Ethical Decisions and Intellectual Disabilities Discussion
This week, you read several articles that address a population much different than a lot of people in our field are used to dealing with. While adults warrant different considerations, we should always be interacting with children as future adults. Consider the following scenarios and indicate how you would respond to each. You will want to include any references or Ethics Codes used in your assessment.
A 16-year old in a group home you work for hates peas. However, the rotating menu has them being served once per week. According to the dietician at the group home, he must eat them to qualify for dessert or treats due to strict nutritional guidelines. The Group Home Manager supports this decision, indicating “We all have to learn to do things we do not like to do”.
A 40-year old man with intellectual disabilities with was recently ordered by a physician to quit drinking. His support coordinator has advised all staff working with him to not allow him to purchase alcohol. On a social skill outing with the individual, he asks to stop for a 6-pack to bring home.
A 29-year old with intellectual disabilities woman in supported living was recently reported missing when her caseworker visited at 9 PM for a wellness check. Around 6 AM, she returned home and explained that she was out hoping to have sex with a neighborhood man. Her caseworker recommends that the woman be placed in a more structured environment, such as a group home, to protect her from sexual assault or other sexually related consequences.
Professional and Ethical Compliance Code for Behavior Analysts
BEHAVIOR ANALYST CERTIFICATION BOARD® =
The Behavior Analyst Certification Board’s (BACB’s) Professional and Ethical Compliance Code for Behavior Analysts (the “Code”) consolidates, updates, and replaces the BACB’s Professional Disciplinary and Ethical Standards and Guidelines for Responsible Conduct for Behavior Analysts. The Code includes 10 sections relevant to professional and ethical behavior of behavior analysts, along with a glossary of terms. Effective January 1, 2016, all BACB applicants and certificants will be required to adhere to the Code.
In the original version of the Guidelines for Professional Conduct for Behavior Analysts, the authors acknowledged ethics codes from the following organizations: American Anthropological Association, American Educational Research Association, American Psychological Association, American Sociological Association, California Association for Behavior Analysis, Florida Association for Behavior Analysis, National Association of Social Workers, National Association of School Psychologists, and Texas Association for Behavior Analysis. We acknowledge and thank these professional organizations that have provided substantial guidance and clear models from which the Code has evolved.
Approved by the BACB’s Board of Directors on August 7, 2014.
This document should be referenced as: Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Littleton, CO: Author.
© 2014 Behavior Analyst Certification Board,® Inc. (BACB®), all rights reserved. Ver. March 18, 2019.
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Responsible Conduct of Behavior Analysts Reliance on Scientific Knowledge Boundaries of Competence Maintaining Competence through Professional Development Integrity Professional and Scientific Relationships Multiple Relationships and Conflicts of Interest Exploitative Relationships
Behavior Analysts’ Responsibility to Clients Accepting Clients Responsibility Consultation Third-Party Involvement in Services Rights and Prerogatives of Clients Maintaining Confidentiality Maintaining Records Disclosures Treatment/Intervention Efficacy Documenting Professional Work and Research Records and Data Contracts, Fees, and Financial Arrangements Accuracy in Billing Reports Referrals and Fees Interrupting or Discontinuing Services
Assessing Behavior Behavior-Analytic Assessment Medical Consultation Behavior-Analytic Assessment Consent Explaining Assessment Results Consent-Client Records
Behavior Analysts and the Behavior-Change Program Conceptual Consistency Involving Clients in Planning and Consent Individualized Behavior-Change Programs Approving Behavior-Change Programs Describing Behavior-Change Program Objectives Describing Conditions for Behavior-Change Program Success Environmental Conditions that Interfere with Implementation Considerations Regarding Punishment Procedures Least Restrictive Procedures Avoiding Harmful Reinforcers Discontinuing Behavior-Change Programs and Behavior-Analytic Services