Ethical Decisions and Intellectual Disabilities Discussion

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Description/Paper Instructions

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.

Ethical Decisions and Intellectual Disabilities Discussion

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”.

Ethical Decisions and Intellectual Disabilities Discussion

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.

Ethical Decisions and Intellectual Disabilities Discussion

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.

Ethical Decisions and Intellectual Disabilities Discussion

Professional and Ethical Compliance Code for Behavior Analysts

Ethical Decisions and Intellectual Disabilities Discussion

BEHAVIOR ANALYST CERTIFICATION BOARD® =

 

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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.

Ethical Decisions and Intellectual Disabilities Discussion

_________________________

Ethical Decisions and Intellectual Disabilities Discussion

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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Contents

1.0 1.01 1.02 1.03 1.04 1.05 1.06 1.07

2.0 2.01 2.02 2.03 2.04 2.05 2.06 2.07 2.08 2.09 2.10 2.11 2.12 2.13 2.14 2.15

3.0 3.01 3.02 3.03 3.04 3.05

4.0 4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 4.09 4.10 4.11

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

Ethical Decisions and Intellectual Disabilities Discussion

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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