The dominant paradigm in applied behavior analysis has historically centered on behavior reduction as a primary intervention target. When a learner engages in challenging behavior, the clinical response typically involves conducting a functional behavior assessment, identifying maintaining contingencies, and designing an intervention to reduce the target behavior.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Beyond Behavior Reduction: An Ethical Framework for Promoting Engagement Authentic engagement inherently involves behaviors that are incompatible with passive or disruptive behaviors that might be driven by other stimuli. The focus of this presentation examines the ethical consideration in advocating for a shift towards teaching engagement as a core adaptive skill. Case studies will highlight the value of incorporating competing stimuli to enhance engagement following a structured assessment process. This approach initially aims to teach the learner how to learn, rather than what to learn. This discussion further explores how prioritizing engagement fosters a learner who is less reliant on specific training conditions and prompts, ultimately promoting greater generalization and independence. Bridging the Gap Between Professions: Examining Ethical Codes to Enhance Collaboration and Understanding Ethical guidelines consisting of principles and standards of conduct for a profession are generally referred to as ethical codes. Ethical codes are uniquely created for each profession to serve both practitioners and their clients. This project examined and compared the ethical codes of behavior analysts, occupational therapists, school psychologists, and speech-language pathologists. An initial examination revealed that there are key topics included in most or all of the ethical codes, along with notable resemblances and differences. Eight core topics were identified: confidentiality, scope of practice, informed consent, welfare, honesty, rights, reporting, and equality. Many differences between the codes were also observed. These differences, whether subtle or major, could potentially lead to conflict or lead to more effective collation when professionals from different fields interact and serve clients together. To expand upon the initial examination, the Interprofessional Education Collaborative's (IPEC) Values and Ethics core competencies developed in collaboration with 22 different professional organizations were also examined. This project utilized qualitative data analysis to evaluate the alignment between ethical codes and the IPEC core competencies. More specifically, the IPEC Values and Ethics core competencies were operationally defined and analyzed in relation to the Behavior Analyst Certification Board (BACB) ethics code, as well as those of various other disciplines with whom behavior analysts often collaborate, such as the American Speech-Language-Hearing Association (ASHA). The hope is that this examination and comparison of ethics codes will help professionals become more aware and respectful of the ethical principles and standards of all professions, ultimately benefitting all parties and fostering better collaboration across disciplines.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Ethics |
| COA | 1 | — |
| FL MH/PSY | 1 | — |
Liliana Dietsch-Vazquez, a Board Certified Behavior Analyst and licensed Occupational Therapist, received a Master in Education with a specialization in Educational Psychology at Florida Atlantic University, completed her ABA coursework at Nova Southeastern University, and obtained her Occupational Therapy degree in Florida International University. Liliana is the founder of a 501c3 non-profit organization, Behavior Links, offering free and low-cost services, and of her private therapy practice, Integrative Methods. Presently, through her non-profit, she is working directly with a local organization in Guatemala in the formation of a school for children with disabilities. She is also a founding board member of the South Florida Applied Behavior Analysis chapter. Liliana was the 2022 recipient of the Charles Kimber Public Service Award for the Advancement of Behavior Analysis in the Community at the 42nd Annual FABA Conference. Liliana has presented in conferences on different topics throughout the years to include oral presentations on the stimulus control of phonetic reading, the ethical implications on treating interfering stereotypy, supervision of RBTs in schools and was invited to be part of an ethics panel for small practice owners. Her experience as an occupational therapist and behavior analysts expands across the lifespan from newborn to the elderly and diagnosis. Aside from behavior analysis, she is trained in neuromuscular techniques and neurosensory based treatment. She enjoys collaborating across disciplines and connecting neurology with behavior analysis.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
256 research articles with practitioner takeaways
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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.