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E-raamat: Practical Ethics for Effective Treatment of Autism Spectrum Disorder

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(Chief Data Officer, Behavioral Health Center of Excellence and Faculty of Behavior Analysis, Endicott Colle), , (Assistant Professor, Department of counseling, Educational Psychology, and Special Education, Michigan State University, USA)
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Practical Ethics for Effective Treatment of Autism Spectrum Disorder is for behavior analysts working directly with, or supervising those who work with, individuals with autism. The book addresses important topics such as the principles and values that underlie the Behavior Analyst Certification Board’s ® Professional and Ethical Compliance Code for Behavior Analysts, and factors that affect ethical decision-making. In addition, the book addresses critical and under-discussed topics of: scope of competence; evidence-based practice in behavior analysis; how to collaborate with professionals within and outside one’s discipline; and how to design systems of ethical supervision and training customized to unique treatment settings. Across many of the topics, the authors also discuss errors students and professionals may make during analyses of ethical dilemmas and misapplications of ethical codes within their practice.

  • Reviews core ethical principles
  • Discusses factors that affect ethical decision-making
  • Describes how to create systems for teaching and maintaining ethical behavior
  • Discusses how to identify your own scope of competence in autism treatment
  • Describes the process of evidence-based practice and how it can be applied to behavior-analytic treatment for autism
  • Discusses the importance of interdisciplinary collaboration and how to be a good collaborator
  • Reviews common mistakes students and supervisors make when analyzing ethical dilemmas, along with common misapplications of ethical codes
About the Authors ix
Series Foreword: Critical Specialties in Treating Autism and Other Behavioral Challenges xi
Read Me (Preface) xiii
Acknowledgments xix
Chapter 1 Introduction to ABA, Ethics, and Core Ethical Principles
1(16)
Paradigms of Clinical Ethics: Providing the Groundwork
2(1)
Dominant Paradigms in Clinical Ethics
3(3)
Western Clinical Codes of Ethics
6(2)
Principles of Bioethics: The Material for Building
8(3)
ABA and Ethics: What We Have Built So Far
11(1)
The Consequences of Influence From Multiple Ethical Paradigms
12(2)
ABA and Ethical Theory: Why BCBAs Should Care
14(1)
Chapter Summary
15(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
15(2)
Chapter 2 Contextual Factors That Influence Ethical Decision-Making
17(18)
Basic Research on Choice Behavior
18(1)
Different Reinforcers for Different Behaviors
18(4)
Delayed and Probabilistic Outcomes
22(4)
Summary
26(1)
Factors That Affect Clinical Decision-Making
27(1)
Length of Time to Make a Decision
27(1)
Amount of Information Available
28(1)
Expertise and Background
29(1)
Availability of Resources
30(2)
Chapter Summary
32(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
33(2)
Chapter 3 Creating Behavioral Systems to Support Ethical Behavior in Autism Treatment
35(18)
A Brief Introduction to Behavioral Systems Analysis
37(1)
Six Steps of Behavioral Systems Analysis
38(2)
Case Examples of Behavioral Systems Analysis
40(1)
Case Study 1 A System that Creates an Organizational Culture of Ethics
40(4)
Case Study 2 A Step-by-Step Process for Interacting with Nonbehavioral Professionals
44(3)
Case Study 3 Ensuring Client and Caregiver Consent in Treatment
47(4)
Chapter Summary
51(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
51(2)
Chapter 4 Identifying Your Scope of Competence in Autism Treatment
53(14)
Scope of Competence Within Scope of Practice
56(1)
Identifying Your Own Scope of Competence
57(1)
What Coursework Experiences Define My Scope of Competence?
58(2)
What Experiences in Various Settings Define My Scope of Competence?
60(1)
What Supervision Experiences Define My Scope of Competence?
60(1)
Consider Your Answers in the Context of Successful Treatment Outcomes
61(1)
How to Broaden Your Scope of Competence
62(1)
When to Seek Additional Training and When to Refer a Client
62(1)
A Need for an Honest Evaluation
63(2)
Chapter Summary
65(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
65(2)
Chapter 5 The Decision-Making Process of Evidence-Based Practice
67(18)
Definitions from Medicine and Psychology
69(2)
The Three-Legged Stool Analogy
71(1)
Defining Evidence-Based Practice in Applied Behavior Analysis
71(2)
Evidence-Based Practice as a Decision-Making Process
73(1)
Using Evidence-Based Practice in Applied Behavior Analysis
74(1)
Identifying the Best Available Evidence
74(3)
Evaluating Evidence Once You Find It
77(1)
Integrating Evidence With Client Considerations
78(1)
Integrating Evidence With Professional Expertise
79(1)
Case Studies in EBP in ABA
80(1)
EBP in Special-Education: You're Missing the Point
81(1)
Vocational Training: EBP Done Right
82(1)
Chapter Summary
83(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
83(2)
Chapter 6 Interdisciplinary Collaboration
85(12)
Recommendations for Professional Interactions
87(1)
Respect Legal, Regulatory, and Policy Barriers
88(2)
Limit Technical Jargon Whenever Possible
90(1)
Nonbehavioral Treatment Recommendations
91(3)
Additional Recommendations
94(1)
Chapter Summary
94(1)
Questions to Help You Incorporate This
Chapter Into Your Practice
95(2)
Chapter 7 Common Errors and Mistakes Made During Ethical Analyses and Application
97(8)
Wrongful Appeals to Authority
97(2)
Incomplete Analyses
99(1)
Multiple Relationships Run Afoul
100(2)
Death by PowerPoint, or Make Your Funk the P-Funk
102(1)
Chapter Summary
103(2)
References 105(8)
Index 113
Matthew T. Brodhead, Ph.D., BCBA-D is an Associate Professor in the College of Education at Michigan State University. Like many before him, his interests in behavior analysis and autism began at Croyden Avenue School in Kalamazoo, MI. Raised in Harbor Springs, Michigan, United States, he has an undying passion for spending time in the great outdoors. When he cant get outside, he enjoys listening to and playing music, and in a previous life, he used to tour with a funk bank. You can learn more about his work by visiting his Web site, www.mattbrodhead.com. David J. Cox, Ph.D., M.S.B., BCBA-D currently works as the VP of Data Science at RethinkFirst and is faculty at the Institute for Applied Behavioral Science at Endicott College. Dr. Cox has earned a M.S. in Bioethics from Union Graduate College; a PhD in behavior analysis from the University of Florida; a post-doctoral fellowship at the Behavioral Pharmacology Research Unit of Johns Hopkins University School of Medicine; and a post-doctoral fellowship at Insight! Data Science. Since 2014, Dr. Coxs research and applied work has focused on how to effectively leverage technology, quantitative modeling, and artificial intelligence to ethically optimize behavioral health outcomes and clinical decision-making. Based on his individual and collaborative work, he has published 50+ peer-reviewed articles, three books, and 150+ presentations at scientific conferences. Shawn Quigley is the Chief Operating Office for Melmark. Dr. Quigley received his Masters in Education at Idaho State University and then went on to Western Michigan University where he completed his Ph.D. in Behavior Analysis. Prior to joining the Melmark team, he completed a post-doctoral psychology fellowship with the University of New Mexico Medical Group. He stayed with University of New Mexico Medical Group as a manager of behavior services, working to increase access to behavior analytic providers, supporting advocacy groups, and developing state regulatory guidelines for service delivery. Dr. Quigley has worked as a direct support professional, behavior analyst, trainer, and administrator providing services in homes, schools, residential and community settings. These experiences provided a strong foundation for understanding service development, regulatory requirements, scope of competence issues, and resource allocation. Dr. Quigley actively supports the profession through practice, research, teaching, and service.
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