Foundations of Ethics: A Guide for Behavior Analysts

11/14/23 1 5044 Unit 1 Foundations of Ethics Kaitlynn Gokey, Ph.D., BCBA-D Reviewed by Christine Ratcliff, MS, BCBA 1 Outline Introduction to Ethics Paradigms of Ethics Behaviorist Account of Ethics Contextual Factors of Ethics Overview of “The Code” Analyzing Ethical Scenarios 2 What is Ethics? • Principles or rules of conduct based on what is considered morally right and wrong A set of moral principles in action • What is the right thing to do? • What is worth doing? • What does it mean to be a good behavior analyst? Three fundamental questions 3

11/14/23 2 Risk-Benefit Analysis ´ Assessment and evaluation of the general risk factors and likely benefits of the behavior treatment (maximize gains, minimize risks) ´ Steps 1. Define the target behavior, goal, and relevant individuals 2. Define potential risks 3. Define potential benefits 4. Research the literature, if necessary 5. Consult with relevant individuals 6. Determine and document course of action 4 ASR Helen is considering the use of escape extinction versus antecedent- based options for a client whose biting is maintained by negative reinforcement. She has identified risks and benefits to each and reviewed the literature on efficacy and undesirable effects of both options. What should Helen do next when conducting a risk-benefit analysis? A. Describe the possible downsides to each intervention method B. Document the expected beneficial outcomes for the method that is likely to work fastest C. Discuss the options with caregivers, along with the relevant pros and cons D. Select an option using her best clinical judgement and document steps taken 5 ASR Helen is considering the use of escape extinction versus antecedent- based options for a client whose biting is maintained by negative reinforcement. She has identified risks and benefits to each and reviewed the literature on efficacy and undesirable effects of both options. What should Helen do next when conducting a risk-benefit analysis? A. Describe the possible downsides to each intervention method B. Document the expected beneficial outcomes for the method that is likely to work fastest C. Discuss the options with caregivers, along with the relevant pros and cons D. Select an option using her best clinical judgement and document steps taken 6

11/14/23 3 People (defined) ´ Client : The direct recipient of the behavior analyst’s services ´ Stakeholder : An individual, other than the client, who is impacted by and invested in the behavior analyst’s services (e.g., parent, caregiver, relative, legally authorized representative, collaborator, employer, agency or institutional representatives, licensure board, funder, third-party contractor for services) 7 More People (defined) ´ Behavior Analyst : An individual who holds BCBA or BCaBA certification or who has submitted a complete application for BCBA or BCaBA certification ´ Trainee : Any individual accruing fieldwork/experience toward fulfilling eligibility requirements for BCaBA or BCBA certification 8 ASR Jeanine is preparing to take on a new student, Tasha. She conducts interviews with Tasha’s father, Fred, to identify potential targets of interest. Who is the behavior analyst? A. Jeanine B. Tasha C. Fred 9

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11/14/23 4 ASR Jeanine is preparing to take on a new student, Tasha. She conducts interviews with Tasha’s father, Fred, to identify potential targets of interest. Who is the behavior analyst? A. Jeanine B. Tasha C. Fred 10 ASR Alaina is a teacher. Blaine, her student, receives ABA services. Alaina tries to implement treatment goals in the classroom with the direction of a BCBA, Chloe. Who is the client? A. Alaina B. Blaine C. Chloe 11 ASR Alaina is a teacher. Blaine, her student, receives ABA services. Alaina tries to implement treatment goals in the classroom with the direction of a BCBA, Chloe. Who is the client? A. Alaina B. Blaine C. Chloe 12

11/14/23 5 ASR Alaina is a teacher. Blaine, her student, receives ABA services. Alaina tries to implement treatment goals in the classroom with the direction of a BCBA, Chloe. Who is the stakeholder? A. Alaina B. Blaine C. Chloe 13 ASR Alaina is a teacher. Blaine, her student, receives ABA services. Alaina tries to implement treatment goals in the classroom with the direction of a BCBA, Chloe. Who is the stakeholder? A. Alaina B. Blaine C. Chloe 14 ASR Keoko’s older sister is receiving in-home services to help decrease severe problem behavior. He is hoping they can have friends over to the house one day and go to eat in restaurants. Lexi implements the program according to the BCBA. Who is the trainee? A. Keoko B. The older sister C. Lexi 15

11/14/23 6 ASR Keoko’s older sister is receiving in-home services to help decrease severe problem behavior. He is hoping they can have friends over to the house one day and go to eat in restaurants. Lexi implements the program according to the BCBA. Who is the trainee? A. Keoko B. The older sister C. Lexi 16 Paradigms of Ethics Analyzing actions Analyzing consequences Analyzing both actions and consequences 17 ASR Gayle is writing an assessment report and considers how many treatment hours to recommend. She knows that the funder will not authorize the 40 hours the client needs and may even complain about that recommendation. However, she also knows that making honest recommendations is the right thing to do. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 18

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11/14/23 7 ASR Gayle is writing an assessment report and considers how many treatment hours to recommend. She knows that the funder will not authorize the 40 hours the client needs and may even complain about that recommendation. However, she also knows that making honest recommendations is the right thing to do. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 19 ASR Gayle is writing an assessment report and considers how many treatment hours to recommend. She knows that the funder will not authorize the 40 hours the client needs and may even complain about that recommendation. However, she also knows that making honest recommendations is the right thing to do . A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 20 ASR Gayle is writing an assessment report and considers how many treatment hours to recommend. She knows that the funder will not authorize the 40 hours the client needs and may even complain about that recommendation . However, she also knows that making honest recommendations is the right thing to do. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 21

11/14/23 8 ASR Toby, a BCBA, is asked out on a date by his RBT. Toby decides not to go on a date with the RBT because to do so would be unethical. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 22 ASR Toby, a BCBA, is asked out on a date by his RBT. Toby decides not to go on a date with the RBT because to do so would be unethical. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 23 ASR A BCBA has a client who often wears dirty clothes because their family struggles to get the laundromat. The BCBA weighs two courses of action, one of which might offend the family and the other which might result in someone calling social services. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 24

11/14/23 9 ASR A BCBA has a client who often wears dirty clothes because their family struggles to get the laundromat. The BCBA weighs two courses of action, one of which might offend the family and the other which might result in someone calling social services. A. Analyzing actions B. Analyzing consequences C. Analyzing actions and consequences 25 Approaches to Ethics Rule-Based Ethics: Evaluates behavior in terms of whether it follows formal rules for behavior Virtue Ethics : Evaluates behavior in terms of how well it matches labels that society values Consequential Ethics : Evaluates behavior in terms of consequences or outcomes of actions Contextual Ethics : Evaluates behavior in terms of the context in which the action occurs and the action itself 26 Potential Issues • Too Rigid • Cannot account for unique circumstances • Cannot capture all of the natural nuance • Internal conflict Rule-Based Ethics • Not all consequences are contingent • Can promote callous permissiveness • May require significant time/effort Consequential Ethics • May require significant time/effort • Provide less guidance/foundation Contextual Ethics 27

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11/14/23 10 ASR Damon is creating an employee handbook of rules of conduct for staff and includes examples but struggles to cover all the variations of an issue staff may face. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot capture all natural nuance C. Internal conflict 28 ASR Damon is creating an employee handbook of rules of conduct for staff and includes examples but struggles to cover all the variations of an issue staff may face. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot capture all natural nuance C. Internal conflict 29 ASR Zach includes in the client agreement contract that caregivers must participate in 50% of sessions to assist with consistency of implementation and generalization. Last month, a client participated in 49% of sessions and so Zach is taking steps to terminate services. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot account for unique circumstances C. Internal conflict 30

11/14/23 11 ASR Zach includes in the client agreement contract that caregivers must participate in 50% of sessions to assist with consistency of implementation and generalization. Last month, a client participated in 49% of sessions and so Zach is taking steps to terminate services. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot account for unique circumstances C. Internal conflict 31 ASR Elisa is invited to stay for dinner at her client’s house. Sharing food is a big part of the client’s culture. Elisa’s code of ethics states that she must be sensitive to cultural differences but also forbids multiple relationships, so she’s confused by what to do. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot account for unique circumstances C. Cannot capture all natural nuance D. Internal conflict 32 ASR Elisa is invited to stay for dinner at her client’s house. Sharing food is a big part of the client’s culture. Elisa’s code of ethics states that she must be sensitive to cultural differences but also forbids multiple relationships, so she’s confused by what to do. What kind of issue associated with rule-based ethics is this an example of? A. Too rigid B. Cannot account for unique circumstances C. Cannot capture all natural nuance D. Internal conflict 33

11/14/23 12 ASR Amanda’s client, Madison, bites her nails so badly that her fingers bleed. Amanda wants to use water mist sprayed in Madison’s face every time she bites her nails to stop the behavior quickly. She claims the water mist is less physically damaging than the biting injuries. What kind of issue associated with consequential ethics is this an example of? A. Not all consequences are contingent B. Can promote callous permissiveness C. May require significant time/effort 34 ASR Amanda’s client, Madison, bites her nails so badly that her fingers bleed. Amanda wants to use water mist sprayed in Madison’s face every time she bites her nails to stop the behavior quickly. She claims the water mist is less physically damaging than the biting injuries. What kind of issue associated with consequential ethics is this an example of? A. Not all consequences are contingent B. Can promote callous permissiveness C. May require significant time/effort 35 Factors Governing Clinical Choice Time Available information Experience and competence Resources 36

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11/14/23 13 ASR Gina receives a referral for a student in a school setting, The guidance counselor states that the student’s teacher is at her limits with being able to handle this student, especially since they have a “rough group this year.” Gina requests permission to review the student records and conduct a classroom observation prior to deciding whether to accept the case. Which factor governing clinical choice is this most related to? A. Time B. Available information C. Experience and competence 37 ASR Gina receives a referral for a student in a school setting, The guidance counselor states that the student’s teacher is at her limits with being able to handle this student, especially since they have a “rough group this year.” Gina requests permission to review the student records and conduct a classroom observation prior to deciding whether to accept the case. Which factor governing clinical choice is this most related to? A. Time B. Available information C. Experience and competence 38 The Belmont Report Core Principles •Respect for persons •Beneficence •Justice Application Principles •Informed consent •Assessment of risks/benefits •Selection of subjects 39

11/14/23 14 Four Code Principles of the Code Benefit Others Treat Others With Compassion, Dignity, and Respect Behave With Integrity Ensure Their Competence Behavior analysts should… 40 Four Code Principles of the Code Benefit Others o Maximize benefits o Do no harm o Address: conflicts of interest and impacts of our personal health on practice o Effective collaboration Behavior analysts should… 41 Four Code Principles of the Code Treat Others With Compassion, Dignity, and Respect o Treat others equitably o Respect privacy and confidentiality o Promote choice Behavior analysts should… 42

11/14/23 15 Four Code Principles of the Code Behave With Integrity o Fulfill responsibilities o Meet ethical and regulatory requirements o Honesty and accountability o Create and maintain environment which promotes ethics Code Behavior analysts should… 43 Four Code Principles of the Code Ensure Their Competence o Provide services within scope of practice and competence o Stay current on best practices and pseudoscientific practices o Increase knowledge on cultural responsiveness Behavior analysts should… 44 ASR After assessment, Sandra meets with her client and those immediately impacted by services to detail the results and the options available. She takes input from all parties and provides choices in how the intervention will be carried out. This is an example of which core principle? A. Benefit others B. Treat others with compassion, dignity, and respect C. Behave with integrity D. Ensure their competence 45

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11/14/23 16 ASR After assessment, Sandra meets with her client and those immediately impacted by services to detail the results and the options available. She takes input from all parties and provides choices in how the intervention will be carried out. This is an example of which core principle? A. Benefit others B. Treat others with compassion, dignity, and respect C. Behave with integrity D. Ensure their competence 46 ASR The family Gina works with has reported that they are taking their child to a type of treatment she has never heard of. She examines the peer-reviewed literature so that she can better understand what, if any, effects or harms this treatment may produce and how it may interact with her interventions. This is an example of which core principle? A. Benefit others B. Treat others with compassion, dignity, and respect C. Behave with integrity D. Ensure their competence 47 ASR The family Gina works with has reported that they are taking their child to a type of treatment she has never heard of. She examines the peer-reviewed literature so that she can better understand what, if any, effects or harms this treatment may produce and how it may interact with her interventions. This is an example of which core principle? A. Benefit others B. Treat others with compassion, dignity, and respect C. Behave with integrity D. Ensure their competence 48

11/14/23 17 ASR John witnesses another BCBA offering an RBT a better recommendation if they stay in the office longer to organize, for no extra pay. John approaches the other BCBA directly. What should John do next when pursuing an informal resolution? A. Approach the RBT directly B. Express their concern(s) to the BCBA C. Gather and document additional information from the RBT D. Attempt a resolution 49 ASR John witnesses another BCBA offering an RBT a better recommendation if they stay in the office longer to organize, for no extra pay. John approaches the other BCBA directly. What should John do next when pursuing an informal resolution? A. Approach the RBT directly B. Express their concern(s) to the BCBA C. Gather and document additional information from the RBT D. Attempt a resolution 50 ASR Julio walks in on his RBT tying the client to the chair. The RBT tells Julio he is implementing a punishment procedure to address problem behavior. Julio instantly unties the client and tells the RBT he is terminated immediately. What should Julio do next when pursuing a formal resolution? A. Report to relevant authorities B. Gather and document information C. Identify violated Code item(s) 51

11/14/23 18 ASR Julio walks in on his RBT tying the client to the chair. The RBT tells Julio he is implementing a punishment procedure to address problem behavior. Julio instantly unties the client and tells the RBT he is terminated immediately. What should Julio do next when pursuing a formal resolution? A. Report to relevant authorities B. Gather and document information C. Identify violated Code item(s) 52 ASR Josie is a new BCBA working in an early intervention center with a client who flops backward and hits their head on the ground. Their program has decreased the child’s rate of behavior, but not significantly. The client’s RBT has repeatedly advocated for a punishment procedure, but Josie thinks continued adjustment to the reinforcement-based program will eventually yield better results. She recognizes that this is an ethical concern and has considered the relevant ethical code standards. What should Josie do next when evaluating an ethical concern using the Rosenberg and Schwartz (2019) model? A. Identify why this triggered ethical radar B. Brainstorm solutions C. Evaluate solutions D. Reflect upon the outcome 53 ASR Josie is a new BCBA working in an early intervention center with a client who flops backward and hits their head on the ground. Their program has decreased the child’s rate of behavior, but not significantly. The client’s RBT has repeatedly advocated for a punishment procedure, but Josie thinks continued adjustment to the reinforcement-based program will eventually yield better results. She recognizes that this is an ethical concern and has considered the relevant ethical code standards. What should Josie do next when evaluating an ethical concern using the Rosenberg and Schwartz (2019) model? A. Identify why this triggered ethical radar B. Brainstorm solutions C. Evaluate solutions D. Reflect upon the outcome 54

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11/14/23 19 Thank You 55 ASR The term “behavior analyst” in the BACB Code may to refer to applicants for certification. A. True B. False 57 ASR The term “behavior analyst” in the BACB Code may to refer to applicants for certification. A. True B. False 58

11/14/23 20 Behaviorist Account of Ethics Coercion : The use of aversive antecedents or consequences to get other people to behave in a certain way Counter control : Attempts to reduce or avoid aversive control from others Metacontingency : Interlocking social contingencies proposed to underlie cultural selection 59 Behaviorist Account of Ethics Rights : Verbal behavior, in the form of rules explicitly stating the contingencies for which one will contact reinforcement and punishment Values : Verbal behavior describing desired behavior in ourselves to which consequences are implied Professionalism : Individual’s adherence to a code of conduct including vocational and interpersonal skills Legality : Acting in accordance with local and federal law 60

5044 Unit 1 Ratcliff 231114

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