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| CANCELLED: Special Education Law and Ethical Issues for the Practicing Behavior Analyst |
| Friday, May 26, 2023 |
| 8:00 AM–3:00 PM |
| Convention Center 401/402 |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Melissa Olive, Ph.D. |
| Melissa Olive (Private Practice) |
| Description: This day long workshop will focus on the U.S. Individuals with Disabilities Education Improvement Act (IDEIA) and the many ethical issues that practicing behavior analyst should be apprised of. Participants will learn about federal legal requirements for conducting functional behavioral assessments, writing behavior intervention plans, understanding the term positive behavior supports as used in the IDEIA, and the requirements for independent educational evaluations including FBAs. Participants will learn how state law applies at the local level. Information will be provided in lecture format with case studies as examples. The legal and ethical responsibilities of a behavior analyst will be discussed. Time will be allotted for extensive question and answer. Detailed handouts will be provided. |
| Learning Objectives: 1. Identify the major components of US special education law, IDEIA, which protects the majority of clients served by a behavior analyst. 2. Identify the procedural areas of IDEIA that could result in ethical dilemmas for the practicing behavior analyst. 3. Identify the legal and ethical requirements of an Independent Educational Evaluation completed by a behavior analyst. 4. Identify when a behavior analyst must complete an FBA vs when they should complete one under the IDEIA. 5. Identify when a BIP must be developed by a behavior analysts under the IDEIA 6. Identify what type of data must be collected under the IDEIA 7. Describe the difference between a procedural and substantive error and how ethical blunders could create these types of errors. |
| Activities: Lecture, Discussion, Case Study, Question and Answer The following items from the 2020 BACB Ethics Code for Behavior Analysts will be covered: 1. The core principles of: benefitting others; treating others with compassion, dignity, and respect; behaving with integrity; and ensuring competence 2. The 11-step ethical decision-making model 3. The role of collaboration and coordination in schools (code 2.09, 2.10, 2.12, 3.06, 3.09) 4. Assent & consent (especially as defined by law) 5. Other codes related to multiple relationships (1.11), gifts (1.12), considering medical needs (2.12), and designing and implementing assessments (2.13), designing and implementing interventions (2.14) and continual evaluation of the treatment plan (2.18) 6. Development of ethical fitness in schools (Rosenberg & Schwartz, 2019) |
| Audience: Practicing Behavior Analysts Supervisors of Practicing Behavior Analysts School Administrators |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Ethics, School BCBAs, SPED Law |