Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Chapter 29: Ethical Considerations for Applied Behavior Analysts

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Ethics Behaviors, practices, and decisions that address three fundamental questions: –What is the right thing to do? –What is worth doing? –What does it mean to be a good behavior analyst? End goal: Further the welfare of the client

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved What is the right thing to do? Personal history influences our decision making –Personal experiences –Cultural/religious beliefs –Professional training and experiences –To ensure that personal experiences and cultural/religious beliefs don’t take over: –Consult research literature, case studies, supervisors, colleagues

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved What is worth doing? Social validity –Are the goals acceptable for the planned behavior change intervention? –Are the procedures acceptable and aligned with best treatment practices? –Do the results show meaningful, significant, and sustainable change?

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved What is worth doing? Cost-Benefit Ratio –Does the potential benefit to the individual justify the short- and long-term cost for providing the service? Decisions should be made by committee Person with highest stake in outcome should be given greatest consideration

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved What is worth doing? Existing Exigencies –Behaviors that are more serious warrant intervention consideration before behaviors that are less problematic –Must still consider long-term ramifications for treatments that result in quick change

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved The good behavior analyst… Follows the Golden Rule Is self-regulating Calibrates decisions over time to meeting changing cultural values and contingencies

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Professional Standards Written guidelines or rules of practice that provide direction for the practices associated with an organization

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Professional Standards See… –APA: Ethical Principles of Psychologists and Code of Conduct –ABA: The Right to Effective Behavioral Treatment and The Right to Effective Education –BACB: Guidelines for Responsible Conduct for Behavior Analysts and The BCBA and BCABA Behavior Analyst Task List

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Ensuring Professional Competence Academic training that includes: –Formal coursework –Supervised practica –Mentored professional experience Certification and licensure –Behavior Analyst Certification Board Keep practice within your area of competence

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Maintaining and Expanding Professional Competence Continuing Educational Unit credits (CEUs) Attending and presenting at conferences Professional reading Oversight and peer review opportunities

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Making and Substantiating Professional Claims Avoid making unsubstantiated claims (e.g., “I am certain I can help your son”) –Maintain a healthy dose of humility Only present yourself with valid credentials (never claim to have certifications, licenses that you don’t have)

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Informed Consent The potential recipient of services or a participant in a research study gives his or her explicit permission before any assessment or treatment is provided Permission must follow full disclosure and information has been provided

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Three Tests for Informed Consent Person must demonstrate capacity to decide Person’s decision must be voluntary Person must have adequate knowledge of all salient aspects of treatment

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Capacity to Decide The person must have –Adequate mental process or faculty by which he/she acquires knowledge –Ability to select and express his or her choices –Ability to engage in a rational process of decision making These are often fluid concepts

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Surrogate/Guardian Consent When a person is deemed incapacitated, consent may be obtained through a surrogate or guardian –Surrogate: a legal process by which another individual is authorized to make a decision for the person deemed incompetent –Guardian: legal custodian of the individual

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Voluntary Consent is given in the absence of coercion, distress, or undue influence Consent can be revoked at any time

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Knowledge of Treatment Treatment must be presented in clear, nontechnical language –All important aspects of treatment –All potential risks/benefits –All potential alternative treatments

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Treatment Without Consent Life-threatening emergency Imminent risk of serious harm Cannot be done when parents simply refuse; have recourse through legal system

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Confidentiality Information regarding an individual receiving services may not be discussed with or made available to third parties (unless explicit permission has been given) Limits –Abusive situations –Imminent, severe harm to the individual

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Protecting Dignity, Health, and Safety Do I honor choices? –Do I help the client select outcomes and behavior change targets? Do I provide adequate space for privacy? Do I look beyond the disability and treat the person with respect?

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Advocating for the Client Is the problem amenable to behavior treatment? –Ensure the problem is not medical –Ensure the problem is the client’s and that there is, indeed, a problem –Ensure other interventions have been attempted and that the problem can’t be solved informally or by another discipline

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Advocating for the Client Is the proposed intervention likely to be successful? –Client, caregivers willing to participate –Research support for treatment –Public support for treatment –Behavior analyst skilled in treatment –Contingencies of reinforcement can be controlled

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Embracing the Scientific Method “In science keeping an open mind is a virtue, but not so open that your brains fall out” (James Oberg) When selecting interventions, behavior analysts should rely on –Peer-reviewed scientific reports published in reputable outlets –Direct and frequent measures of behavior

Cooper, Heron, and Heward Applied Behavior Analysis, Second Edition Copyright © 2007 by Pearson Education, Inc. All rights reserved Conflict of Interest Occurs when a principal party, alone or in connection with family, friends or associates, has a vested interest in the outcome of the interaction Direct and frequent observations puts behavior analysts in close contact with the client and family members in natural settings Must be cautious not to develop personal relationships that cross professional boundaries