|
| Considerations for Clinicians: Compassion, Assent, and Consent |
| Friday, September 2, 2022 |
| 2:00 PM–2:50 PM |
| Meeting Level 1; Liffey Hall 1 |
| Area: CSS; Domain: Service Delivery |
| Chair: Thomas Wade Brown (Ball State University ) |
| CE Instructor: Thomas Wade Brown, Ph.D. |
| Abstract: Recent developments in the application and philosophy of behavior analysis have emphasized compassionate care (LeBlanc, Taylor, & Marchese, 2020; Rohrer et al., 2021; Taylor, LeBlanc, & Nosik, 2019). The implications of such a service delivery have broader implications for not only client outcome, but also with respect to public perception and criticism. Considering these criticisms of behavior analytic practices in clinical treatment, the purpose of this presentation is to review shortcomings in the traditional delivery of behavior analytic services and to identify future directions for our science to pursue. We begin with a discussion of ableism and provide arguments as to how to avoid implementing ableist programs or language into behavior analytic plans. Then, we provide insight into the recent movement in opposition of Applied Behavior Analysis treatment. Common arguments against Applied Behavior Analysis and their potential validity are dissected, with function-based responses from the behavior analytic community reviewed. Additionally, we discuss how behavior analysts may unintentionally compromise the personal liberties of those we support (Bannerman, et al., 1990) and provide distinctions between consent, assent, and assent withdrawal. Last, we provide behavior analysts with practical ideas for making small manageable improvements across their practice moving in an assent-based direction compassionately. |
| Instruction Level: Basic |
| Keyword(s): Assent, Compassionate care, Consent |
| Target Audience: Behavior analysts interested in the continual improvement of the perception of behavior analytic treatment. No prerequisites are required. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) design an effective, function-based response to concerns presented about Applied Behavior Analysis; (2) discriminate between examples of assent and consent and identify assent-withdrawal; and (3) replace ableist programs and language in behavior analytic plans. |
| |
Responding to Concerns about Applied Behavior Analysis: A Function-Based Approach |
| JESSE YARGER (Empowering Learners) |
| Abstract: This presentation provides insight into the recent movement in opposition of Applied Behavior Analysis treatment, especially for individuals with autism and related disorders and their caregivers. Common arguments that oppose Applied Behavior Analysis service delivery, including the assertion that Applied Behavior Analysis is abusive to its recipients, are presented (Leaf et al., 2021). Examples of ineffective responses to concerns about Applied Behavior Analysis, which are often delivered by behavior-analytic professionals (e.g., Registered Behavior Technicians®, Board Certified Behavior Analysts®), are evaluated according to their functions. Additionally, examples of effective, functional responses to common concerns about Applied Behavior Analysis are presented along with important considerations to respond effectively. The implications of non-exemplar responses to concerns about Applied Behavior Analysis (e.g., poor public perception) are presented with regard for the future, macro-level social validity of behavior-analytic practice. Finally, critical strategies in practice, including strategies related to consent and assent, are discussed to improve the perception of Applied Behavior Analysis, especially from consumers of behavior-analytic services and their caregivers. |
| |
| Increasing Buy-In of Treatment Goals by Using Assent-Based Strategies |
| RANDI MELVIN-BROWN (On Point Behavior LLC) |
| Abstract: As a behavior analyst have you wondered why the person you’re supporting isn’t motivated to meet their goals? How much time have we spent including those we support in the development of the goals set for them? Individuals we support may lack motivation and excitement about reaching goals that they have little choice in selecting (Bannerman, et al., 1990). This presentation is aimed to provide behavior analyst tools to increase assent-based decision making across their practice. We describe the differences between consent, assent, and how to identify assent withdrawal. Providing the opportunity for learners to decline instruction is considered a critical aspect of quality services (Fabrizio, 2012). Next, we provide strategies for navigating assent withdrawal while also creating a safe and desirable space for learners. Helping those we support make uncoerced decisions may be one of the most valuable skills we can teach. Last, we will provide a brief comparison between informed consent within a medical model and how behavior analyst may be able to learn from this model. |
| |
Applied Behavior Analysis and Compassionate Care: Future Directions for Behavior Analytic Services |
| THOMAS WADE BROWN (Ball State University ) |
| Abstract: Recent developments in the application and philosophy of behavior analysis have emphasized compassionate care (LeBlanc, Taylor, & Marchese, 2020; Rohrer et al., 2021; Taylor, LeBlanc, & Nosik, 2019; ). The implications of such a service delivery have broader implications for not only client outcome, but also with respect to public perception and criticism. In light of these criticisms of behavior analytic practices in clinical treatment, the purpose of this presentation is to review shortcomings in the traditional delivery of behavior analytic services and to identify future directions for our science to pursue. We begin with a discussion of ableism and provide arguments as to how to avoid implementing ableist programs or language into behavior analytic plans. From there, a review will be provided of recent advancements in compassionate behavior analysis to emphasize important developments in our science. We will then conclude with a broader discussion about why making some of these changes needs to be a priority for both the application and training of future behavior analysts. |
|
| |