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Practical Ethics for Effective Treatment of Autism Spectrum Disorder 2nd edition [Pehme köide]

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(Assistant Professor, Department of counseling, Educational Psychology, and Special Education, Michigan State University, USA), , (Chief Data Officer, Behavioral Health Center of Excellence and Faculty of Behavior Analysis, Endicott Colle)
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Practical Ethics for Effective Treatment of Autism Spectrum Disorder, Second Edition is for behavior analysts working directly with, or supervising those who work with, individuals with autism. The book addresses 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, including 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. New to this revision are chapters on Quality Control in ABA Service Delivery, Ethical Issues in ABA Business Management and Standardizing Decision-making in ABA Service Delivery.

  • Reviews new BACB codes
  • Discusses factors that affect ethical decision-making
  • Describes how to create systems for teaching and maintaining ethical behavior and 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
  • Covers common mistakes students and supervisors make when analyzing ethical dilemmas, along with common misapplications of ethical codes
About the series editor ix
About the authors xi
Series foreword: Critical Specialties in Treating Autism and Other Behavioral Challenges xiii
Read me (preface) xv
Acknowledgments xxiii
Chapter 1 Introduction to applied behavior analysis, ethics, and core ethical principles
1(18)
Paradigms of clinical ethics: providing the groundwork
2(1)
Dominant paradigms in clinical ethics
3(3)
Contract theory
6(1)
Western clinical codes of ethics
7(2)
Principles of bioethics: the material for building
9(3)
Applied behavior analysis and ethics: what we have built so far
12(2)
The consequences of influence from multiple ethical paradigms
14(2)
Applied behavior analysis and ethical theory: why Board Certified Behavior Analysts should care
16(1)
Chapter summary
17(1)
Questions to help you incorporate this chapter into your practice
18(1)
Chapter 2 Contextual factors that influence ethical decision-making
19(18)
Basic research on choice
20(1)
Different reinforcers for different behaviors
21(3)
Delayed and probabilistic outcomes
24(4)
Summary
28(1)
Factors that affect clinical decision-making
28(6)
Chapter summary
34(1)
Questions to help you incorporate this chapter into your practice
35(2)
Chapter 3 Creating behavioral systems to support ethical behavior in autism treatment
37(18)
A brief introduction to behavioral systems analysis
39(1)
Six steps of behavioral systems analysis
40(2)
Case examples of behavioral systems analysis
42(1)
Case study 1 A system that creates an organizational culture of ethics
42(4)
Case study 2 A step-by-step process for interacting with nonbehavioral professionals
46(3)
Case study 3 Ensuring client and caregiver consent in treatment
49(4)
Chapter summary
53(1)
Questions to help you incorporate this chapter into your practice
53(2)
Chapter 4 Identifying your scope of competence in autism treatment
55(16)
Scope of competence within scope of practice
58(2)
Identifying your own scope of competence
60(1)
What coursework experiences define my scope of competence?
61(1)
What experiences in various settings define my scope of competence?
62(1)
What supervision experiences define my scope of competence?
63(1)
Consider your answers in the context of successful treatment outcomes
64(1)
How to broaden your scope of competence
64(1)
When to seek additional training and when to refer a client?
65(1)
A need for an honest evaluation
66(2)
Chapter summary
68(1)
Questions to help you incorporate this chapter into your practice
68(3)
Chapter 5 The decision-making process of evidence-based practice
71(18)
Definitions from medicine and psychology
73(2)
The three-legged stool analogy
75(1)
Defining evidence-based practice in applied behavior analysis
75(1)
Evidence-based practice as a decision-making process
76(2)
Using evidence-based practice in applied behavior analysis
78(1)
Identifying the best available evidence
79(2)
Evaluating evidence once you find it
81(1)
Integrating evidence with client considerations
82(1)
Integrating evidence with professional expertise
83(1)
Case studies in evidence-based practice in applied behavior analysis
83(2)
Evidence-based practice in special-education: you are missing the point
85(1)
Vocational training: evidence-based practice done right
85(1)
Chapter summary
86(1)
Questions to help you incorporate this chapter into your practice
87(2)
Chapter 6 Interdisciplinary collaboration
89(12)
Recommendations for professional interactions
91(1)
Respect legal, regulatory, and policy barriers
92(2)
Limit technical jargon whenever possible
94(2)
Nonbehavioral treatment recommendations
96(2)
Additional recommendations
98(1)
Chapter summary
98(1)
Questions to help you incorporate this chapter into your practice
99(2)
Chapter 7 Standardized decision-making
101(14)
Introduction
101(2)
What is standardized decision-making?
103(1)
Benefits of standardized decision-making in applied behavior analysis
103(6)
Downsides to standardized decision-making in applied behavior analysis
109(1)
Examples of standardized decision-making
110(2)
Conclusion
112(1)
Questions to help you incorporate this chapter into your practice
112(3)
Chapter 8 Quality measurement in applied behavior analysis
115(16)
Ethically justifying quality applied behavior analysis services
117(2)
Categories of quality measurement
119(7)
Analytics: identifying relationships between structure, process, and outcome measures
126(3)
Summary
129(1)
Questions to help you incorporate this chapter into your practice
130(1)
Chapter 9 Common errors and mistakes made during ethical analyses and application
131(8)
Wrongful appeals to authority
131(2)
Incomplete analyses
133(1)
Multiple relationships run afoul
134(2)
Forgetting we are a science
136(1)
Death by PowerPoint, or make your funk the P-Funk
136(2)
Chapter summary
138(1)
Questions to help you incorporate this chapter into your practice
138(1)
References 139(14)
Index 153
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.