These answers draw in part from “Re-Opening ABA Services: An Ethical Discussion” (The Daily BA), and extend it with peer-reviewed research from our library of 27,900+ ABA research articles. Clinical framing, BACB ethics code references, and cross-links below are synthesized by Behaviorist Book Club.
View the original presentation →Prioritization should be based on clinical urgency and risk assessment. Clients with severe challenging behavior that poses immediate safety risks to themselves or others, clients who have experienced significant skill regression that impacts daily functioning, and clients whose caregivers are reporting crisis-level stress should generally be prioritized for early resumption. Consider both the risks of resuming services and the risks of continued service absence for each individual client. Document the rationale for prioritization decisions.
BCBAs must respect families' autonomy in deciding when they are comfortable resuming in-person services, per Code 2.09 which requires involving stakeholders in service decisions. However, BCBAs also have an obligation under Code 2.01 to ensure clients receive effective treatment. When a family wishes to delay, the BCBA should discuss the potential clinical implications of continued service absence, explore alternative service delivery options such as telehealth, and maintain regular communication to facilitate smooth resumption when the family is ready.
Treatment plans should be treated as requiring comprehensive review and potential revision rather than automatic reinstatement. Conduct fresh assessments to establish current skill levels and behavioral patterns, which may differ significantly from pre-disruption data. Consult with caregivers about changes in the home environment, routines, and family priorities that occurred during the disruption. Modify goals and procedures based on current data and circumstances. Some previously active targets may no longer be priorities, while new targets may have emerged.
Telehealth can serve as a valuable bridge during the re-opening period. Some services, such as parent training, consultation, and supervision, can continue effectively via telehealth while in-person services are phased in gradually. A hybrid model that combines telehealth and in-person components can reduce the density of in-person contacts while maintaining service continuity. The decision about which service components to deliver via telehealth versus in-person should be based on clinical effectiveness, client preference, and practical feasibility.
Organizations should acknowledge that anxiety about resuming in-person services is a normal and understandable response. Provide clear information about safety protocols and the rationale behind them. Offer training on any new procedures before expecting staff to implement them. Create channels for staff to express concerns without fear of reprisal. Consider offering mental health support resources. Staff who do not feel safe and supported are less likely to deliver high-quality services, so addressing their wellbeing is both an ethical obligation and a practical necessity.
Essential safety protocols include health screening procedures for staff and clients, personal protective equipment policies appropriate to the service context, environmental cleaning and disinfection protocols, procedures for managing suspected exposure events, guidelines for physical contact during service delivery, and contingency plans for re-suspending services if conditions warrant. Protocols should be based on current guidance from relevant health authorities and adapted to the specific characteristics of each service delivery setting. All staff should receive training on protocols before services resume.
Communication should be proactive, transparent, and empathetic. Inform families about specific changes they can expect, such as modified procedures, safety protocols, schedule changes, or staffing adjustments. Explain the rationale for each change. Provide written materials summarizing key information. Create opportunities for families to ask questions and express concerns. Communicate consistently across the organization to avoid conflicting messages. Acknowledge the difficulty of the situation and validate families' experiences during the disruption period.
Behavior analysts face ethical obligations under Code 1.02 (Conforming with Legal and Regulatory Requirements) and Code 2.01 (Providing Effective Treatment) that may create tension when external funding requirements pressure early resumption. The BCBA's primary obligation is to client welfare. If external requirements conflict with clinical judgment about safe service delivery, the practitioner should document their clinical reasoning, communicate their concerns to the funding source, and advocate for policies that prioritize client safety. Compliance with funding requirements does not override ethical obligations.
Begin with a comprehensive reassessment to quantify the extent and nature of regression across all previously active skill domains. Prioritize skill areas based on their impact on the client's daily functioning and safety, rather than simply resuming the pre-disruption program. Consider whether regression in certain areas may require modified teaching procedures or adjusted criteria. Communicate with families about realistic expectations for skill recovery. Monitor progress closely during the initial weeks of resumed services to ensure that the treatment approach is producing the expected response.
Documentation should include the risk assessment that informed the re-opening decision, the rationale for client prioritization, safety protocols and staff training records, updated treatment plans reflecting post-disruption reassessments, communication records with families about re-opening plans and changes, any incidents or concerns that arise during the transition, and data on clinical outcomes during the re-opening period. Thorough documentation protects both the client and the practitioner, supports quality improvement, and creates a record that can inform future service transition planning.
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Ready to go deeper? This course covers this topic with structured learning objectives and CEU credit.
Re-Opening ABA Services: An Ethical Discussion — The Daily BA · 1 BACB Ethics CEUs · $24.99
Take This Course →We extended these answers with research from our library — dig into the peer-reviewed studies behind the topic, in plain-English summaries written for BCBAs.
172 research articles with practitioner takeaways
153 research articles with practitioner takeaways
152 research articles with practitioner takeaways
1 BACB Ethics CEUs · $24.99 · The Daily BA
Research-backed educational guide with practice recommendations
Side-by-side comparison with clinical decision framework
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
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.