Jennifer C. Gormley M.Ed., BCBA, LBS Title:  Ethical Considerations in the Treatment of Individuals with ASD & Various Social/Emotional/Educational Needs Jennifer C. Gormley M.Ed., BCBA, LBS “It takes a village to raise a child. It takes a child with autism to raise the consciousness of the village,” Coach Elaine Hall

When you were a kid….. https://youtu.be/nlqrj0gmhjM

Brief Review of Core Ethical Principles 1. Doing No Harm “Although a Behavior Analyst would not willing or knowingly do harm, it can come in subtle forms that need to be addressed carefully” (Bailey & Burch , 2016). 2. Respecting Autonomy Its our responsibility to ensure self-reliance and as much independence as appropriate. How do we do that? THROUGH APPROPRIATE and MEANINGFUL behavioral change (i.e., Shaping, conditioning, etc.)

Brief Review of Core Ethical Principles 3. Benefiting Others Remembering who is the client? 4. Being Just “The Golden Rule!!” 5. Being Faithful Your Brand as it is now called…. 6. According Dignity Communication is one of the most important ways we can honor the dignity of our clients. Their voices MUST be heard, no matter what forms of communication our clients use.

Brief Review of Core Ethical Principles Continued 7. Treating Others With Caring And Compassion If you follow the previous core principles, care and compassion will come naturally. 8. Pursuit Of Excellence Always strive to stay current with new techniques and research on our fields. 9. Accepting Accountability What to do when a behavior plan fails?

One Last thought…

Top Issues BCBAs Are Facing In Their Fields…

2.03 Consultation (a) Behavior analysts arrange for appropriate consultations and referrals based principally on the best interests of their clients, with appropriate consent, and subject to other relevant considerations, including applicable law and contractual obligations. The case of the unknowing parent………..

Consent… Consent… Consent… “It is now universally agreed, though not always honored in practice, that human beings must give their informed consent prior to any significant intrusion of their person or privacy” (Bersoff, 1993, p. 150)

Consent continued.. Knowing Knowing is the first element and when we say “knowing”, what does that entail? A clear understanding of what the consent is for. Thinks of it as the Who What (risk & benefits) Where Why How

Competent The client is legally competent to give consent. Adults are legally presumed to give consent Minors are not presumably able to give consent We must always get parent/guardian consent unless there is an emergency situation What would constitute and “emergency” and what steps do we need to take?

Voluntary “Consent must be obtained without coercion or undue enticement”

2.03 Consultation (b) When indicated and professionally appropriate, behavior analysts cooperate with other professionals, in a manner that is consistent with the philosophical assumptions and principles of behavior analysis, in order to effectively and appropriately serve their clients

Meaning….. When selecting an intervention with a team, as a BCBA we are obligated to review and consider all proposed/alternative treatments, including those proposed by others on the team (i.e., related service providers, teachers, counselor etc.)

But What if I Know a recommended intervention won’t work?? The case of the PECS vs the Augmented Communication Device! What are your options?

Final Thoughts to Consider

RESOURCES Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts. London: Routledge. Cooper, J., Heron, T., & Heward, W. (2007). Applied Behavior Analysis (p. 770). Columbus: Merrill Pub. Cipani, E., & Schock, K. (2007). Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings. New York, NY: Springer Pub. Minahan, J., & Rappaport, N. (2013). The Behavior Code: a Practical Guide to Understanding and Teaching the Most Challenging Students. Cambridge, MA: Harvard Education Press.