Behaviour Intervention BI & PROFESSIONAL ETHICS: Working in the field with other professionals 1 This software is licensed under the BC Commons License.BC Commons License

Learning Objectives Review ethical considerations of BI work – In relation to other service providers – Discuss the benefit of sharing information – Discuss the ethical considerations that should be made before sharing information 2

Working with others Working as a behavior interventionist is by no means a lonely job. As part of your work you will see your student, and his/her parents, but also possibly his/her’s speech therapist, occupational therapist, teacher, teacher’s aid, principle, etc. It is important that you are aware of how best to interact with each of these professionals 3

Potential drawbacks when working with others It is possible that a team member might suggest something that is against what you believe to be the best course of action. If this happens, there are a few things you should do: – Seek more information to make certain you understand what is being suggested. – Organize the reasons you do not support the decision. – Decide if it is up to you or your supervisor to address your concerns. – If it is your supervisor, discuss the issue with him/her – If it is you, discuss the issue calmly and professionally with the other professional. Follow the steps of conflict resolution discussed previously. 4

Benefits of working collaboratively Growth and learning in children can only be understood in relation to the various environments in which the child is living. These include the family, peers, schools, the local community and the wider society. We cannot effectively teach a child in isolation 5

Benefits of working collaboratively Parents and professionals each have essential information which needs to be shared among all who are concerned with the child's development. Parents know their own child best, as well as the environments in which the child is growing up. Professionals have developed specific strategies and methods to help children to acquire the skills they need. – Each professional has a specialized base of knowledge and experience that will help the team provide the best, most comprehensive intervention for the child in question. 6

Benefits of working collaboratively There is a great need for parents and professionals to adopt a reasonably consistent approach to achieve goals. Such methods need to be discussed and agreed, so that, at the very least, each is familiar with the approach taken by the other. 7

Ethical considerations It is true that sharing information is vital for intervention to make sure students get the services and support they need and have a consistent program of intervention. However, it is also important that parents remain confident that their personal information is kept safe and secure and that you and other providers maintain the privacy rights of their child. It is important, therefore, that you understand when, why and how you should share information. 8

Special considerations for abuse: Note: If at any time you have reason to believe that a child has been or is likely to be abused or neglected has a legal duty under the Child, Family and Community Service Act to report the matter.Child, Family and Community Service Act – Helpline for children telephone number to This is a toll free number. It is a local telephone number anywhere in the province. – Report to a child protection social worker in either a Ministry of Children and Family Development office, or a First Nations child welfare agency that provides child protection services. Monday to Friday, 8:30 a.m. to 4:30 p.m., call your local district office (listed in the blue pages of your phone book). Monday to Friday, 4:30 p.m. to 8:30 a.m. and all day Saturday, Sunday and on statutory holidays, call the Helpline for Children. Dial (no area code needed). 9

Sharing information There can be significant consequences to not sharing information − as there can be to sharing information. Ultimately, you must use their professional judgment to decide whether to share or not, and what information is appropriate to share. It is important to build trust from the outset by clarifying issues and procedures surrounding confidentiality and information sharing. You must adopt the right approach to information sharing by following the correct procedures and by ensuring that the parent/carer (and the pupil, where appropriate) understands the process. 10

Confidentiality: BI’s must adhere to both applicable legislation and an organization’s policies with respect to confidentiality. Confidentiality is life long. – It does not end when the practicum ends – It does not end when the job ends – You are bound by it until death 11

“Golden Sharing Rules” 1. Be open and honest with people from the outset about why, what, how and with whom information will, or could, be shared, and seek parental agreement − unless it is unsafe or inappropriate to do so (ex: abuse situations). 2. Seek advice if you are in any doubt, without disclosing the identity of the person, where possible. 3. Get consent to share information, where appropriate and possible. But respect the wishes of those who do not consent to share confidential information. 12

“Golden Sharing Rules” 4. Base your information-sharing decisions on considerations of the safety and well-being of the student and others who may be affected by your actions. 5. Make sure the information you share is necessary for the purpose for which you are sharing it, is shared only with those people who need to have it, is accurate and up to date, is shared in a timely fashion, and is shared securely. 13

“Golden Sharing Rules” 6. Keep a record of your decision and the reasons for it – this should apply whether the decision is to share information or not. If you decide to share, record what you have shared, who with and for what purpose 14

Some questions to ask yourself: Is there a clear and legitimate purpose for sharing information? – Why do you or the other person want the information? – What is the outcome you are trying to achieve? – Could the aims be achieved without sharing the information? – Has the parent requested you share the information? 15

Some questions to ask yourself: Do you have consent to share? – You should seek consent, where possible, and respect the wishes of those who do not consent to share confidential information. – You do not always need consent to share personal information. There will be some circumstances where you should not seek consent − for example: Where doing so would: place a child at increased risk of significant harm If doing so would lead to unjustified delay in making enquiries about allegations of harm. 16

Some questions to ask yourself: Are you sharing information wisely and securely? Only share what is necessary to achieve the purpose, distinguishing clearly between fact and opinion. Share only with the person or people who really need to know the information. Make sure the information is accurate and up to date. 17

Some questions to ask yourself: Are you sharing information wisely and securely? Check who will see the information and share the information in a secure way. For example: – confirm the identity of the person you are talking to – make sure a conversation or phone call cannot be overheard – use secure , or – make sure the intended person will be on hand to receive a fax 18

Some questions to ask yourself: Are you sharing information wisely and securely? Establish with the recipient whether they intend to pass it on to other people and make sure they understand the limits of any consent that has been given. Inform the person who the information relates to that you are sharing the information, if it is safe to do so, and if you have not already told them that their information may be shared. 19

Closing Comments Working with a child with special needs should mean you are working closely with the child’s family as well as other service providers, as we work in a field of family centered community practices. There can be some drawbacks to this but there are far more benefits to it, so try to work professionally within the team. It is important to remember that you are privy to sometimes sensitive information, and as a result you need to be sensitive in maintaining your student’s privacy as well as his/her family’s privacy. 20

Resource Douglas College created this resource for the Cass behavior Intervention Provincial Partnership, funded through the Douglas College Strategic Development Fund. Author(s)Elizabeth Athens, Ph.D., BCBA-D Institution(s)Douglas College TitleProfessional Ethics DescriptionThis module explores the importance of Behaviour Interventionists working collaboratively with other professionals providing support to children and youth on the autism spectrum. Students examine the ethical considerations of this partnership including confidentiality, sharing of information, and special considerations if abuse is suspected. Guidelines are provided for how information should be shared. Date Created12/16/11 Education LevelCollege, Post Secondary Key Words / TagsABA, Applied Behavior Analysis, autism, ethics, professionals LicenseBCcommons v 2.0 Learning OutcomeEthics 21