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| From Coursework to Practice: Emphasizing Ethics Along the Way |
| Saturday, May 25, 2019 |
| 4:00 PM–4:50 PM |
| Swissôtel, Event Center Second Floor, Montreux 1-3 |
| Area: DEV; Domain: Service Delivery |
| Chair: Eliseo D. Jimenez (Georgia State University) |
| CE Instructor: Eliseo D. Jimenez, Ph.D. |
| Abstract: Behavior analysts work in various roles with diverse responsibilities, each posing unique ethical quandaries. This symposium combines three presentations emphasizing ethical issues that affect prospective and practicing behavior analysts during their schooling, training and supervision experience, and professional work. The first presentation will highlight challenges related to embedding ethics in a university special education/behavior analysis course sequence and present ways for promoting ethical situations/codes in the classroom that go beyond a single required ethics course. The second presentation will review common ethical issues Registered Behavior Technicians (RBTs) encounter during the credentialing process, as well as in the field, especially those resulting from inadequate supervision. Practical strategies for alleviating these issues and promoting the provision of adequate supervision will be shared. The last presentation will describe common ethical issues encountered by practicing school-based behavior analysts and pinpoint practical ways school-based behavior analysts can address these issues without compromising their ethical obligations. This symposium will provide ethical considerations for behavior analysts working in university settings, those supervising RBTs, and those working in school settings. Implications for practice will be discussed. |
| Instruction Level: Intermediate |
| Keyword(s): coursework, education, ethics, supervision |
| Target Audience: Certified analysts and credentialed technicians |
| Learning Objectives: At the conclusion of the presentation, participants will be able to:
(1) list ways to effectively embed ethical and conduct standards in their courses;
(2) describe characteristics of proper RBT training and identify practical strategies to promote adequate supervision and practice;
(3) describe ethical issues encountered by school-based behavior analysts and identify relevant ethical guidelines and strategies to address those issues. |
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| Application of Ethical Codes Beyond Ethics Course |
| EDWARD JUSTIN PAGE (Duquesne University) |
| Abstract: The BACB requires 45 hours in a standalone course related to ethical principles and concepts in their verified course sequence. However, ethics and the application of these ethical principles should go beyond one course. Ethical principles can and should be embedded in classes where possible, and situations should be developed in the classroom that allows students to apply skills learned in their ethics course to another course’s content. One of the challenges that programs can face is applying the Ethical & Professional Compliance Codes in the classroom that students have previously learned. This presentation will highlight challenges related to embedding ethics in a special education/behavior analysis course sequence and present ways for promoting ethical situations/ codes in the classroom that goes beyond the required ethics course. |
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Registered Behavior Technician Credentialing Process: Issues and Strategies |
| ELISA M. CRUZ-TORRES (Florida Atlantic University) |
| Abstract: According to the BACB, between 2016 and 2017, one of the most frequently violated categories is that of “improper or inadequate supervision or delegation.” Specifically, this category reflects ethical deviations to Compliance Codes 5.0 (Behavior Analysts as Supervisors) and 10.05 (Compliance with BACB Supervision and Coursework Standards). The RBT credentialing process includes the passing of a competency assessment, which is to be completed by a BACB certificant that has met supervision requirements. Additionally, once credentialed, the RBT must obtain ongoing supervision for a minimum of 5% of service hours delivered. This presentation will review common ethical issues RBTs encounter during the credentialing process, as well as in the field, especially those resulting from inadequate supervision. Practical strategies for alleviating these issues and promoting the provision of adequate supervision will be shared. |
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| Ethical Considerations for School-Based Behavior Analysts |
| JESSICA NAOMI CADETTE DUNN (The Victory Center), Tara Olivia Loughrey (The Victory Center for Autism and Related Disabilities) |
| Abstract: Behavior analysts working in school settings face unique challenges related to balancing the needs of students, the wishes of parents, and requirements of the local education agency, while also adhering to the ethical guidelines put forth by the BACB. Ethical issues faced by behavior analysts in schools may relate to maintaining manageable caseloads, providing adequate supervision to teachers and support staff, making appropriate placement and referral decisions, and determining suitable interventions. This presentation will describe common ethical issues encountered by school-based behavior analysts at a small private school for students with autism and related disabilities, many of which can be generalized to those working in public and charter schools. This presentation will also pinpoint practical ways school-based behavior analysts can address these issues without compromising their ethical obligations. |
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