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Flashcards in Unit 3 Deck (30):
1

4.0 Behavior analysts and the behavior-change program

Manage the entire behavior-change program(design, implementation, discontinuation)

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Design a conceptually systematic program based on the principles of behavior analysis

4.01 Conceptual Consistency

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Involve clients in program planning while clearly explaining all details of the program

4.02 Involve Clients in planning and consent

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Create based on each client’s behaviors, environment & goals; don’t copy behavior programs

4.03 Individualized Behavior-change programs

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Create based on each client’s behaviors, environment & goals; don’t copy behavior programs

4.04 Approving Behavior-change programs

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Explain & get approval of program objectives before implementing the program

4.05 Describing Behavior-change program objectives

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Explain to clients the circumstances required for program success

4.06 Describing conditions for behavior-change program success

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Seek to eliminate program obstacles or recommend other professional services

4.07 Environmental conditions that interfere with implementation

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Punishment used with caution & reinforcement procedures; discontinue when no longer needed

4.08 Considerations concerning punishment procedures

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Recommend least restrictive procedures, likely to be effective

4.09 Least Restrictive Procedures

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Minimize the use of harmful reinforcers & excessive MOs

4.10 Avoiding Harmful Reinforcers

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Explain objective termination criteria to clients & discontinue when criteria is met

4.11 Discontinuing behavior-change programs and behavior-analytic services

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3 types of supervisory relationships

Employer-Employee
Contracted Supervisor
Combined

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3 problems with Employer-Employee Supervisory Relationships

Supervisor lacks experience
Supervisor has limited time
Supervisor requests conflict with ethics

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3 Problems with Contracted Supervisory Relationships

Supervisor has limited involvement with cases
Time limitations
Distance travel

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3 Problems with Combined Supervisory Relationships

Conflicting responsibilities/tasks from supervisors

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3 goals of a supervisory relationship

Seeking certification
Maintaining certification
Expanding professional repertoire

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Supervisors are experienced in the area of which they are providing services

5.01 Supervisory Competence

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Supervisor must make time for their supervisee

5.02 Supervisory Volume

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Supervisor only assigns tasks that the supervisee has been trained to complete

5.03 Supervisory Delegation

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Supervisors provide training that is behavior-analytic, effective, &ethical

5.04 Designing effective supervision and training

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Supervisor outlines all aspects of the supervisory relationship before supervision begins

5.05 Communication of supervision conditions

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Supervisors design, document, and frequently deliver feedback to improve supervisee performance

5.06 Providing feedback to Supervisees

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Supervisors must evaluate their own performance

5.07 Evaluating the effects of supervision

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3 groups a BCaBA can supervise

RBTs
Direct care staff members
Other BCaBAs for mentorship or training

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6.0 Behavior analysts’ ethical responsibility to the profession of behavior analysis

Uphold the profession
Participate in professional organizations
Disseminate behavior analysis

27

Notice ethical obligations in work with colleagues
Promote an ethical culture in the work environment & inform others of the Code
Resolve/report ethical violations

7.0 Behavior analysts’ ethical responsibility to colleagues

28

Maintain confidentiality in media
No soliciting testimonials from current clients
Be honest when representing ABA services
Give appropriate credit to authors

8.0 Public Statements

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Research activities comply with the law & Code
Ensure data collected are accurate & complete
Report data honestly

9.0 Behavior analyst and research

30

Provide accurate information to the BACB
Secure BACB exam questions
Report non-certified persons who claim certification

10.0 Behavior analysts’ ethical responsibility to the BACB