6th Annual Ethics in Professional Practice

Detecting and Trouble Shooting Treatment Failures:  An Important Ethical Obligation for Practitioners

Abstract

Evidence-based practice (EBP) is a multi-component process in which practitioners select, refine and deliver clinical services based on a) the best available scientific evidence, b) unique client and contextual features, c) training and competence of the practitioner, d) ongoing clinical progress monitoring and decision making and e) early detection and trouble-shooting of treatment “failures.”

In addition to providing an overview of EBP principles as applied to ABA practice, this presentation will provide guidance on how to define and detect treatment failures. It will also provide a recommended checklist for ABA practitioners on how to trouble shoot treatment failures.

Objectives

Attendees will:

• Identify the essential features of evidence based practice and explain how this model can be incorporated into ABA practice
• Describe what is a treatment failure and why is it important to develop strategies to detect and trouble shoot treatment failures
• Select and use behavioral data and visual displays to monitor clinical progress
• Describe a recommended sequence of strategies to detect and trouble shoot treatment failures

Presenter Bio:

Dr. Wayne Fuqua earned his Ph.D. at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods, ethics, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology, ethics, and developmental disabilities.  A Fellow of the Association for Behavior Analysis, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University.

The Seven Dimensions of Applied Behavior Analysis: Adult Outcomes in ASD and the Roots of Behavior Analytic Practice

Abstract

Baer, Wolf and Risley (1968), noted that competently applied behavior analytic interventions should result in strong, socially important, and generalizable outcomes which, in the case of autism intervention, should mean positive adult outcomes in ASD. Unfortunately, despite an emphasis on evidence-based intervention in ASD, adult outcomes remain poor “for almost any outcome you choose.” (Roux, et al, 2015, p. 8).  While there may be several reasons for such continued poor outcomes, the potential for the science of Applied Behavior Analysis to support more positive adult outcomes has yet to be fully explored or realized despite, seemingly, being well within our reach. Using Baer, Wolf and Risley’s (1968) Some Current Dimensions of Applied Behavior Analysis as the basis for the discussion, this presentation will provide an overview as to the extent to which ABA-based intervention can be seen as congruent with The Dimensions, where there appears to be some divergence, and the impact of both on achieving strong, socially important outcomes in ASD.

Objectives:

• Discuss the current adult outcome research in ASD
• Identify a minimum of 3 common practices that have little, if any, empirical support in the literature
• Discuss the importance of socially important outcomes and social validity with reference to ABA-based intervention
• Discuss the extent to which framing long term intervention goals in terms of the 7 Dimensions is both appropriate and necessary if behavior analysts are effectively address the current discrepancy between individual potential and outcome for adults with ASD

Presenter Bio:

Dr. Wayne Fuqua earned his PhD at the University of Florida.  He is currently a Professor of Psychology at Western Michigan University where he chaired the Psychology Department for 14 years.  He teaches graduate level courses in behavioral research methods, ethics, behavioral approaches to treatment and health psychology.  He also mentors graduate students in Clinical Psychology and Behavior Analysis.  He conducts research across a range of areas including health psychology, ethics, and developmental disabilities.  A Fellow of the Association for Behavior Analysis, Dr. Fuqua has published numerous peer-reviewed articles and book chapters and has over 150 presentations at national and regional conferences.  He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics.  He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical disabilities.  He is a member of the Michigan Autism Council, a group that is charged with implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the State of Michigan.  He was recently honored with a Distinguished Service Award from Western Michigan University.

Avoiding Pseudoscientific and Non-Evidence Based Procedures Like Social Thinking® and Social Stories™: Making Correct Ethical Decisions

Abstract

There are a multitude of social skills interventions propagated for individuals diagnosed with autism spectrum disorder (ASD). Most of these interventions have limited empirical evidence demonstrating their effectiveness, fail to meet the standards of evidenced based practices (EBPs), and are pseudo- or anti-scientific. Two of these procedures that are commonly implemented at Social Thinking® and Social Stories™. The purpose of this talk is to provide an overview of what constitutes EBPs and evaluate common interventions with respect to these standards. Additionally, we will evaluate if Social Thinking® and Social Stories™ meet the standards of evidence based practice and empirically supported procedures. Third, we will provide the audience with alternatives that are grounded in science, that have empirical support, and which would be considered an evidence-based practice. Throughout, we will discuss the roles of adhering to ethics when selecting and implementing interventions for individuals diagnosed with autism spectrum disorder.

Objectives

• The attendees will identify the components that constitute evidence based practices
• The attendees will identify how the ethical code should guide our decisions in selecting interventions for individuals diagnosed with autism spectrum disorder
• The attendees will identify three ways how Social Thinking® and Social Stories™ are inconsistent with our ethical code

Presenter Bio:

Justin Leaf, PhD, is the Director of Research and Training for Autism Partnership Foundation. Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. Currently, Justin leads the research team at Autism Partnership Foundation, which conducts research nationally and internationally. His research interests include examining methods to improve social behaviors for children and adolescents with autism and developing friendships, comparing different teaching methodologies, evaluating parameters of reinforcement, and evaluating long-term outcomes for individuals diagnosed with autism. Justin has over 60 publications in either peer-reviewed journals, books, or book chapters and has presented at both national and international professional conferences and invited events. Justin is an Associate Editor for Review Journal of Autism and Developmental Disorders. Justin also serves or has served on the editorial board for the Journal of Applied Behavior Analysis, Education and Training in Autism and Developmental Disabilities, and the Journal of Autism and Developmental Disorders.

Ethical Considerations in Treating Severe Behavior Problems

Abstract

Many individuals with intellectual and developmental disabilities exhibit unwanted behaviors.  Noncompliance, verbal outbursts, aggression, self-injury, property destruction, and general agitation can pose significant problems.  These behaviors can be difficult to understand, and can pose a threat to programming, as well as integration into community settings. Providers of school, residential and day program services may find it difficult to effectively serve some individuals with serious behavior problems because of potential threats to other individuals and staff.  This presentation will discuss the ethical considerations that must be addressed by any provider attempting to serve individuals with severe behavior problems. After discussing basic precepts that inform a fundamental approach to assessing and treating behavior problems, the following areas that pose ethical concerns will be discussed: systemic issues, prerequisite issues, due process issues, intervention issues, safeguard issues, quality control issues, and experimental issues.

Objectives

• Participants will identify three basic precepts that inform an approach to treating severe behavior problems
• Participants will identify fundamental prerequisite conditions that must be in place to assess and treat severe behavior problems
• Participants will describe due process protections, and intervention pitfalls that constitute ethical issues
• Participants will describe safeguards, quality control, and experimental considerations, and systemic considerations

Presenter Bio:

Terry Page received a Ph.D. in psychology from Western Michigan University. He has held faculty appointments at the Johns Hopkins University School of Medicine and Temple University, was Distinguished Visiting Professor for the U.S. Air Force, and has guest lectured at the University of Pennsylvania.

Dr. Page’s work in developmental disabilities and brain injury has spanned the spectrum from neurobehavioral stabilization to supported community programs. In addition to directing programs and conducting research in these areas, he has developed staff training and management strategies, and served as a program consultant.

In addition to publications in clinical journals, Dr. Page has authored book chapters, and presented hundreds of addresses at professional conferences. He has been Associate Editor of the Journal of Applied Behavior Analysis, and served on the editorial boards of Education and Treatment of Children and Behavioral Medicine Abstracts. He is currently on the editorial board of Behavioral Interventions.   He is a founding member of the American Academy for Certification of Brain Injury Specialists, created in conjunction with the Brain Injury Association of America. He also served on the New Jersey Governor’s Advisory Council on Traumatic Brain Injury.

Individual and Organizational Strategies to Increase Ethical Adherence

Abstract

Ethics is an essential element of the individual and organizational practice of behavior analysis.  Common vulnerabilities for individual practitioners include dual relationships, abandonment, practicing outside the scope of practice, and the use of non-evidence-based interventions.  For organizations, issues of consent, confidentiality, testimonials, and gifts are often areas in which violations occur. Strategies to enhance individual and organizational compliance with the code will be highlighted, with a focus on both preventative approaches and reactive strategies that reduce future vulnerability.

Objectives

• Participants will identify common individual and organizational ethical challenges
• Participants will identify strategies that individuals and organizations can use to ensure adherence to the code
• Participants will review ideas for developing rubrics, policies, and systems for increasing individual professional/ethical conduct and for maximizing organizational ethical performance

Presenter Bio:

Mary Jane Weiss, PhD, BCBA-D is a Professor at Endicott College, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques, evaluating the impact of ABA in learners with autism, teaching social skills to learners with autism, training staff to be optimally effective at instruction, and maximizing family members’ expertise and adaptation.

How Organizations Can Assist Practitioners

Abstract

The panel will discuss common areas of vulnerability and some strategies that panel members have used to assess ethics violations, intervene in ethically charged situations, and prevent future occurrences and reduce vulnerability to risk.

Objectives

• Participants will be able to review common strategies that may be used by individuals and organizations to assess and intervene in ethically charged situations
• Participants will learn from the presentation of multiple strategies associated with common errors
• Participants will become familiar with several proactive strategies to reduce risk in the context of service provision

Panel Moderator Bio:

Mary Jane Weiss, PhD, BCBA-D is a Professor at Endicott College, where she directs the Master’s Program in ABA and Autism. Dr. Weiss has worked in the field of ABA and Autism for almost 30 years. She received her PhD in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University, where she served as Director of Research and Training and as Clinical Director. Her clinical and research interests center on defining best practice ABA techniques, evaluating the impact of ABA in learners with autism, teaching social skills to learners with autism, training staff to be optimally effective at instruction, and maximizing family members’ expertise and adaptation.

Psychology (Includes Licensed psychologists, school psychologists, and EdDs/educational psychologists) and BACB® 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): 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.

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

Continuing Education Opportunities (Download PDF)

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

Klebanoff Auditorium, Endicott College Campus

Endicott College Campus – Klebanoff Auditorium in the Lobby of the Gerrish School of Business/Judge Science Center

Interactive Map (Endicott College Campus)

General Directions to Endicott Campus