Exam 3 Review_Ethics S24
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School
University of South Florida *
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Course
4704
Subject
Philosophy
Date
May 18, 2024
Type
Pages
10
Uploaded by GrandOctopus2447
Instructor
: Bryon G. Miller, Ph.D., BCBA-D MHS 4704
: Ethics in Applied Behavior Analysis Semester:
Spring 2024 Exam 3 Review Guide
Spring 2024 1 Exam Information •
Exam Date and Time:
Tuesday, April 30, 2024 @ 12:30pm – 2:30pm •
Exam Location:
MHA 126E (our normal classroom) •
Time limit:
120 minutes •
Exam will be given in-person
, on paper; The Extra Credit Key-Terms Quiz
may be taken after Exam 3 •
Permitted materials when taking the exam
: o
A writing implement (or two) o
A printed copy of portions of the Ethics Code for Behavior Analysts
(BACB, 2020) will be given to you with your paper exam. This printed copy must be turned in with your exam. Exam Review Guide The Judge Rotenberg Center (Behind the Bastards: Matthew Israel; ABAI Position Statements on CESS; SIBIS Video)
•
Discussions surrounding the material covered on the JRC material can be analyzed as three independent issues: 1.
Matthew Israel as a person. ð
I don't think Israel did the best and provided effective services to individuals. I think Israel saw the immediate, quick responses by using punishment, but he did not use appropriate punishment techniques. In the podcast, he would hit the children and put ammonia under their nose as punishment techniques. Israel kept arguing for the use of aversive procedures because if not the student would regress back, however, it showed that the behaviors of the students were hindered and controlled by the use of punishment, and once punishment stopped, the behaviors continued. The things he was doing was unethical and inappropriate that the Massachusetts office of children ordered that the school close. 2.
The use of contingent Electric Skin Shock (CESS), both in the context of the JRC and the cases highlighted in the SIBIS video watched in class. ð
1. JRC: In my opinion, I do not condone the use of CESS in the context of the JRC. They used it for torture, and inappropriate manners. Children were hospitalized and traumatized from the use of CESS. In the video, children were screaming and begging the staff to not hurt them. The level of the severity of the shocks was much higher than in the SIBIS context. The JRC used CESS as more of a punishment procedures. In the SIBIS video, CESS was given to truly benefit the client's wellbeing and not as a form of punishment for their behaviors. 2. SIBIS: I agree with the use of CESS in the case of the SIBIS video. The shocks delivered here were more minor shocks, and were given for the benefit of the clients. In the video, we could even see the clients wanting to use the headpiece to help them reduce the amount of SIB they engage in. 3.
The Judge Rotenberg Center as an institution itself. ð
In my opinion, the JRC, does not use effective and appropriate techniques to reduce problem behavior. On the outside, to the parents, it seems like they are wonderful as they have many wonderful activities for the children to engage in. However, they use procedures that torture the clients and treat them inhumanely. For instance, a prank call was sent to the control room where they deliver CESS. the employees delivered a horrendous amount of CESS, and were held
Instructor
: Bryon G. Miller, Ph.D., BCBA-D MHS 4704
: Ethics in Applied Behavior Analysis Semester:
Spring 2024 Exam 3 Review Guide
Spring 2024 2 down as well, that they received first degree burns. The JRC also tried to obstruct this evidence. For the JRC to be more congruent with the ethics code, they should apply the following: - need to use more evidence-based procedures - more documentation of procedures and implementation of interventions - before using punishment procedures, they use reinforcement based procedures and exhaust them. Punishment procedures should be used with reinforcement, and when punishment no longer is effective, it should be stopped - frequently collect and monitor data to see when something is effective or no longer effective standardize across all staff; limit on skin shock You will be asked to respond to prompts related to these three issues, which will require you to provide support for your position with information from the Podcast as well as the class discussion. Responsibility to Clients and Stakeholders
(Lecture & Notes; Ethics Code – Section 3; Bailey & Burch, 2022 – Ch. 8;) •
Be able to identify, describe, provide examples of, and respond to situations/scenarios that are illustrative of the following codes in Section 3 in the Ethics Code for Behavior Analysts
. When identifying Ethics Codes in a scenario, be able to explain why you are selecting that code. a.
3.01 Responsibility to Clients •
Behavior analysts support client’s rights, maximize benefits, and do no harm to clients.
•
Comply with all applicable laws and regulations related to mandated reporting requirements.
•
Mandated reporters: daycare workers, teachers, social workers, teacher aides, staff in doctor’s offices, police officers, behavior analysts
b.
3.02
Identifying Stakeholders
•
When multiple stakeholders authorized representative are involved, BA identifies their relative obligations to each stakeholder. •
Hierarchy of parties: a.
First: clients, parents, legally authorized representative b.
Second: RBT, BCaBA, BCBA c.
Third: school, clinic, insurance d.
3.03 Accepting clients •
Only accept clients within their identified scope of competence with available resources
a.
3.04
Service Agreement •
Ensure there is a signed service agreement with the client and relevant stakeholder i.
What is a service agreement? What is the purpose of a service agreement? ð
Service agreement is the signed contract paper between client and provider outlining the responsibilities of all parties, the scope of behavioral services to be provided, obligations of the Ethics code, frequency of services, what happens during service provision. ð
The purpose of the agreement ensures transparency and collaboration, fostering a positive and effective therapeutic relationship conducive to the client's progress and well-being => make everyone informed and aware of the service, and on the same page
Instructor
: Bryon G. Miller, Ph.D., BCBA-D MHS 4704
: Ethics in Applied Behavior Analysis Semester:
Spring 2024 Exam 3 Review Guide
Spring 2024 3 ii.
Be able to identify at least three items that are present in a service agreement. ð
Responsibilities of all parties, scope of services, obligations of the ethics code, frequency of services, behavior plan and who can/cant make changes,… b.
3.07 Third-Party Contracts for Services
•
A contract that clarifies the nature of the relationship with each party and assess any potential conflicts before services begin. •
The contract outline: the responsibilities of all parties, the scope of behavioral services to be provided, the likely use of the information obtained, the behavior analysts’ obligations under the code, and any limits about maintaining confidentiality. a.
Be able to identify the first-, second-, and third-party when given a scenario. Hierarchy of parties: i.
First: clients, parents, legally authorized representative ii.
Second: RBT, BCaBA, BCBA iii.
Third: school, clinic, insurance b.
3.15 Appropriately Discontinuing Services
i.
Be able to list and briefly describe the six considerations outlined in Code 3.15 for discontinuing services. •
1) The client has met all behavior-change goal: services can be faded out. •
2) The client is not benefiting from the service: client behavior sometimes plateaus and services are no longer beneficial. •
3) The behavior analyst and/ or their supervisees or trainees are exposed to potentially harmful conditions that cannot be reasonably resolved: met with social or environmental challenges; often happens with in-home services. •
4) The client and/or relevant stakeholder request discontinuation: change in funding situation, dissatisfaction with behavioral services, change in family circumstance. •
5) The relevant stakeholder are not complying with the behavior-change intervention despite appropriate efforts to address barriers: caregivers are not prepared to put in time and effort; little reinforcement; scheduling difficulties. •
6) Services are no longer funded: insurance pulls funding. Responsibility to Supervisees and Trainees (Lecture & Notes; Ethics Code – Section 4, 4.01-4.06; Sellers et al., 2016; Kelly et al., 2019) •
Be able to identify, describe, provide examples of, and respond to situations/scenarios that are illustrative of the following codes in Section 4 in the Ethics Code for Behavior Analysts
. When identifying Ethics Codes in a scenario, be able to explain why you are selecting that code. a.
4.02 Supervisory Competence
•
Supervisor should refer to their own scope of competence does not scope of practice •
Must obtain 3 continuing education units (CEUs) every re-certification cycle
Instructor
: Bryon G. Miller, Ph.D., BCBA-D MHS 4704
: Ethics in Applied Behavior Analysis Semester:
Spring 2024 Exam 3 Review Guide
Spring 2024 4 •
Bx analysts supervise and train others only within their SOP; only after obtaining knowledge + skills in effective supervisory practices, continually evaluate, and improve their own supervisory repertoires through professional development i.
Code 4.02 states that behavior analysts supervise only within their areas of defined competence. Provide a novel example of a situation in which a behavior analyst would not be competent to supervise. What steps could the behavior analyst take to become competent in your example? ð
A behavior analyst would not be competent to supervise an RBT providing services to a 15 year old if the supervisor has only ever provided services to ages 4 to 6. ð
They would have to engage in training and receive education on how to provide services to older kids. they would also have to receive supervision for practicing their skills. Be sure you can explain the differences between the competencies outlined in 4.02 and that of 1.05. ð
1.05: this is more tailored to behavior analysts
delivering services to clients within their SOC 4.02: this focuses on a supervisor's SOC
to provide supervisory services to behavior analysts both relate to providing some sort of service to others within their SOC; ð
both can only provide services outside their SOC after undergoing certain training, supervision, and education b.
4.03 Supervisory Volume
•
Behavior analysts take on only the number of supervisees or trainees that allow them to provide effective supervision and training. i.
Identify at least two reasons why a supervisor would take on more supervisees than they are able to effectively supervise. ð
They desire to help everyone who needs it (operating under negative reinforcement) ð
Substantial financial benefit (operating under positive reinforcement) ð
Lack of organization and planning skills (skill deficit) b.
4.05 Maintaining Supervision Documentation
•
Bx analysts create, update, store, and dispose of documentation related to their supervisees •
Ensure that their documentation, and the documentation of their supervisees, is accurate and complete. i.
What is a supervisor contract and when should it be signed? What is its purpose and who does it hold accountable? ð
Trainee and supervisor must develop and sign a written contract AT THE BEGINNING of a supervisory relationship. ð
The supervisor contract provides a clear description of the scope and content of supervision for both parties to ensure each party understands the requirement of the supervisory relationship and sets up expectations for behavior of both parties. ð
The purpose is to protect all parties involved and align fieldwork activities with the purpose of supervision. ð
Holds the trainee and supervisor accountable
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