7th Annual Ethics in Professional Practice

Behavior Analysis and the Legal System: Why Do You Think They Call it a Trial?

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Abstract:

This talk will focus on the legal issues as they pertain to the practice of behavior analysis. Topics covered include what it is like to be in a law suit, the role of expert witnesses, programmatic errors that can lead to law suits, characteristics of bad therapy, treatment provision errors, junk science, and the stakes in damage suits.

Learning Objectives

Participants will be able to:

• Identify the two parts of the discovery process in a legal case
• Identify the U S Supreme Court decision on Expert Witnesses
• Identify 4 treatment provision errors

Presenter Bio:

Dr. Foxx is an Emeritus Professor of Psychology at Penn State University and Adjunct Professor of Pediatrics in the College of Medicine. He has written or co-edited 9 books. His latest book is Controversial Therapies for Autism and Intellectual Disabilities. He has written over 130 scientific publications, made 13 training films, given over 2700 talks, and lectured in 17 foreign countries and 47 U. S. states.  He is on the editorial board of six journals. He is a Fellow in five divisions of the Psychological Association (APA), the American Psychological Society and The Association for Behavior Analysis- International (ABA-I). He was the President of ABA-I, The Society for the Advancement of Behavior Analysis (SABA) and President of two APA Divisions. His awards include New York State ABA Lifetime Achievement and Significant Contributions to Behavior Analysis Awards, Norwegian ABA honorary membership, SABA Award for Effective Mass Media Presentation of Behavior Analysis, The BABAT Murray Sidman Award, APA Division 25 Applied Research Award , the CALABA Contributor Award and the APA Life Achievement Award for Applied Research.  He cofounded the Pennsylvania Association for Behavior Analysis, was its first President and serves as executive director. He was one of the founders of the Association of Professional Behavior Analysts. He has served as an expert witness in many court cases including 13 Federal Court, two Canadian court and the U.S. Supreme Court. His book Toilet Training in Less than a Day has sold over two million copies and been translated into 14 languages. His training film, “Harry” (the treatment of a self-abusive man), has won numerous cinematic awards. He has a international reputation as one of the leading experts in the treatment of severe behavior.

Considering our Ethical Standards of Cultural Competence in the Design of Training for Parents and Professionals in Chennai, India

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Abstract:

In regions such as India, where one-to-one behavior analytic intervention is not easily accessible, parents and service providers may advocate for children with disabilities better if they have foundational training in the behavior analytic approach to problem behavior. In this presentation, I will describe the development and evaluation of a training program delivered in Chennai, India. The training program covered the basics of behavioral function and best practice recommendations for functional behavior assessment and intervention. Aspects of the training were influenced by the cultural norms, beliefs, values, and practices of Chennai. Thus, I will review evidence supporting our ethical standard of cultural competence and provide an organized framework for its application to international training efforts. Finally, I will propose unique benefits and describe current limitations of a behavior analysis of cultural competence.

Learning Objectives

Attendees will:

• Identify the BACB ethics codes relevant to cultural competency
• Describe a framework for adapting training to various cultures
• Summarize the utility of a behavior analytic approach to cultural competence

Presenter Bio:

Dr. Tara Fahmie is an associate professor in the department of psychology at California State University, Northridge (CSUN). Dr. Fahmie earned her undergraduate degree in psychology from the University of Florida, where she became inspired by the faculty to pursue a graduate degree in Behavior Analysis. She earned her masters degree from the University of Kansas, under the mentorship of Dr. Gregory Hanley, and her PhD from the University of Florida, under the mentorship of Dr. Brian Iwata. Dr. Fahmie is a BCBA-D and has over 10 years of experience implementing behavior analysis with various populations in clinics, schools, and residential settings. Dr. Fahmie currently conducts research in several preschool classrooms and in collaboration with local and global autism agencies. She has published on the functional analysis of problem behavior and on the acquisition of social skills in young children. These two initial research interests have led to her emerging passion for research on the prevention of problem behavior. Dr. Fahmie also contributes to the field as a member of the editorial board of the Journal of Applied Behavior Analysis and as the membership chair of Division 25 of the American Psychological Association.

The Ethics of Analysis: Prioritizing Safety and Dignity while Striving for Effectiveness

Abstract:

The conduct of functional analyses with individuals who engage in severe problem behavior may be prohibited due to perceived risks associated with evoking severe problem behavior and the actual risks incurred when analyses are conducted without prioritizing safety and dignity.  Tactics for ensuring the safety and dignity of clients whose severe problem behavior is being analyzed will be reviewed first.  An evaluation of an enhanced choice model for minimizing risks during function-based treatments relying on differential reinforcement will then be described. The ethical implications of different decisions regarding how to conduct a functional analysis and develop treatments for severe problem behavior will be evident from this presentation.

Learning Objectives:

Participants will be able to:

• Identify five tactics that increase the odds of a safe and dignified analysis of severe problem behavior
• Describe the characteristics of an enhanced choice model of treatment implementation for minimizing the likelihood of problem behavior escalation

Presenter Bio:

Recovering from a Public PR and Ethical Disaster: Lessons Learned that You Won’t Get in an Ethics Class

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Abstract:

The California Association for Behavior Analysis (CalABA) was faced with an unprecedented PR and ethical crisis during its 2018 conference. The events that occurred and leadership shown by CalABA’s Board of Directors and Executive Director set the stage for a much broader conversation throughout Behavior Analysis regarding cultural humility, how we behave towards each other and how we lead and respond to behavior observed in our community that is not consistent with our values as a field. During this presentation several models for ethical decision making will be discussed as well as current behavior analytic papers that deal with leadership and culture.

Learning Objectives

Attendees will be able to:

• Describe and use at least 1 ethical decision-making model
• Operationally define culture as first defined by B.F. Skinner
• Operationally identify at least 3 behaviors associated with leadership according to OBM literature

Presenter Bio:

Supporting Ethical Pre-Training Supervision: Review of a Pilot Project

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Abstract:

Scope of practice is a range of activities authorized for an entire profession based upon a credential or license (Brodhead, Quigley, & Wilczynski, 2018). Scope of competence is a subset of practice activities defined by a professional based upon education, training, and supervised experiences BACB, 2019a). As the number of and demand for behavior analysts continues to grow (BACB, 2019b; Carr & Nosik, 2017; Deochand & Fuqua, 2016) there is an increased need for discussion regarding scope of competence and its relationship to training new behavior analysts. As stated by Carr & Nosik (2017), two-thirds of all behavior analysts have obtained the BCBA credential since 2011, even though the credential has been available since 1999. Although much experience can be obtained prior to a credential (and likewise little experience might occur post credential), the recent growth of BCBAs indicates practitioners are young, with limited breadth and depth of clinical experiences. The purpose of this paper is to describe and provide preliminary data for evaluating scope of competence in relation to supervising behavior analytic trainees. Specifically, what is the relationship between supervisor evaluation of competence (i.e., content specific exams, proof of training and experience, and declaration of competence) with supervision outcomes (i.e., supervisee content specific pre / post exams, accuracy of learning activities, and supervisor social validity measure)?

Learning Objectives

Attendees will:

• State the definitions for scope of practice and scope of competence based upon Brodhead, Quigley, and Wylczynski (2018)
• Describe how the Confidence and Competence Checklist (Brodhead, Quigley, & Wylcznski, 2018) can support a professional in defining personal scope of competence
• Describe the processes and outcomes of the Melmark BCBA supervision project

Presenter Bio:

The Ethical Imperative to Ensure Cultural Competence and Sensitivity among Behavior Analysts

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Abstract:

Behavior analysts are just beginning to operationally define cultural competence and sensitivity in service provision.  It is important for behavior analysts to understand the ways in which cultural variables broadly and specifically impact the development of collaborative relationships with families and in other professional contexts.  In this talk, we will review how the Professional and Ethical and Compliance Code for Behavior Analysts guides practitioners in this important realm.  In addition, the skills needed for successfully navigating these challenges will be discussed.  Implications for teaching, training, and supervision will be highlighted.

Learning Objectives:

Participants will:

• Identify relevant sections of the Code and the core skills necessary to provide culturally sensitive service provision
• Introduced to the use of scenarios and tools to assist in training and supervising behavior analysts in this area

Presenter Bio:

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Psychology CE Credits (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists) and BACB® Type II CEs.

An additional $40 fee is required for continuing education.

APA Approved Sponsor

Psychology CE Credits (6.0): Orlando Behavior Health Services, LLC is a co-sponsor of this conference for Continuing Education Credits for Psychologists. Orlando Behavior Health Services, LLC is approved by the American Psychological Association to sponsor continuing education for psychologists. Orlando Behavior Health Services, LLC maintains responsibility for this program and its content. *Attendees must be present during the entire conference.

BACB® CEs (6.0 ETHICS* CEs): The Cambridge Center for Behavioral Studies is an approved Type 2 CE Provider by the Behavior Analyst Certification Board® (BACB®) and is authorized to offer 6.0 CE units for this conference.

*Dr. Shawn Quigley’s presentation qualifies for EITHER 1.0 ETHICS OR 1.0 SUPERVISION BACB® Type II CEs. Notify Rebekah Pavlik or note at registration desk on check-in, which you would prefer.

**It is attendee’s responsibility to check with their State and Professional organization to confirm all CE offerings.

NOTE: This year we will be in a different auditorium than previous years.

Endicott College Campus – Rose Auditorium in the Walter Manninen Center for the Arts

Interactive Map (Endicott College Campus)

General Directions to Endicott Campus

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