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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.

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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.

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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

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Schedule

• Make-up Exam 2 (Units 4 - 8)

• TUESDAY, APRIL 25• 2:45 - 4:45 PM (be here at 2:45)

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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)

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Unit 8: Certification

• Certification: Two levels of certification– Board Certified Associate Behavior Analyst (BCABA)– Board Certified Behavior Analyst (BCBA)

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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 concepts3) 25 hours behavioral assessment, selection of

intervention outcomes and interventions4) 20 hours measurement of behavior, experimental

evaluation of interventions, display and interpretation of behavioral data

5) 40 hours behavioral change procedures and systems support

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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

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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

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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.

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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

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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

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SO7: Not for ExamRenewal 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

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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)

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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?

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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.

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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?

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Case Study 1A1. 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.

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Case Study 1BDr. 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?

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Case Study 1B1. 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.

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Case Study 1CJake 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?

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Case Study 1C1. 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?

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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.

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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?

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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.

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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?

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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 literatureWhat 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.

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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?– 2. Why is this relevant to Task Statement 1-2?

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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.

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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.

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Case Study 4A

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.

1. At what point does Angie need to get approval from Susan’s mother?

2. Why is this relevant to Task Statement 1-4?

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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.

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Case Study 4B

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.

1. How would/should you handle the situation with regard to Rosemary?

2. Why is this relevant to Task Statement 1-4?

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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)

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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?

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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.

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Case Study 4D

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.

1. Was Carl ready to begin his pilot research after obtaining approvals from the school principal and the teachers involved in the study?

–

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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.

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Task Statement 1-7

Identify and reconcile contingencies that compromise the practitioner-client covenant, including relationships among the practitioner, the client and other parties.

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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?

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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.

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Case Study 7B

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.

1. Because the feelings seemed to be mutual, was there any problem with Bill asking Kristi for a date?

2. Why is this relevant to Task Statement 1-7?3. How is this relevant to student-faculty relationships? What is the

ethical responsibility of students in psychology?4. How is this relevant to student TAs and student supervisors in

practicum settings?

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Case Study 7B1. Because the feelings seemed to be mutual, was there any

problem with Bill asking Kristi for a date?Absolutely.

2. 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.

3. How is this relevant to student-faculty relationships? What is the ethical responsibility of students in psychology?

4. How is this relevant to student TAs and student supervisors in practicum settings?(Are there any times a student-faculty relationship is OK)

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Case Study 7C

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.

1. Was there a problem with this?2. Why is this relevant to Task Statement 1-7?

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Case Study 7C

1. Was there a problem with this?Yes.

2. 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 interestJohn should get the letter from the person who supervises him at the day training center (or the director of the center).

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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.

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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?

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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.

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Case Study 8BKevin 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?

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Case Study 8B

1. 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

2. This is also relevant to task statement 1-8.Use the most effective assessment and behavior change procedures

3. 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.

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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 self-reinforcement. 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?

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Case Study 8C

1. 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.

2. 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. 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.

2. Why is this related to task statement 1-8? Use the most effective assessment and treatment procedures

3. 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. 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.

2. Why is this relevant to task statement 1-9?3. 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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Case Study 9D

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?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 sell-being 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 research-based and was usually effective.

1. Why was sit and watch preferable to running around the track?

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Case Study 11C

1. 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).

2. 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 15-minutes 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!