Behavior analysts that are conducting research, working with developmental disabled populations, teaching at universities, and working in organizations to improve employee performance either have, or probably will encounter a difficult or perplexing situation that may or may not be easily resolvable.  When these situations arise, practitioners need to act in a professional manner by following the Behavior Analyst Certification Board (BACB^®) guidelines, the rules and policies of their employers, the rules and policies of the educational institution, and/ or applicable state and federal laws that will ultimately end in a decision that will be in the best interest of the research participant, client, and/or consumer (these three terms will be used interchangeably throughout this commentary.) The purpose of this commentary is to describe and discuss ethical situations, dilemmas, factors that influence ethical/ unethical behavior, and suggestions for monitoring the behavior of professionals in the field of behavior analysis.

Engaging in ethical behavior should be the goal of every professional working within and outside the behavior analytic community.  It would appear that acting in an ethical manner would be simple enough, however that is not always the case.  Practitioners may encounter situations where they have to make a decision that may have an impact on their research participant, client, and/or consumer.  One may question what is involved when a professional is acting in an ethical manner.  Ethical behavior is defined by the decisions made by the behavior analyst when possible situations arise or when encountering situations that need to be immediately resolved that ultimately result in the best interest of the client/consumer.  Prior to making any decision, the behavior analyst attempts to identify possible side effects of the proposed decision.  In addition, the rules and policies of the organization are also taken into account when making decisions that will best meet the needs of the client.  Lastly, engaging in ethical behavior would include consulting with colleagues to ensure that any decision made is in the consumer’s best interest.

In order to truly understand ethical behavior, one would have to understand unethical behavior and the impact that unethical behavior can have on all parties involved.  What happens when a behavior analyst engages in unethical behavior?  Who is impacted by the actions of their unethical behavior?  Who monitors and reprimands those professionals that decide to act on their own best interest as opposed to the best interest of the client/consumer?  Behaving in an unethical manner may or may not produce harmful side effects.  Regardless, if the response of the behavior analyst is in the best interest of the behavior analyst and not in the best interest of the client, it is very possible that the behavior is unethical.

Ethical situations may arise where a solution to the ethical problem may not be so simple because the choices presented may have side effects on the client regardless of the decision made.  The “dilemma” is trying to identify the solution that will have the slightest negative impact on the client.  Attempting to predict those side effects and the impact they may have can be challenging for the behavior analyst who may be in a position that is unique or in a situation that is similar to an ethical situation experienced by other professionals in our field.  Resolving the situation is not always simple and that is why the situation is termed an “ethical dilemma.”  An example of an ethical dilemma may be attempts to determine what action is in the best interest of the client but may not be legal according to state and/or federal regulations.  The behavior analyst is caught between helping their client and avoiding acts that are illegal and punishable by law.  Such situations can be challenging for the behavior analyst when attempting to determine how to respond so that there are minimal negative side effects to all parties involved.

In resolving an ethical dilemma, a behavior analyst should do everything possible to try to avoid any potential harm to their clients.  A behavior analyst should act in a proactive manner to avoid potential situations from arising as opposed to only acting in a reactive manner.  When attempting to resolve ethical dilemmas, a behavior analyst should generate a list of the possible positive and negative side effects that could occur before making an attempt in resolving the situation.  In addition, the behavior analyst should determine whether or not the final decision is truly in the best interest of the client.  The behavior analyst should also consult with more than one colleague.  Specifically, the consultation should be with other professionals that are employed within the organization/ institution of the behavior analyst and outside of their organization/ institution to get unbiased opinions and recommendations.  In addition, the behavior analyst should review the BACB® guidelines prior to making any decision as these guidelines should “guide” the behavior analyst in the right direction.  Lastly, the behavior analyst should have a possible back up plan that could also be discussed with other professionals in the event that the first choice does not produce the predicted results.

There are a variety of environmental factors that may influence the behavior of the ethical behavior analyst such as the Behavior Analyst Certification Board (BACB^®), funding sources such as school districts and regional centers, Institutional Review Boards, employer policies, religion, and other personal beliefs.

The BACB^® guidelines were designed to guide behavior analysts in making the ethically correct choice when working with their clients.  The guidelines specify how a behavior analyst should conduct themselves (BACB^® Guideline 1.0) and specify their responsibilities to their clients (BACB^® Guideline 2.0).  In addition, accessing behavior is addressed (BACB^® Guideline 3.0) and how behavior change program should be ethically implemented (BACB^® Guideline 4.0.)  The behavior analyst is also provided with guidance on how one should supervise and teach (BACB^® Guideline 5.0) and how a professional in our field should conduct themselves in the work place (BACB^® Guideline 6.0.)  How to conduct research in an ethical manner (BACB^® Guideline 7.0) and the behavior analyst’s responsibility to the field (BACB^® Guideline 8.0) is also addressed within the BACB^® guidelines.   Lastly, the responsibility a behavior analyst has to their colleagues (BACB^® Guideline 9.0) and to society (BACB^® Guideline 10.0) is outlined within the guidelines to assist the ethical behavior analyst in making the ethically right choices (for a detailed account of certificate requirements and ethical guidelines for responsible conduct, please refer to the BACB website at www.bacb.com).

The previous mentioned BACB^® guidelines are a major influential factor when making the ethically right choices for professionals in our field.  However there are other influential factors that could pose challenges for behavior analysts.  For example, funding sources such as school districts and regional centers may put pressure on behavior analysts to make choices that are not always in the best interest of the consumer.  When a third party is funding the behavior analytic treatment program, problems may arise when the funding source wants to decrease treatment hours and attempts to influence the behavior analyst in modifying the behavior analytic recommendations.  Another example is the influence an employer may have on the behavior analyst as an employee.  The ethical behavior analyst may receive directives from their employer that are unethical in nature.  Although the behavior analyst may be in a position where they may be influenced to make an unethical decision, the BACB^® guidelines address these types of issues and provide the professional with guidance in making the ethically right decision.  The ethical behavior analyst is now experiencing an “ethical dilemma” in that acting in an ethical manner may actually jeopardize the continued employment with their current organization.

Individuals within our behavior analytic community are guided and encouraged to take responsibility not only for their own actions but to ensure that other professionals in our field behave in an ethical manner.  In addition, behavior analysts must abide by the guidelines that were set by our professional organization, the BACB^®.  Fortunately, the community within our field is growing and dissemination of best practices is more likely to occur as a result of our growing field.  However, monitoring all of the professionals will be a challenge if not impossible for the BACB^®.  In order to meet this challenge and to ensure a higher probability of ethical behavior among behavior analysts, we would suggest that organizations such as the Association for Behavior Analysis International (ABAI^®) and state organizations such as the California Association for Behavior Analysis (CalABA^®) should assist in the organization of Ethical Review Boards (ERB).  These review boards should consist of Doctoral Level Board Certified Behavior Analysts (BCBA-D®) who conduct research, provide direct behavior analytic services to individuals with developmental disabilities, and professors from local universities.  There should be an ERB in every major city where significant populations of behavior analysts reside.   The purpose of the ERB is to respond to complaints or concerns by those who are participating in research studies, paying for behavior analytic services, and/or receiving behavior analytic services.  The ERB could investigate these concerns or complaints and decide whether or not to act on behalf of the BACB^® if need be.  The result of organizing Ethical Review Boards would most probably help move the technology based on the science of human behavior in a positive forward direction.

References

Bailey, J.S., & Burch, M.R. (2005).  Ethics for Behavior Analysts: A Practical Guide to the Behavior Analyst Certification Board Guidelines for Responsible Conduct.  Lawrence Erlbaum Associates, Publishers

BACB Professional Disciplinary Standards. (2004). Behavior Analyst Certification            Board.  Retrieved December 21, 2011 from http://www.bacb.com/index.php?page=57

Behavior analysts working with individuals with developmental disabilities may at times meet with challenges when attempting to identify the most appropriate target behaviors when designing individualized programs for their clients.  Suggestions to use developmental stages as the framework for identifying target behaviors may be presented to behavior analysts by professionals from other fields.  These developmental concepts provide behavior change explanations over an individual’s life time as the sequential emergence of different stages (Baer & Rosales-Ruiz, 1997.)  Rosales-Ruiz and Baer (1997) discuss how developmentalist view the “complexity of behavior” as organized in a stage progression and describe the increase in behavior by the increasing “complexity” over an individual’s life time as opposed to the amount behavior increases.  Further, the developmental stage is viewed by developmentalist as a part of the life of the individual and that each stage is different from other developmental stages in the individual’s life.  These developmental stage concepts have been challenged and criticized not only by professionals outside the community of developmentalists but by individuals within their own verbal community.  Specifically, the vague stage definitions, the developmental explanation of the necessary number of stages, and how the transition from each stage is described have been challenged and criticized (Baer & Rosales-Ruiz, 1997.)

Rosales-Ruiz and Baer (1997) offered a “different but comparable concept that can be derived from the most basic mechanisms of behavior analysis, which are its environmental contingencies, and from its most basic strategy, which is to study behavior as its subject matter” (Rosales-Ruiz and Baer, 1997, p.1.)  This different and comparable concept is the behavioral cusp.  A cusp is a socially significant behavior change that allows an individual access to new reinforcers, contingencies, and environments that lead to further important behavior changes and that have an impact on the people within the individual’s verbal community (Baer & Rosales-Ruiz, 1997.)  To compare developmental stages and behavioral cusps using a metaphoric example, the development or emergence of behavioral stages occurs in a linear format or fashion, whereas with the behavioral cusp it is more “…like the branches of a tree:  They stem from an earlier branch or trunk, and new branches may stem from them, where their structure in conjunction with the environment allows for that.   But their mutual order, size, and probability of twigs are not very thoroughly predetermined” (Baer & Rosales-Ruiz, 1997.)

Bosch and Fuqua (2001) suggested a set of socially significant behavioral cusp guidelines that may assist behavior analysts and other professionals in identifying appropriate target behaviors when designing programs for individuals with developmental disabilities.  Specifically, they proposed that the acquisition of a new behavior:

1. should allow the learner access to new reinforcers, contingencies, and environments
2. it should be socially valid
3. generative in that the skill acquired should be a stepping stone to the acquisition of novel behaviors that are not programmed or specifically taught
4. the new behavior is incompatible with an inappropriate behavior or makes a previous behavior obsolete
5. should have an impact on individuals within the learner’s verbal community

I would suggest quantifying each of the proposed cusp guidelines which may simplify the identification and assessment of proposed behavioral cusps.  The following is an example and is not based on research to date:

1. The new skill allows the learner access to an additional 50% of novel reinforcers, contingencies, and environments from baseline measures.
2. It should be socially valid in that 80% of stakeholders agree that the proposed behavior change is socially significant for all parties involved.
3. The new behavior should be generative in that the skill acquired should be a stepping stone for the acquisition of a minimum of three novel behaviors that were not programmed or specifically taught.  In addition one of the three novel skills must emerge from a different behavioral domain.
4. The new behavior is incompatible with at least one inappropriate behavior or makes at least one previous behavior obsolete.
5. The behavior change should have an impact on a minimum of 80% of the individuals within the learner’s verbal community.

The quantification of each proposed cusp guideline may vary from individual to individual and even vary from the individual’s behavioral domains.  Future cusp research should investigate whether all 5 guidelines are necessary when assessing whether or not a behavior change qualifies as a cusp and develop evidence based criteria to quantify each specific cusp guideline.   It may also be beneficial if future research could identify whether or not a specific sequential order of the proposed cusp guidelines are necessary in that it would make the process more so efficient when identifying behavioral cusps when designing behavior programs.

References

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968).  Some current dimensions of applied behavior analysis.  Journal of Applied Behavior Analysis, 1, 91-97.

Bosch, S., & Fuqua, R.W. (2001). Behavioral cusps: A model for selecting target behaviors.  Journal of Applied Behavior Analysis, 34, 123-125.

Bosch, S., & Hixson, M. (2004).  The final piece to a complete science of behavior:  Behavior development and behavioral cusps.  The Behavior Analyst Today, 6, 244-254.

Rosales-Ruiz, J., & Baer, D. M. (1997).  Behavioral cusps: A developmental and pragmatic concept for behavior analysis.  Journal of Applied Behavior Analysis, 30, 533-544.

Behavioral Architect™ Designer
Professionals who wish receive the training for Behavioral ArchitectTM Designer must hold a Board Certified Behavior Analyst® certificate with at least 3 years of supervised experience by a Behavioral Architect™ Supervisor or Director.

In partial fulfillment, Behavioral Architect™ trainee will complete a project related to staff training, verbal behavior and behavioral cusps. The trainee will learn to collect and analyze dependent variables related to the training of clinical staff.

Mission: Train, Analyze, and Enforce All CUSP,LLC clinical protocol for Case Supervisors.

Cusp Architect™ Designer
Professionals who wish receive the training for Cusp Architect™ Designer must hold Board a Certified Behavior Analyst® certificate with at least 3 years of supervised experience by a Behavior Architect™ Supervisor or Director.

In partial fulfillment, the Cusp Architect™ trainee will complete a project related to Behavioral Cusp and Curriculum Analysis. The trainee will learn to collect and analyze dependent variables related to the concept of Behavioral Cusps (e.g., Rosales-Ruiz & Baer, 1997; Bosch & Fuqua, 2001).

Mission: Analyze all modifications made to children’s individualized curriculum.

During your advanced apprenticeships, your mentor focuses on giving you the problem-solving and analytical skills you need to train and supervise MA and PhD level clinicians.

Parent Training

We offer two types of training for parents. 1/ The General Parent Training is designed to address the needs of all parents who are going through typical child rearing issues. 2/ Our second type of training is specific to parents of children diagnosed with autism and related disabilities.

1/ General Parent Training.
We train parents of children who present any or all of the following characteristics:

Lack of Self-Confidence
Poor Academic Performance
Short Attention Span
Difficulties with Daily Living Skills (e.g.,Hygiene)
Anxiety
Restricted Diet
Lack of Understanding Others’ Intentions
Poor Planning Skills
Poor Social Skills
Non-Compliance
Deficient Language Skills
Tantrums and Emotional Outbursts
“Self-Stimulatory” Behaviors
Verbal Aggression
Running Away (Eloping)
Physical Aggression
Self-Injurious Behavior

2/ Training Specific To Parents of Children with Autism
Most parents need training in some or all of the following areas: (1) behavioral contingency management to address inappropriate behaviors, (2) positive behavioral support techniques to foster pro-learning behaviors and spontaneous language, (3) basic treatment evaluation skills to determine if your child is receiving an effective treatment, and (4) basic concepts and principles of ABA to develop an appreciation and understanding of the treatment. Your specific training needs are assessed during intake.
Unfortunately, there is no magic bullet. This means that behavioral change requires a fairly significant expense of energy. If you have doubts, just think about one skill you are proud of (e.g., playing golf or writing) and all the effort you put in to get to where you are. The good news is that your new knowledge in Behavior Analysis will give you a new sense of power as you are better able to support your child’s needs and the treatment program.
In fact, we believe so strongly in your role as a “behavior change agent” (a person capable of changing another person’s behavior) that our continuing education program is mandatory. In other words, you must satisfactorily participate in the program to start and retain services for your child. Here is a brief description of the continuing education program:
You will attend 10 hours of instruction before we start providing services to your child. Then, you will earn 68 hours of continuing education credits (CEC) per year with no less than 4 CEC per month. Here is how you can earn credits:
Attending Clinics
1 CEC per clinic (Note that clinics are mandatory, so you will earn 2 CEC per month by just showing up to clinics!)
Attending the Mandatory CUSP Trainings
1 CEC per hour
Attending approved ABA/Autism events
1 CEC per hour
Reading and summarizing approved articles
1 CEC per article
Attending approved parent support groups
1 CEC per meeting
Earning good grades on your quarterly report card
1 CEC for each A
Although the continuing education program has been specifically developed for your benefit and that of your child, we strongly recommend that you talk to all people involved in your child’s education and encourage them to contact us for enrollment in the CE program.
We know that you have personal and professional lives, and we hope that you will see our continuing education program as a benefit rather than a chore. Our sole intent is to give you the tools to support your child’s treatment gains and to make decisions that are the best for your child’s long-term welfare. These decisions are best amde when you are fully informed about your child’s treatment and other treatment options.

Teacher & Therapist Training

We routinely collaborate with teachers, teacher aides, behavioral therapists, speech and language pathologists, occupational therapists, psychologists and other professionals who provide services to children diagnosed with autism and related disabilities.

These professionals often ask us to give seminars in behavior analysis. As we offer various seminars based on your professional interests, we work together to pin-point your goals and establish mastery criteria.

We can provide effective and respectful training programs, best adapted to your situation, in any area of ABA treatments.

The most requested topics include:

Basic ABA Principles
Discrete-Trial Training
Natural Environment Training
Emergency Procedures
School Aide (“Shadow” Aide)
Issues with Asperger’s/”High Functioning” Children
Introduction to Verbal Behavior
Verbal Behavior in the Classroom
Behavior Intervention Plan Design
IEP/IFSP Design
Generalization
Data Collection and Analysis
Functional Analysis and the Hughes Bill
PECS (Picture Exchange Communication System)

BCBA Mentorship

Professionals who wish to become Board Certified Behavior Analysts or Associate Behavior Analysts must complete 12/18 months of mentored experience, under the Behavior Analyst Certification Board’s current eligibility requirements.

During your mentorship, we focus on giving you the problem-solving and analytical skills you need to become a successful behavior analyst.

As we offer various tracks based on your clinical interests, we work together to pin-point your goals for the mentorship program and to develop a plan to ensure that you achieve those goals.

If you are not located in Los Angeles, our remote services allow you to meet the BACB eligibility requirements wherever you live and work. We have supervised people on the East Coast and in Europe. We are experts in teaching language and social skills to children with autism or other developmental disabilities, as well as in consulting, teaching, and distance education.

Requirements

Mentorship is designed for working professionals who provide consultation to at least two families. Prior to beginning a mentorship, prospective mentoring clients must have completed or be in the process of completing all educational eligibility requirements for Board certification and be willing to learn the Verbal Behavior approach to teaching language and the Behavioral Cusp approach to selecting target behaviors and repertoires, and the Behavioral Architecture® approach to achieving system-wide programmed-evolution or continuous improvement.

Educational eligibility requirements include specific coursework in behavior analysis. The Behavior Analyst Certification Board has a list of approved graduate courses, including many that are available via online/distance education. For undergraduate courses, please contact us for additional recommendations.

Activities

Mentoring goals will most likely include refining the ability to assess language and other behavioral repertoires using the CUSP Repertoire Assessment, learning to create IEPs/IFSPs and Behavior Intervention Plans (BIP), refining teaching skills, conducting functional analyses (FBA), conducting CUSP Clinics, Member of Behavioral Architecture® meetings, and refining the ability to train and evaluate staff, applications of research methodology, Excel® Skills development, self empowerment, Behavioral World View, Behavioral Activism. Activities to attain these goals typically involve a combination of assessment, program reviews, video review, assigned readings and audio-visual material, and monthly phone consultation.

RESPONSIBILITIES:
Primary responsibilities include implementing language and educational programs for children with autism and related disabilities and collecting performance data under the direction and supervision of a Board Certified Behavior Analyst. This position may require working in the family’s home or in the child’s school. This position may require travel within the local area.

MINIMUM QUALIFICATIONS:
The candidate will have (a) proof of college enrollment; (b) experience working with children; (c) effective oral and written communication skills; and (d) outstanding social skills.

LOCATION:
Los Angeles County, Orange County.

STARTING SALARY:
Hourly pay varies widely depending upon education and experience. Please contact us for details.

BENEFITS:
Paid holidays, medical and dental insurance. This is an outstanding entry-level position that has great potential for advancement.

RESPONSIBILITIES:
Primary responsibilities include assisting with functional assessments and analyses, co-authoring behavioral treatment plans, carrying out competency-based parent/staff training, analyzing data, monitoring implementation of treatment plans, and recommending adjustments to treatment plans. This position may require travel within the local area.

MINIMUM QUALIFICATIONS:
The candidate will have (a) a minimum of a bachelor’s degree from an accredited college or university; (b) at least two-semesters (or equivalent) of formal training in applied behavior analysis; (c) one or more years supervised experience carrying out behavioral treatment plans; (d) effective oral and written communication skills; and (e) outstanding social skills.

STARTING SALARY RANGE :
Hourly pay varies widely depending upon education and experience. Please contact us for details.

BENEFITS:
We offer outstanding benefits including paid vacations, personal leave, health insurance, professional development, professional liability insurance, travel reimbursement, and research opportunities.

RESPONSIBILITIES:
Primary responsibilities include conducting functional assessments and analyses, developing behavior intervention plans (BIP), developing IEPs/IFSPs, carrying out parent/staff training, analyzing data, monitoring implementation of treatment plans, modifying treatment plans, training and supervising behavioral staff, and conducting applied behavior analysis workshops and seminars. This position may require travel within the local area.

MINIMUM QUALIFICATIONS:
The candidate will have (a) a minimum of a master’s degree from an educational program whose primary emphasis is behavior analysis; (b) one or more years supervised experience developing, training, implementing, and monitoring behavior plans; (c) training and experience in developing, training, implementing, and monitoring verbal behavior programs; (d) effective oral and written communication skills; and (e) outstanding social skills.

STARTING SALARY RANGE : $50,000 – $75,000 annually

BENEFITS:
We offer outstanding benefits including paid vacations, personal leave, health insurance, professional development, professional liability insurance, travel reimbursement, relocation assistance, cellular phone reimbursement, and research opportunities.