CHAPTER 17:DELIVERING THE ETHICS MESSAGE EFFECTIVELY

WHAT TO SAY, HOW TO SAY IT

Heidi SpiegelCaldwell College

Outline:

Importance of communication skills

Know the Guidelines: Saying No, Buying Time

Deliver the Message to Clients with Target Behaviors: Ethical Challenges

Deliver the Message to Parents and Families: Do Not Accuse

Deliver the Message to Agencies , Supervisors, and Administrators: Practice Restraint

Deliver the Message to Nonbehavioral Professionals: Think Before You Speak

Deliver the Message to Other Behavior Analysts: Awkward

Summary

You’ve got data…do you have communication skills?

How to handle an ethics problem : What to say, how to say it. Identifying ethics violation is easy… Saying “no” may be difficult

“Topping of the list of skills for the behavior analyst who wants to make a difference is the ability to be a goodcommunicator.” (Bailey & Burch, 2011)

Aba 574

Bailey & Burch, 2010: 25 Essential Skills and Strategies for the Professional Behavior Analyst: Expert Tips for maximizing Consulting EffectivenessEtiquette is #1 requirement for effective communication

What is “etiquette”?conventional requirements as to social behavior; proprieties of conduct as established in any class or community or for any occasion (dictionary.com)

Apply an old-fashioned concept to a new field Let “conventional” business behavior and the “proprieties of conduct” as established by the science-based helping professions offer credibility in all settings (Bailey & Burch, 2010)

Not all professional issues deal with ethics, but all ethics issues need a professional approach.

Top 5 Ethical Concerns: Quick Review

Ethical Concerns Ethical Standard

1 Right to Effective Treatment 2.10B

2Responsibility to Recommend Scientifically Supported and Most Effective Treatments 2.10A

3Behavior Analysts Assessments are

Sufficient to Provide Appropriate Substantiation for their Findings

3.0A

4 Dual Relationships and Conflicts 1.06A,B

5 Functional Assessment 3.02

(Carlile, K., 2012)

Immediate Response Required: Just say “no”!

Text scenario regarding a gift of a hi-def TV: “We have a code of ethics, and I’m not allowed to accept gifts.”

Bailey & Burch: Even though you may not be able to “cite the guideline number”, you can refuse to participate in unethical practices.

This may work for many scenarios:• 1.05d,e: Discrimination, Harassment• 1.06: Dual Relationships, Conflicts of Interest• 3.0: Assessment, Data-based Judgments, Consent/Records• 5.02: Limitations on Training• 10.0: Research, Influence, Credits, Plagiarism, Withholding Data

Can you think of a scenario where this WON’T work?2.0: Know your client (parents who don’t want help from your agency; do you go to case manager?)4.01, 4.02: Environmental conditions (can environment be altered?)6.01 Job Commitments (you can’t just leave)

Buy Some Time…

…when you need to review the Guidelines or have questions about grey areas.

…when you might want to consult with a colleague.

You may not have all the facts (time change, behavior plan change)

You may be in a grey area (dual relationships with family, friends)

You may need advice on how to give feedback in a sticky situation

Chapter scenario: Parent asks for time change, in-home BCBA has to check facts with supervisors.

“Let me get back to you on that. I’ll call you on Friday.”“I’ll have an answer for you at Monday’s meeting.”

Delivering the Message to a Client with Disabilities

#4 Ethical ConcernCode 1.07 Exploitative RelationshipsCode 2.01: The client is the individual

Working with high-functioning disabled individuals can present challenges.

Text scenario: Adult male from group home asks consulting BCBA on a date.

I like you as a

friend…(autoclitic)

I work here, can’t date client

(fact)

I have a Code of Ethics

(Guidelines)

It says…(What

Guidelines say)

It wouldn’t be

appropriate (Summariz

e)

***Do you become an environmental confound? Are you a reinforcer?

Delivering the Message to Parents and Families

2.10: Right to effective treatment using reliable data (#1 Ethical concern)3.0: Assessment based on data. (# 3 Ethical concern)

Do NOT accuse…

“I know you’ve been making up data/reinforcing behaviors targeted for extinction/using pull-ups as soon as I leave the house!”

Try an easier, softer approach. Use the Guidelines as your default.

“I understand this is a difficult situation, and data collection may fall to the wayside while you are trying to practice the behavior plan.”

“Maybe if I watch you work with Lisa, I can see where we need to work on getting reliable data.”

“My professional ethics dictate that I use evidence-based decision making; if we don’t have accurate data, we aren’t providing Lisa with the best treatment.”

Delivering the Ethics Message to Agencies, Supervisors, or Administrators

Clarify Conflict Address Guidelines

Resolve Conflict while adhering to

Guidelines

2.10: Responsibility to recommend scientifically supported treatment

6.06: Workplace Conflicts(#2 Ethical Concern)

Is this easier said than done?

“Think before you speak applies here”

A Real-Life Scenario:

 You are part of a team using a DRO that does not show significant effect on reducing behavior. The team leader (BCBA) changes the operational definition, discarding half the collected data while keeping original baseline data.  

Original Operational Definition of Target Behavior: Stereotypy as defined by non-contextual vocalizations AND motor stereotypy, combined or occasioned separately.

Revised Op Def: ONLY vocal stereotypy

→

(For representation only)

WWBD?(What Would Bailey Do?)

Discussed the change of operational definition, graph changes, and misleading results with the team (the BCBA, the classroom teacher, and others who collected data).  The BCBA asserted that a phase change line would suffice to address data discrepancy; in short, baseline measures of vocal and physical stereotypy remained on the graph as did 2 weeks of data collection.

The parents were not notified of change.  No new baseline or probes were taken.   Stereotypy occurrences instantly decreased by half. The graphs were presented to supervisors and parents as containing a margin of error due to measurement change that would not affect the results.

The supervisor is not a BCBA nor trained in ABA and found the ethical concerns meddlesome; she needed promising results for the parents and had gotten what she wanted.

The BCBA in charge received her training from an on-line provider. 

 Choose not to not pursue the situation further, and successfully sought other employment.  

“This misrepresentation is a violation of 1.04 Integrity.”

“This is a violation of 3.03 Explaining Assessment Results. ”

“That's sad; This is a violation of 1.4 as well.”

“Figures.”

“Good move. But, was there any harm done to the client? This is important to consider. If you think that harm could come to the client (the child) then further action may be required.”

(Spiegel, H. 2012, June 13 & 14. Private e-mail.)

Delivering the Message to Nonbehavioral Professionals

http://www.youtube.com/watch?v=53Y_OXN5SJY

What you do What you say

Listen to others “What do you want me to do?”

Be respectful and understanding

“I agree that Joey’s speech is hard to understand.”

Present your point of view “I would like to discuss his behavioral issues.”

State what you would like to happen

“I would like to add appropriate greetings as a target behavior.”

Refer to the Guidelines “I have a code of ethics to guide my assessments.”

Present a solution “How about this? I can schedule a functional assessment…”

Breakdown of Response to Nonbehavioral Professionals

(Bailey & Burch, 2011)

Delivering the Message to Another Behavior Analyst

Another behavior analyst should know the Guidelines; this can make ethical dilemmas difficult and awkward.

Be respectful: “I know

you care.”

Ask questions: “Can you change

your plan?”

Present your point of view: “I don’t want you to get in trouble.”

Refer to the

Guidelines: “Have

you looked at

the Guidelines

lately?”

Suggest solution:

“You might

consult a colleague.

”

(Bailey & Burch, 2011.)

Summary

Everyday ethics is hard work.

Shape behaviors…if nothing bad happens, the behavior is likely to continue.

Use the Guidelines to identify and solve dilemmas.

Deliver the message every chance you get!

“Knowing the ethics code forward and backward does not guarantee that you will be effective in helping others understand it.”

(Bailey & Burch, 2011.)

References

Bailey, J.S., & Burch, M. R. (2011). Ethics for behavior analysts. (2nd ed.) New York: Routledge Publishing

Bailey, J.S., & Burch, M. R. (2010). Twenty-five essential skills & strategies for the professional behavior analyst. New York: Routledge Publishing