overview
Background
 What is responsible conduct?
 Guidelines 1.01-1.07
 APA Guidelines
 The Ethics Guy
 Questions
 References

Background

Our beginnings as a field
 1960s-
experimental analysis of behavior
 Application of animal lab procedures
 No guidelines for ethical behavior
 Why?

How did we get here?
 Sunland
Miami Scandal
 Established guidelines developed
(Bailey & Burch, 2011)
What is Responsible Conduct?

Responsible
 What

are some words that come to mind?
Expectations of Behavior Analysts
 Reliance
on scientific knowledge
 Competence
 Professional development
 Integrity
 Professional/Scientific Relationships
 Duel Relationships/Conflicts of Interests
 Exploitative Relationships
(Bailey & Burch, 2011)
Responsible Conduct
of a Behavior Analyst
1.0 Responsible Conduct of a Behavior Analyst.
 The behavior analyst maintains the high standards
of professional behavior of the professional
organization.
(Bailey & Burch, 2011)
Reliance on Scientific Knowledge
1.01 Reliance on Scientific Knowledge.
 Behavior analysts rely on scientifically and
professionally derived knowledge when making
scientific or professional judgments in human service
provision, or when engaging in scholarly or
professional endeavors.
(Bailey & Burch, 2011)
Reliance on Scientific Knowledge
Treatment decisions are based on:
 Observation
 Functional
behavior assessment
 Objective data
(Bailey & Burch, 2011)
Competence
1.02 Competence.
 (a) Behavior analysts provide services, teach, and conduct
research only within the boundaries of their competence,
based on their education, training, supervised experience, or
appropriate professional experience.
 (b) Behavior analysts provide services, teach, or conduct
research in new areas or involving new techniques only after
first undertaking appropriate study, training, supervision,
and/or consultation from persons who are competent in those
areas or techniques.
(Bailey & Burch, 2011)
Competence

Behavior analysts should only practice in areas in
which they have been TRAINED
If it is a new area of interest, a behavior analyst
must seek out sufficient training
Often difficult to know the boundaries

Any personal experience with this guideline?


(Bailey & Burch, 2011)
Professional Development
1.03 Professional Development.
 Behavior analysts who engage in assessment, therapy,
teaching, research, organizational consulting, or other
professional activities maintain a reasonable level of
awareness of current scientific and professional
information in their fields of activity, and undertake
ongoing efforts to maintain competence in the skills they
use by reading the appropriate literature, attending
conferences and conventions, participating in workshops,
and/or obtaining Behavior Analyst Certification Board
certification.
(Bailey & Burch, 2011)
Professional Development



Stay current!
Read the literature and be fluent in your area of
expertise
Attend conferences and workshops
 ABAI
 NJABA
 APBA
(Bailey & Burch, 2011)
Integrity
1.04 Integrity.
(a) Behavior analysts are truthful and honest. The behavior analyst
follows through on obligations and professional commitments with
high quality work and refrains from making professional
commitments that he/she cannot keep.
(b) The behavior analyst’s behavior conforms to the legal and moral
codes of the social and professional community of which the
behavior analyst is a member.
(c) The activity of a behavior analyst falls under these Guidelines
only if the activity is part of his or her work-related functions or the
activity is behavior analytic in nature.
(d) If behavior analysts’ ethical responsibilities conflict with law,
behavior analysts make known their commitment to these Guidelines
and take steps to resolve the conflict in a responsible manner in
accordance with law.
(Bailey & Burch, 2011)
Integrity

Be honest
Abilities
 Timelines





Follow through with commitments
Be aware of legal, moral, and social issues in the
community that you practice
Guidelines apply to your job and any area that
involves behavior analysis
Follow these ethical guidelines to the extent that the law
provides

Resolve the issue, but don’t break the law!
(Bailey & Burch, 2011)
Professional & Scientific Relationships
1.05 Professional and Scientific Relationships.
(a) Behavior analysts provide behavioral diagnostic, therapeutic, teaching,
research, supervisory, consultative, or other behavior analytic services only in the
context of a defined, remunerated professional or scientific relationship or role.
(b) When behavior analysts provide assessment, evaluation, treatment, counseling,
supervision, teaching, consultation, research, or other behavior analytic services to
an individual, a group, or an organization, they use language that is fully
understandable to the recipient of those services. They provide appropriate
information prior to service delivery about the nature of such services and
appropriate information later about results and conclusions.
(c) Where differences of age, gender, race, ethnicity, national origin, religion,
sexual orientation, disability, language, or socioeconomic status significantly affect
behavior analysts’ work concerning particular individuals or groups, behavior
analysts obtain the training, experience, consultation, or supervision necessary to
ensure the competence of their services, or they make appropriate referrals.
(Bailey & Burch, 2011)
Professional & Scientific Relationships
(d) In their work-related activities, behavior analysts do not engage
in discrimination against individuals or groups based on age, gender,
race, ethnicity, national origin, religion, sexual orientation, disability,
socioeconomic status, or any basis proscribed by law.
(e) Behavior analysts do not knowingly engage in behavior that is
harassing or demeaning to persons with whom they interact in their
work based on factors such as those persons’ age, gender, race,
ethnicity, national origin, religion, sexual orientation, disability,
language, or socioeconomic status, in accordance with law.
(f) Behavior analysts recognize that their personal problems and
conflicts may interfere with their effectiveness. Behavior analysts
refrain from providing services when their personal circumstances
may compromise delivering services to the best of their abilities.
(Bailey & Burch, 2011)
Professional & Scientific Relationships
(a) Define your role!

Volunteering

Written contract

What do you think?
(b) Use nontechnical language with clients/families

Speak clearly

Describe all procedures

Include the family
(c) Individual differences


Get training
Provide a referral
(Bailey & Burch, 2011)
Professional & Scientific Relationships
(d) Do not discriminate!
(e) Be aware of how your behavior affects others


Sexual harassment
Bullying
(f) Monitor your own behavior



Consult others
Leave of absence
Help yourself so you can help others
(Bailey & Burch, 2011)
Duel Relationships &
Conflicts of Interest
1.06 Dual Relationships and Conflicts of Interest.
(a) In many communities and situations, it may not be feasible or reasonable for
behavior analysts to avoid social or other nonprofessional contacts with persons such
as clients, students, supervisees, or research participants. Behavior analysts must
always be sensitive to the potential harmful effects of other contacts on their work
and on those persons with whom they deal.
(b) A behavior analyst refrains from entering into or promising a personal, scientific,
professional, financial, or other relationship with any such person if it appears likely
that such a relationship reasonably might impair the behavior analyst’s objectivity
or otherwise interfere with the behavior analyst’s ability to effectively perform his
or her functions as a behavior analyst, or might harm or exploit the other party.
(c) If a behavior analyst finds that, due to unforeseen factors, a potentially harmful
multiple relationship has arisen (i.e., one in which the reasonable possibility of
conflict of interest or undue influence is present), the behavior analyst attempts to
resolve it with due regard for the best interests of the affected person and maximal
compliance with these Guidelines.
(Bailey & Burch, 2011)
Duel Relationships &
Conflicts of Interest




Avoid social contact with clients
 Interference with objectivity
Avoid social contact with supervisees, students, and research
participants
 Objectivity
 Favoritism
 Research bias
Refrain from forming relationships that may negatively affect
performance
 Scientific, Personal, Financial, Professional
 Personal examples?
Already involved in a duel relationship?

Use the guidelines to resolve it immediately
(Bailey & Burch, 2011)
Duel Relationships Example
http://www.youtube.com/watch?v=OArG3MfZ3KE
Exploitative Relationships
1.07 Exploitative Relationships.
(a) Behavior analysts do not exploit persons over whom they
have supervisory, evaluative, or other authority such as
students, supervisees, employees, research participants, and
clients.
(b) Behavior analysts do not engage in sexual relationships
with clients, students, or supervisees in training over whom the
behavior analyst has evaluative or direct authority, because
such relationships easily impair judgment or become
exploitative.
(c) Behavior analysts are cautioned against bartering with
clients because it is often (1) clinically contraindicated, and (2)
prone to formation of an exploitative relationship.
(Bailey & Burch, 2011)
Exploitative Relationships

Do not abuse your power over others

Sexual relationships
 Common

sense? Maybe not….
Bartering
 Exchange
of goods/services in place of payment
 Cautioned against because of issues over equality of
exchange
 Example: Jamaica trip
(Bailey & Burch, 2011)
APA Guidelines
Where do the BACB and APA line up on ethical issues?
Reliance on Scientific Knowledge
2.04 Bases for Scientific and Professional Judgments
Psychologists' work is based upon established scientific and professional knowledge of the
discipline.
9.01 Bases for Assessments
(a) Psychologists base the opinions contained in their recommendations, reports and diagnostic
or evaluative statements, including forensic testimony, on information and techniques sufficient
to substantiate their findings.
(b) Except as noted in 9.01c, psychologists provide opinions of the psychological
characteristics of individuals only after they have conducted an examination of the individuals
adequate to support their statements or conclusions. When, despite reasonable efforts, such an
examination is not practical, psychologists document the efforts they made and the result of
those efforts, clarify the probable impact of their limited information on the reliability and
validity of their opinions and appropriately limit the nature and extent of their conclusions or
recommendations.
(c) When psychologists conduct a record review or provide consultation or supervision and an
individual examination is not warranted or necessary for the opinion, psychologists explain this
and the sources of information on which they based their conclusions and recommendations.
(American Psychological Association, 2002)
APA Guidelines
Professional Development
2.03 Maintaining Competence
Psychologists undertake ongoing efforts to develop and maintain their competence.
Competence
2.01 Boundaries of Competence
(a) Psychologists provide services, teach and conduct research with populations and in areas only within the
boundaries of their competence, based on their education, training, supervised experience, consultation,
study or professional experience.
(c) Psychologists planning to provide services, teach or conduct research involving populations, areas, techniques
or technologies new to them undertake relevant education, training, supervised experience, consultation or
study.
Integrity
1.02 Conflicts Between Ethics and Law, Regulations, or Other Governing Legal Authority
If psychologists’ ethical responsibilities conflict with law, regulations or other governing legal authority,
psychologists clarify the nature of the conflict, make known their commitment to the Ethics Code and take
reasonable steps to resolve the conflict consistent with the General Principles and Ethical Standards of the Ethics
Code. Under no circumstances may this standard be used to justify or defend violating human rights.
1.03 Conflicts Between Ethics and Organizational Demands
If the demands of an organization with which psychologists are affiliated or for whom they are working are in
conflict with this Ethics Code, psychologists clarify the nature of the conflict, make known their commitment to the
Ethics Code and take reasonable steps to resolve the conflict consistent with the General Principles and Ethical
Standards of the Ethics Code. Under no circumstances may this standard be used to justify or defend violating
human rights.
(American Psychological Association, 2002)
APA Guidelines
Professional & Scientific Relationships
3.01 Unfair Discrimination
In their work-related activities, psychologists do not engage in unfair discrimination based on age,
gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability,
socioeconomic status or any basis proscribed by law.
3.02 Sexual Harassment
Psychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation, physical
advances or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with the
psychologist's activities or roles as a psychologist and that either (1) is unwelcome, is offensive or
creates a hostile workplace or educational environment, and the psychologist knows or is told this or
(2) is sufficiently severe or intense to be abusive to a reasonable person in the context. Sexual
harassment can consist of a single intense or severe act or of multiple persistent or pervasive acts.
3.03 Other Harassment
Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons with
whom they interact in their work based on factors such as those persons' age, gender, gender identity,
race, ethnicity, culture, national origin, religion, sexual orientation, disability, language or
socioeconomic status.
(American Psychological Association, 2002)
APA Guidelines
Duel Relationships/Conflicts of Interest
3.05 Multiple Relationships
(a) A multiple relationship occurs when a psychologist is in a professional role with a person and
(1) at the same time is in another role with the same person, (2) at the same time is in a
relationship with a person closely associated with or related to the person with whom the
psychologist has the professional relationship, or (3) promises to enter into another relationship in
the future with the person or a person closely associated with or related to the person.
A psychologist refrains from entering into a multiple relationship if the multiple relationship could
reasonably be expected to impair the psychologist's objectivity, competence or effectiveness in
performing his or her functions as a psychologist, or otherwise risks exploitation or harm to the
person with whom the professional relationship exists.
Multiple relationships that would not reasonably be expected to cause impairment or risk
exploitation or harm are not unethical.
(b) If a psychologist finds that, due to unforeseen factors, a potentially harmful multiple
relationship has arisen, the psychologist takes reasonable steps to resolve it with due regard for
the best interests of the affected person and maximal compliance with the Ethics Code.
3.06 Conflict of Interest
Psychologists refrain from taking on a professional role when personal, scientific, professional,
legal, financial or other interests or relationships could reasonably be expected to (1) impair
their objectivity, competence or effectiveness in performing their functions as psychologists or (2)
expose the person or organization with whom the professional relationship exists to harm or
exploitation
(American Psychological Association, 2002)
APA Guidelines
Exploitative Relationships
3.08 Exploitative Relationships
Psychologists do not exploit persons over whom they have supervisory, evaluative or
other authority such as clients/patients, students, supervisees, research participants
and employees.
10.05 Sexual Intimacies with Current Therapy Clients/Patients
Psychologists do not engage in sexual intimacies with current therapy
clients/patients.
10.06 Sexual Intimacies with Relatives or Significant Others of Current Therapy
Clients/Patients
Psychologists do not engage in sexual intimacies with individuals they know to be
close relatives, guardians, or significant others of current clients/patients.
Psychologists do not terminate therapy to circumvent this standard.
10.08 Sexual Intimacies with Former Therapy Clients/Patients
(a) Psychologists do not engage in sexual intimacies with former clients/patients for
at least two years after cessation or termination of therapy.
The Ethics Guy

Bruce Weinstein, Ph.D.
 Ph.D.
from Georgetown
 Clients include NFL,
Johnson & Johnson, and
The National Guard
 Ethics analyst for CNN
www.theethicsguy.com
http://www.youtube.com/watch?v=Lhwhgf01Ozw
Questions???
THANK YOU!
References
American Psychological Association. (2002). American
Psychological Association ethical principles of
psychologists and code of conduct.
http://www.apa.org/ethics/code2002.html
Bailey, J., & Burch, M. (2011). Ethics for Behavior
Analysts (2nd ed.). New York: Routledge.

similar documents