When behavior analysts are functioning as supervisors, they must take full ______________.

The BACB

The BACB, established in 1998, is not a member organization, but rather a credentialing organization and is a nonprofit 501©(3) corporation. The BACB is in turn accredited by the National Commission for Certifying Agencies, a division of the Institute for Credentialing Excellence. This accreditation requires the BACB to follow specific methodological and procedural practices in constructing, implementing, and evaluating the BACB certification exam for behavior analysts. In the context of this chapter, being certified by the BACB is the equivalent of the profession’s hallmark/trademark. One is not required to have it, but it signifies to the public a level of competency and quality. At the time of this writing, the BACB had four categories of certificants with the approximate number of certificants in each category in parenthesis:

BCBA-D (2000): board certified behavior analyst at the doctoral level

BCBA(20,000): board certified behavior analyst

BCaBA(2400): board certified assistant behavior analyst

RBT(24,000): registered behavior technician

Prior to obtaining certification or registration in the case of RBT, for each category, an individual must complete specific coursework on the ethics code of the BACB. Further, as a component of maintaining BACB certification, an individual must engage in sanctioned continuing education activities, and of those activities, a specific proportion must be specific to ethics training. (The annual requirements for the RBT have a different format, but the emphasis on continued development and ethics competency is similar.) As the ethical code of conduct by the BACB is the standard for the profession of applied behavior analysis, the preamble and table of contents (http://bacb.com/ethics-code/) are presented here, by permission, in it’s entirety.

Abstract

Behavior analysts provide a diverse range of services across a diverse range of clients. Using behavioral systems analysis (BSA), behavior analysts can analyze the environment and create systems (e.g., processes, policies, and organizational supports) that align practitioner behavior with the Behavior Analyst Certification Board (BACB) Code. Within BSA, behavior analysts can operationally define what ethical behavior they expect from their employees and subsequently teach and monitor those behaviors by establishing expectations for employees. In this chapter, we provide a brief overview of BSA, describe the six steps of BSA, and provide three examples of how BSA may be applied to support ethical behavior in autism treatment.

Influence From Virtue Theory

The BACB Code contains ethical guidelines based on, or justified through, virtue theory. For example, ethical Guideline 1.04 states that: “Behavior analysts are truthful and honest and arrange the environment to promote truthful and honest behavior in others” (BACB, 2014). Here, it is noted that being honest is good. A virtue ethicist may say that a BCBA is truthful and honest because their behaviors are maintained by nonsocially mediated reinforcement. A virtue ethicist may say this BCBA is more virtuous than a BCBA who is truthful and honest only to avoid punishment or to gain social praise. Other examples of virtue-based guidelines include: 1.01—Rely on Scientific Knowledge; 2.13—Accuracy in Billing Reports; and 9.02—Responsible Research.

Analyzing Ethical Challenges

Behavior analysts are adept at the assessment of the events occurring both before and following a targeted behavior. Our skills in this area can be directly applied to the behaviors associated with an ethically difficult situation. By reviewing the antecedents leading to the incident, behavior analysts may better prepare themselves for the avoidance of future ethical problems. Additionally, as behavior analysts incorporate a more proactive approach toward ethical understanding and identification, practitioners may become more proficient at identifying situations that could potentially lead to an ethical issue and avoid the occurrence of a violation. In order for practicing behavior analysts to be successful in either preventing or remediating ethical damages, they must identify their contributions to the scenario, skill and proficiency in managing the scenario, and willingness to diverge or correct the progression of the situation (Bailey & Burch, 2016).

In some cases, behavior analysts may encounter scenarios within their professional practice during which engaging in a particular strategy may not follow the specifications of the established Code but instead may arguably be of increased benefit to the behavior analyst. As with any other behavior, ethical behavior by behavior analysts is reinforced and thereby continued (Brodhead & Higbee, 2012). However, the contingencies in place maintaining ethical behavior may compete with the immediate or more highly valued contingencies potentially available for engagement in unethical behavior. The behavior analyst may find it more personally beneficial to engage in unethical practice than to follow the specifications identified within the Code. Adding to this, there is no real assurance that the unethical practices exhibited by a behavior analyst will be discovered and result in consequences to impede similar unethical behavior in the future (Sellers et al., 2016a). Such circumstances may become even more complicated when potentially unethical actions of the behavior analyst also happen to have a direct clinical benefit for the learner or the clinical relationship.

The imbalance between the impetus to practice ethically and engage in unethical behavior, the confusion when ethical stipulations interfere with clinical rationale, the potential to misinterpret or misconstrue ethical codes, the ambiguity of ethical actions, and the lack of experience in all prospective ethical scenarios, may leave a behavior analyst feeling unprepared, unsupported, and vulnerable. However, there are strategies that can assist in increasing the likelihood of ethical action and reducing ethical pitfalls.

Exam

The BACB requires that prospective BCBAs meet their coursework and supervision requirements prior to allowing them to take the BCBA exam (BACB, 2017h; https://bacb.com/examination-information/). The exam is administered using a computer-based testing format by Pearson VUE, Inc. consisting of 150 multiple-choice questions. As noted above the exam content is currently based on the Fourth Edition Task List with this changing to the Fifth Edition task list for exams administered in 2020. Questions come from each content area and in addition to the 150-graded questions, exams typically include up to 10 ungraded pilot questions, and candidates have 4 hours to complete the exam. The BACB exams are professionally developed to meet the standards developed by the NCCA accrediting agency. The exam results are reviewed after each administration by a psychometrician and subject matter experts with the goal of having a well-designed valid, instrument for determining whether or not candidates meet the minimal competencies for referring to themselves as a BCBA. Over the last 3 years of exam administration between 58% and 65% of first time test takers have passed the exam (see below).

Abstract

Board Certified Behavior Analysts (BCBAs) make a plethora of daily decisions. Among these are clinical and ethical decisions. Yet, little has been published explicitly discussing variables that impact BCBA decision-making. In this chapter, we review how basic research on choice behavior and research from the clinical decision-making literature sheds light on the clinical and ethical decisions BCBAs make. To do this, we describe several variables known to influence the choices humans make. We then provide examples for how these variables impact clinical and ethical decisions. Any BCBA who wants to improve their clinical abilities will benefit from becoming well versed in basic research on choice behavior and decision-making. In addition, researchers or BCBAs who want to advance the ethical clinical practice of Applied Behavior Analysis (ABA) for individuals with autism will have to include these variables in their analyses of BCBA behavior.

Respect Cultural Differences

BACB Guideline 1.05 defines ethical requirements for the professional and scientific relationships which BCBAs have with their colleagues and clients. One major component of this specific guideline is that it describes culture as a key consideration. When differences in culture affect service delivery, those differences must be resolved. With regard to interdisciplinary collaboration, we interpret “culture” as the philosophical assumptions, guidelines (e.g., codes of ethics), and research that define a specific field or subfield of autism treatment.

ABA is a cultural system distinct from other cultures (Glenn, 1993). By cultural system, we mean ABA differs from other applied sciences because of the unique underlying philosophical assumptions and approach to research that guides the behavior of BCBAs. As one example, ABA emphasizes single-subject research. In contrast, other professional cultures value group-design studies. In another example, ABA values observable and measurable events as primary data and causal explanations. In contrast, other fields enjoy and embrace unobservable processes and hypothetical constructs as causal explanations. BCBAs, SLPs, Christians, Marxists, and Americans all have arranged social contingencies to describe and promote the collective ideals and behaviors expected by members of those groups. Each of these could be considered distinct cultures.

Treatment for individuals with autism is no different. Consider a situation where you need to collaborate with an SLP. They may adopt a cognitive perspective of language development and use terms like “mapping.” The SLP also is unlikely to have read Verbal Behavior (Skinner, 1957) or be familiar with supporting research (DeSouza, Akers, & Fisher, 2017). Instead the SLP may read research and implement interventions described in journals outside what BCBAs are familiar with. Despite different theoretical frameworks and approaches to research, you and the SLP share the underlying goal of improving the verbal behavior of your shared client. The shared client will likely have improved verbal behavior outcomes if the BCBA is able to resolve differences and work toward common goals with the SLP (i.e., collaborate effectively; Rogers, Anthony, & Danley, 1989).

The first step to respecting the cultural differences of our colleagues is to learn about those differences. By learning about and appreciating the ideologies (e.g., backgrounds and worldviews) of your colleagues, you can better understand how their recommendations fit within the larger context of their goal of helping people with autism be successful. The more you understand their perspective, the more you may realize you both use different terms to describe similar things (Slocum & Butterfield, 1994).

Performance Criteria

Behavior analysts use performance-based criteria to determine when a trainee has successfully mastered the procedures for the prescribed intervention and whether the trainee maintains these skills over time. For example, a minimum performance criterion might be established for each intervention component, such as completing each component with at least 90% accuracy. Because research findings indicate that procedural drift commonly occurs following training (Noell et al., 2000), behavior analysts should consider setting a fairly stringent mastery criteria before concluding that the caregiver has been successfully trained.

Nonetheless, a number of factors should be considered when setting goals for the acquisition, maintenance, and generalization of intervention implementation (Vollmer et al., 2008). These factors include the complexity of the procedures and the potential impact of the integrity level on the efficacy of the treatment. For example, some research suggests that low levels of treatment integrity may be less likely to compromise outcomes, depending on the treatment component (Carroll, Kodak, & Fisher, 2013; St. Peter Pipkin, Vollmer, & Sloman, 2010). Although integrity must be near perfect accuracy to ensure that problem behavior extinguishes when using extinction, providing reinforcement for alternative behavior more intermittently than prescribed may be adequate to maintain treatment effects. Some research also suggests that a reduction in integrity over time may not necessarily lead to treatment relapse if caregivers initially implement the intervention with high levels of integrity (e.g., Stephenson & Hanley, 2010). However, research on the relation between integrity and treatment outcomes is still in its infancy. The best approach for behavior analysts is to regularly monitor both treatment integrity and client outcomes to determine if retraining or supplemental instruction is warranted.

5.05.6.1 VB-Assessments

Behavior analysts have developed a number of criterion-referenced assessment systems based on Skinner's analysis of verbal behavior. The two most prominent are the Verbal Behavior Milestones Assessment and Placement Program (VB-Mapp), developed by Sundberg (Sundberg, 2008) and the Assessment of Basic Language and Learning Skills—Revised (ABLLS-R ), developed by Partington (Partington, 2008). An extension to the ABLLS is the Assessment of Functional Living Skills (AFLS), which focuses on necessary independent living skills in Home, School, and Community Settings, including for adults (Partington and Mueller, 2012).

These assessment tools are designed to inform behavioral teaching programs by identifying specific skill deficits. As such these tools also function as curricula and monitoring/assessment tools. Essential skills required to function as individuals are broken down into small teachable and measurable units. Manuals accompanying these tools provide instructions on how to assess each skill.