Behavior analysts working in public school settings face a unique confluence of ethical, legal, and clinical demands that do not exist in other practice environments. This ethics panel discussion, moderated by Maria Sasaki-Solis with panelists including Matthew Brodhead, Selena Layden, Robert Putnam, and Mawule Sevon, addresses the complex ethical landscape that behavior analysts must navigate when working within the educational system.
Provider: CASP CEU Center
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Join Free →Dear Don Ethics Panel: Back to School Edition Original Air Date: October 30, 2024 CEU offered: 1.5 BACB Ethics CEU Webinar Duration: 90 minutes Moderator: Maria Sasaki-Solis, MPH, BCBA Panelists: Matthew Brodhead, PhD, BCBA-D Selena Layden, PhD, BCBA-D, LBA Robert Putnamm PhD, LABA, BCBA-D, LP Mawule Sevon, PhD, NCSP, BCBA Abstract: p.p1 {margin: 0.0px 0.0px 12.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} li.li2 {margin: 0.0px 0.0px 0.0px 0.0px; font: 12.0px Times; -webkit-text-stroke: #000000} span.s1 {font-kerning: none} ol.ol1 {list-style-type: decimal} Students with disabilities are entitled to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) possible. The Individuals with Disabilities Education Act (IDEA, 1997) mandated functional behavior assessments (FBAs) for students with disabilities whose behavior(s) interfere with their learning. In the case of Endrew F. v. Douglas County School District, the Supreme Court (2017) ruled that students must make "meaningful progress" based on their individual needs and circumstances. Many public schools utilize a schoolwide positive behavior intervention and support (PBIS) framework (Horner & Sugai, 2015; Putnam & Kincaid, 2015) within a multi-tiered system of support (MTSS) to meet students' behavioral needs. Students with the most intensive needs may require FBAs and behavior interventions to make meaningful progress in their individualized education plans (IEPs) and access FAPE. BCBAs play a critical role in providing this support. BCBAs work increasingly in school settings; 12.24% of BCBAs/BCBA-Ds as self-reported to the BACB (BACB, n.d.). However, few have received supervision or training specific to school settings (abaethicshotline.com, n.d.), and little guidance or structures exist to support BCBAs in school settings (Layden, 2023). Potential ethical dilemmas BCBAs may face in school settings include: Balancing school culture with scientific principles
| Certification Body | Credits | Type |
|---|---|---|
| BACB | 1 | Ethics |
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.