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Carolina Lenis


BA s are cautioned against bartending with clients: Clinically contraindicated. Prone to formation of an exploitative relationship. (Bailey and Burch, ... – PowerPoint PPT presentation

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Title: Carolina Lenis

Guideline 1
  • Carolina Lenis

  • Ethics
  • Before and Now.
  • Responsible Conduct of Behavior Analysts
  • Guideline 1
  • Case Studies overview
  • Summary
  • References

Ethics before and now
  • Before
  • Now
  • Original behavior Analysts Experimental
    psychologist who recognized how animal lab
    procedures could be applied to help human
  • Questions about ethics of treatment were not
  • Well trained, responsible, experimental
    psychologists used their own conscience, common
    sense and respect to create new treatments.
  • Today as a field there are very high expectations
    for behavior analysts.
  • BACB guidelines need to be followed by every
    Behavior Analysts.
  • Questions about ethics of treatment are raised.

Responsible Conduct of a Behavior Analyst
Guideline 1.0
  • Behavior Analysts should maintain high standards
    of professional behavior in the organization.
  • What does professional behavior mean?
  • Honesty
  • Integrity
  • Reliability
  • Confidentiality
  • Trustworthiness
  • (Bailey and Burch, 2011)

  • (Bailey and Burch, 2011)

Reliance on Scientific Knowledge
Guideline 1.01
  • Behavior analysts rely on scientifically and
    professionally derived knowledge when making
    scientific or professional judgments in human
    service provision, or when engaging in scholarly
    or professional endeavors.
  • (Bailey and Burch, 2011)

Reliance on Scientific Knowledge
Guideline 1.01
  • Makes us unique
  • (Reliance on scientific evidence as a basis for
    our practice).
  • Behavior analyst depends on objective data
    sufficient to allow some conclusions.
  • Base methods of evaluation on systematic
    observations and functional assessments.
  • Publications is essential to maintain higher
    standards of integrity for description of
    methods and results obtain.
  • (Bailey and Burch, 2011)

Guideline 1.02
  • Behavior analysts provide services, teach, and
    conduct research only within the boundaries of
    their competence, based on their education,
    training, supervised experience, or appropriate
    professional experience.
  • Practice only in those areas where you have had
    formal training.
  • Refer to a knowledgeable colleague or get the
    appropriate training.
  • (Bailey and Burch, 2011)

Guideline 1.02
  • Behavior analysts provide services, teach, or
    conduct research in new areas or involving new
    techniques only after first undertaking
    appropriate study, training, supervision, and/or
    consultation from persons who are competent in
    those areas or techniques.
  • It is necessary to seek further training in a new
    area before practicing outside areas you are
  • Recognize what you are capable to do in order to
    provide a successful intervention.
  • (Bailey and Burch, 2011)

Ethical Principles of Psychologists
Code of Conduct-2010 AmendmentsStandard 2
  • Boundaries of competence.
  • Providing services in emergencies.
  • Maintaining competence.
  • Bases for scientific and professional judgments.
  • Delegation of work to others.
  • Personal problems and conflicts.

Professional Development
Guideline 1.03
  • Behavior analysts who engage in assessment,
    therapy, teaching, research, organizational
    consulting, or other professional activities
    maintain a reasonable level of awareness of
    current scientific and professional information
    in their fields of activity, and undertake
    ongoing efforts to maintain competence in the
    skills they use.
  • Reading appropriate literature.
  • (Subscribe to journals in your specialty).
  • Attend conferences and conventions that are
    specific in your area of practice, research, and
  • Participate in workshops, and/or obtain Behavior
    Analyst Certification Board certification.
  • (Bailey and Burch, 2011)

Guideline 1.04
  • Behavior analysts are truthful and honest. The
    behavior analyst follows through on obligations
    and professional commitments with high quality
    work and refrains from making professional
    commitments that he/she cannot keep.
  • It seems simple but sometimes it is difficult to
    be completely honest with your clients.
  • Tell the truth let the parents now about
    realistic goals in their child intervention.
  • Set personal standards for yourself and carry out
    every promise you make.
  • (Bailey and Burch, 2011)

Guideline 1.04
  • The BAs behavior conforms to the legal and moral
    codes of the social and professional community of
    which the behavior analyst is a member.
  • Be aware of legal issues concerning the delivery
    of services in your state.
  • Be aware of moral and social values in your
  • The most common example would be a state law
    pertaining to confidentiality. In some cases
    behavior analyst may feel conflicted if the
    clients safety is at risk and someone needs to
    be told.
  • The activity of a behavior analyst falls under
    these Guidelines only if the activity is part of
    his or her work-related functions or the activity
    is behavior analytic in nature.
  • Guidelines cover your activities when you are at
    work and engaged in other activities that involve
    principles of behavior.
  • (Bailey and Burch, 2011)

Guideline 1.04
  • Standard 4 Privacy and Confidentiality
  • 4.01 Maintaining Confidentiality
  • Psychologists have a primary obligation and take
    reasonable precautions to protect confidential
    information, recognizing that the extent and
    limits of confidentiality may be regulated by law
    or established by institutional rules or
    professional or scientific relationship.
  • (Ethical Principles of Psychologists and Code of
    Conduct, 2010)

Professional and Scientific Relationships
Guideline 1.05
  • Behavior analysts provide services only in the
    context of a defined, remunerated professional
    and scientific relationship role.
  • You should not volunteer to treat someone without
    some authority to do so.
  • If you do pro bono work for a family or agency
    your responsibility and role should be clear.
  • (Bailey and Burch, 2011)

Professional and Scientific Relationships
Guideline 1.05
  • Provide appropriate information prior to service
    delivery about the nature of such services and
    appropriate information later about results and
  • Be diligent in making sure that people you are
    working with understand what you are doing prior
    to intervention and in follow-up.
  • (Bailey and Burch, 2011)

Professional Scientific Relationships
Guideline 1.05
  • Differences of age, gender, race, ethnicity,
    national origin, religion, sexual orientation,
    disability, language, or socioeconomic status
    significantly affect behavior analysts work
    concerning particular individuals or groups.
  • Behavior analysts should obtain the training or
    supervision necessary to ensure the competence of
    their services.
  • Make appropriate referrals to another behavior
  • Is unethical to discriminate others.
  • Do not treat people unfairly or provide
    unsatisfactory treatment because there are
    different from you .

(Bailey and Burch, 2011)
Professional Scientific Relationships
Guideline 1.05
  • Behavior analysts recognize that their personal
    problems and conflicts may interfere with their
    effectiveness. Behavior analysts refrain from
    providing services when their personal
    circumstances may compromise delivering services
    to the best of their abilities.
  • As Behavior Analyst you have an obligation of
    monitor your own behavior and recognize when
    personal conflicts and stress can interfere with
    effectiveness of your performance.
  • Need to recognize when the case needs to be refer
    until you recover.

(Bailey and Burch, 2011)
Dual Relationships Conflicts of Interest
Guideline 1.06
  • A behavior analyst refrains from entering into or
    promising a personal, scientific, professional,
    financial, or other relationship with any such
    person if it appears likely that such a
    relationship reasonably might impair the behavior
    analysts objectivity or otherwise interfere with
    the behavior analysts ability to effectively
    perform his or her functions as a behavior
    analyst, or might harm or exploit the other party.

(Bailey and Burch, 2011)
Dual Relationships Conflicts of Interest
Guideline 1.06
  • Avoid social contact with clients.
  • (may interfere with objectivity and judgment).
  • Avoid any more than casual contact with students
    or research participants.
  • (may impair judgment or become unfair).
  • Avoid dual relationships with others.
  • (affects your ability to be effective as a BA).

(Bailey and Burch, 2011)
Ethical Principles of Psychologists
Code of Conduct-2010 AmendmentsStandard 3
Human Relations
  • 3.05 Multiple Relationships
  • 3.06 Conflict of Interest
  • A psychologist avoid entering into a multiple
    relationship if it can impair the psychologist's
    objectivity, competence, or effectiveness in
    performing his or her functions as a
  • Otherwise risks exploitation or harm to the
    person with whom the professional relationship
Exploitative Relationships
Guideline 1.07
  • Behavior analysts do not engage in sexual
    relationships with clients, students, or
    supervisees in training over whom the behavior
    analyst has evaluative or direct authority,
    because such relationships easily impair judgment
    or become exploitative.
  • Behavior analysts are cautioned against
    bartering with clients because it is often (1)
    clinically contraindicated, and (prone to
    formation of an exploitative relationship.
  • BAs do not use or take advantage of anyone.
  • BAs are cautioned against bartending with
  • Clinically contraindicated.
  • Prone to formation of an exploitative
  • (Bailey and Burch, 2011)

(Ethical Principles of Psychologists Code of
Conduct, 2010) Standard 3 Human Relations
  • 3.08 Exploitative Relationships
  • Psychologists do not exploit persons over whom
    they have supervisory, evaluative, or other
    authority such as clients/patients, students,
    supervisees, research participants, and

Ethics for Behavior Analyst
  • Decisions make from day to day may be tied to
  • BAs should remain proficient in professional
  • Recognize the legal codes of the community where
    you practice and maintain high moral principles.
  • Our goal as a profession is to gradually emerge
    with a terrific reputation for truth, honesty,
    and reliability.
  • (Bailey and Burch, 2011)


Case Studies
Case 1
(Guideline 1.02)
  • Dr. Eve is a BCBA with 20 years of experience
    working with children with autism. She is
    knowledgeable in the area of language and social
    skills, area were she has been doing further
    research. She was asked to work as a consultant
    in a case where an individual with autism is
    constantly evidencing self injury behaviors.
  • Which guideline is related with this situation?
  • How should Dr. Eve handle this request?

Case 2
(Guideline 1.03)
  • Dr. Wess, a BCBA with many years of experience
    and well known in the community has been
    criticized in the last several meeting for been
    much behind on current behavioral treatments.
    Other committee members have begun to make
    occasional embarrassing comments about this
    person behind his back at the end of the
  • What are some suggestions you may give to Dr.
  • Which BAs guideline can be related with this

Case 3
(Guideline 1.05)
  • Matthew is a BCaBA who had just recently
    graduated from college and was taking his first
    job as behavior analyst. He wanted to impress his
    clients with his knowledge by using terms such as
    mand, tact, and control procedures in his
    meetings with parents. His supervisor received
    complaints from the parents saying we have no
    idea what he is talking about, but it sounds
    scary to us.
  • What should the supervisor do?
  • Which guideline can be related with this case?

Case 4
(Guideline 1.05)
  • Ahmed an undergraduate student who got his first
    job as a behavior analyst, discovered that one of
    his students client in an elementary school was a
    Sunni Muslim. Ahmed mentioned this to his parents
    who were very angry and insisted that he refuse
    to associate in any way with this student of a
    rival religious sect.
  • Which guideline can be related with this
  • How should Ahmed handle this?

Case 5
(Guideline 1.05)
  • Sally a BCBA came home after work to discover
    that her husband had left her. Sallys work
    became erratic and appeared to be unusually
    prickly about feedback on her functional
    assessments she also walked out in the middle of
    a parent meeting saying she couldnt do that
    anymore. Sallys colleagues were worried about
    her, and they were very concerned about her
    recent performance.
  • Which guideline can be related with this case?
  • Should the behavioral colleagues get involved in
    Sallys personal business?

Case 6
(Guideline 1.06)
  • A BCBA who lives in a small town was asked by her
    sister to develop an association of Behavior
    Analysis program for her son. There are no other
    behavior analysts available, and the BCBA has
    family issues with her sister. By taking the
    case, these issues can get worse.
  • Which guideline can be related with this case?
  • What is the BCBA most appropriate course of

Case 7
(Guideline 1.07)
  • Bill is a 30 years old single BCBA who worked
    with clients and conducted research in a large
    state institution. One semester, Bill found
    himself attracted to Kristi, one college student
    he was supervising. Because the feelings seemed
    to be mutual and they were both adults, was there
    any problem with Bill asking Kristi for a date?
  • Which guideline can be related with this case?

  • Gain respect by others by our Responsible
  • Translate treatment plans to clients and
  • Learn to deal with people of different race , or
  • Avoid behaviors that can produce abusive working
  • Make sure that personal issues do not interfere
    with the ability to deliver quality services.

Any Questions or Comments?
Thank You
  • Bailey, J Burch, M. (2011) Ethics for Behavior
  • Analysts. 2nd Expanded Edition. Routeledge, New
  • Ethical Principles of Psychologists and Code of
    Conduct. 2010 Amendments. http//
  • Behavior Analyst Certification Board. Guidelines
    for responsible Conduct. http//