|Discussing the New Behavior Analyst Certification Board's Compliance Code
|Tuesday, May 31, 2016
|9:00 AM–10:50 AM
|St. Gallen, Swissotel
|Area: TPC/PRA; Domain: Translational
|Chair: David J. Cox (University of Florida)
|Discussant: Gina Green (Association of Professional Behavior Analysts)
|CE Instructor: Steven Woolf, Ph.D.
|Abstract: The Behavior Analyst Certification Board (BACB) has recently announced a change in the ethical guidelines for credentialed behavior analysts. Specifically, a new enforceable compliance code (i.e., Professional and Ethical Compliance Code for Behavior Analysts) was developed and will take effect in January 2016. The new Code is intended to more clearly present ethical expectations and expand the range of professional conduct (BACB, 2014). Given the new Code and its intent for creation, it seems reasonable that the new Code would affect current behavior analytic services in various settings. For example, do previously trained behavior analysts have the prerequisite skills to understand and follow the Code. The purpose of this symposium is to provide an overview of four different behavior analytic service programs and how each program is handling implementation of the new Code. Presenters are from varied service programs specializing in early intervention and challenging behavior in community and university-based clinics.
|Keyword(s): Compliance Code, Ethics, Supervision, Training
|University Early Intervention Practitioner Training and Management Under the New BACB Ethical Compliance Code
|TYRA P. SELLERS (Utah State University)
|Abstract: Preparing and managing Early Intervention Practitioners requires some specific considerations related to establishing professional and ethical behavior. Specifically, families may develop close ties to professionals providing services to their young children. This is likely due, in part, to the frequency of services (up to 40 hours per week) and that services may occur (to varying degrees) in the home setting. This discussion will address some of the important aspects of training and managing EI clinicians, teachers, and therapists. Special attention will be paid to preparing training sites and provider agencies to address relevant changes in the Professional and Ethical Compliance Code for Behavior Analysts that the BACB will being enforcing January, 2016.
Applied Ethics for Current Behavioral Practitioners
|STEVEN WOOLF (Beacon ABA Services)
The funding and monitoring sources for behavior analysts have changed over the last five with the introduction of behavior analyst licensure and health care coverage for families affected by ASD. Additionally, the number of BACB certificants continues to grow nationally. Due to the high number of new BACB certificants, new licensing laws, and increased health-care funding sources for ABA treatment, behavior analysts must be responsive to pertinent field based ethical issues associated with the practice of behavior analysis in homes and communities. This discussion will introduce the topic of applied ethics as to identify the common ethical issues encountered by practicing proving home/communizing based ABA services. Furthermore, the discussion will address cross reference these identified ethical concerns with the BACB compliance code and behavior analysts licensing regulations across the country. Finally, the presenter will recommend the best course of action based on established case law when behavior analysts encounter these ethical dilemmas.
Ethical Considerations in Behavior Analysis: Analysis of "the Code" for Unique and Challenging Circumstances
|ABRAHAM GRABER (Western Illinois University), Matthew O'Brien (The University of Iowa)
Effective January of 2016, the Professional and Ethical Compliance Code for Behavior Analysts (the Code) outlines the expectations of professional and ethical behavior for individuals practicing in the field of behavior analysis. Despite its intentions, behavior analysts are likely to encounter ethical dilemmas that may not be fully resolved with application of the Code. For example, based upon the Code, behavior analysts are obligated to tailor behavior-change programs to the uniquegoals of each client. However, with nonverbal adult patients there is a unique challenge in determining their goals. New, but similarly complex ethical dilemmas are likely to develop as a result of changes to the landscape of fee-for-service models. For example, accountable care organizations, which have been established under the auspices of the Affordable Care Act, employ a pay-for-performance reimbursement model that may compel behavior analysts to develop performance metrics for behavioral interventions. This talk explores ethical questions for behavior analysts that may challenge the Code and provides a breakdown of such questions from the perspective of an ethicist and a practicing behavior analyst.
Ethical Considerations for Providing Services in Rural Settings With Diverse Populations
|ANDREW W. GARDNER (Northern Arizona University)
BCSNA currently offers services based on Applied Behavior Analysis (ABA) principles including: skill acquisition for young children with ASD and other neurological disabilities and disorders, functional behavior assessments and analyses for individuals demonstrating challenging behavior, parent training, school consultation, supervision services, etc. One of the recent services requested of BCSNA by the state of Arizona (motivated by cost containment issues) includes a Placement Stability Package (PSP) to assess, treat/stabilize children and adults in their home settings prior to transferring them to an inpatient facility in another state. The PSP is a program where parent and care provider training is vital to keeping the individual stable and abate the need to send them out of state. As licensed Behavior Analysts in Arizona (under the Board of Psychological Examiners), BCBAs are held to both the APA and BACB ethical guidelines. Issues and challenges surrounding how services are provided to rural culturally and linguistically diverse minority health populations will be discussed.