This course is designed to be an introduction to the basic ethical issues involved in the delivery of behavioral interventions with human populations. The format involves reading articles and chapters in a variety of topic areas including the BACB Task List and Guidelines and answering study questions specific to the content of the readings. Also included are "application" questions regarding ethical considerations in those areas where we felt the ethical situations are very, very clear.
We chose not to include discussion threads or extensive role playing for several reasons. First, many ethical dilemmas are complex and in order to decide on the best course of action one must have a great deal of information regarding the specific situation, societal and professional guidelines, moral and legal precedents as well as the ability and skills to engage in the appropriate responses in various ethical situations. This course can not teach you all those skills. A mentor in your supervised training may be able to teach you many of them. Second, while discussions help students explore concepts and increase understanding, they also allow opportunities for misinformation. Without constant monitoring and comprehensive feedback, some discussions may actually lead to unethical responding. Constant feedback and comprehensive monitoring are beyond the scope of a one hour introductory course. But they are not beyond the scope of mentored experiences. We hope that this course will aid you in understanding some of the basic ethical issues involved in the application of behavioral techniques and that this understanding provides a platform for your mentor to support and teach ethical behavior.
The course structure and course objectives are described in this document.
Student Performance Objectives
1. To complete sets of study questions by accurately selecting answers to multiple choice questions based on selected readings on ethical issues, the BACB Task List and the BACB Guidelines for Responsible Conduct. There are two types of study questions. The first type is designed to help the student locate and identify information presented in the readings, Guidelines, and Task List. The second type is designed to help the student apply this information in professional situations.
2. To pass a final exam that tests knowledge of information, and application of information from readings, BACB Task List and the BACB Guidelines for Responsible Conduct.
Assigned Course Readings
Textbook: Ethics for Behavior Analysts: A Practical Guide to the Behavior Analyst Certification board Guidelines for Responsible Conduct, by Jon S. Bailey, Mary R. Burch (2005).
The assigned readings cover content from the BACB Task List and BACB Guidelines for Responsible Conduct as well as the Bailey textbook and selected journal articles and book chapters on ethical issues in behavior analysis. References for recommended readings are also included for students who are interested in further information. See complete list at end of this Syllabus.
It will be most helpful to you if you read the articles and selected BACB Guidelines sections in the order presented. The journal articles are provided for you on course web page under the "Study Aids" link, except for the chapter from Skinner's About Behaviorism, which you should obtain from a library or bookstore.
Course Components and Student Activities
* See Course Instructions (on web page) for HOW TO DO each kind of course activity.
The course is divided into four modules, with readings and corresponding study questions per module. It is important that you complete the assignments for each lesson and each module before proceeding to the next assignment. A final exam will be given at the end of the course. The activities and the grading method are as follows:
Study Questions
The study questions consist of several sets of multiple choice questions about the content of the BACB Task List, the BACB Guidelines and the assigned readings. They also include application questions regarding ethical considerations in different professional situations. The study questions are designed to guide you through the readings. The study questions are not a test, you may refer to the assigned readings when answering the questions. The questions should also help you prepare for the exam. They do not, however, include all the information that will be on the exam. You are encouraged to outline the readings and take notes independently.
You are allowed 2 attempts on each set of study questions. You will receive 2 points for each correct answer. Your LAST attempt is the one that counts. After your second attempt, you may retake the exercise for review (your points, however, will not change after the second attempt). DO NOT select a "review" attempt if you still want to earn points!
Final Exam
The final exam consists of multiple choice information and application questions about the content of the BACB Task List, the BACB Guidelines and the assigned readings including the journal article readings. This is a test and you must not refer to the readings while answering the exam questions.
You will receive 4 points for each correct answer on the exam. You are allowed 1 attempt to take the final exam.
Final Applying Guidelines (Scenarios) Assignment*Read the Academic Integrity Guidelines for Test and Exams, and the UNT Code of Student Conduct.
This is a "final" activity, worth many points, is intended to test what you learned in the course, with a focus on the Behavioral Guidelines as discussed by Bailey in the textbook and your course instructor in the Study Guide activities. You will be better prepared for this activity (and for the BACB exam) if you study all the case study examples in the Bailey textbook (and look up the answers Bailey provides) as you read the chapters. NO Study Group or collaboration with anyone is permitted for this activity: Do it independently!
Course Grades
Grades for the course are based on the percentage of possible points that a student earns: 92-100%=A, 85-91.9%=B, 77-84.9%=C, below 77%=F. Points necessary for an A, B, and C are posted on the course web page.
Course Calendar and Topics
The calendar on the course home page lists the topics that will be covered in the course and specifies the dates students should begin working on each topic in order to be progressing at a satisfactory rate. Students can use the calendar at any time to see the recommended schedule.
Course Credit and Timelines
Successful completion of this course earns the student 1 semester hour of graduate credit or 15 continuing education credits. To fulfill Graduate School and BEHV Continuing Education requirements, course grade must be a B or higher. Students may work as fast as they wish, but students must have completed the course by the course deadline. There are no incompletes given. At the end of the final week of the course, points will be tallied and each student will receive a course grade that is consistent with the number of points earned at that time.
Course Personnel
Course Manager: The course administrator is Brook Wheetley who has a master's degree in Behavior Analysis and is a BCBA. She will be keeping track of your progress in the course and handle any difficult problems. A graduate of the UNT Department of Behavior Analysis will serve as Teaching Assistant (TA) for this course and answer any questions about the course content or technology, as well as provide tutoring by email upon request. Send any course related email to Behv5900@unt.edu
Administrative Personnel: If you run into a problem pertaining to registering, receiving your course grade, or other administrative matters, contact Laura Davis by email. She will either help you resolve the problem or forward your request for help to the appropriate personnel at UNT. Laura Davis's email address is: Laura.Davis@unt.edu
Course Designer: Shahla Ala'i-Rosales, Ph.D., BCBA, is the designer of this course. Kristin Guomundsdottir, M.S., BCBA assisted with both the content and technical presentation. The course designers would like to thank the students enrolled in Legal, Ethical and Professional Issues (Spring 2002) for their assistance in developing the professional situations. Any comments you would like to make regarding the design of the course or the materials included in the course are welcome.
Permission to Use Copyrighted Material:
The journal articles and book chapters are used with permission of the publishers. They may not be cut, pasted, altered, revised, modified, scanned or adapted in any way without the prior written permission of the author.
The study questions and exam are copyrighted by Shahla Ala'i-Rosales and may not be reproduced or utilized in any form or by any means, electronic or mechanical without the written permission of the copyright owner.
Feedback from Students:
Your feedback is very important to us. We know there will be things we will want to change and you can help us identify those things. If you have an idea about how to improve the course, ways to make it more interesting or more informative for students, please email Behv5900@unt.edu. You will be asked to evaluate the course content, instruction, and other aspects of the course at the end of the semester.
Course Instructions:
The Course Administrator has developed a set of Course Instructions about the course components and technology, including problems and solutions. Click the Course Instructions link on the course home page and read the instructions before you start the course and whenever you have questions about course content or how to do something. If reading the Course Instructions doesn't help, email your question to Behv5900@unt.edu.
Assigned Course Readings
Textbook: Ethics for Behavior Analysts: A Practical Guide to the Behavior Analyst Certification board Guidelines for Responsible Conduct, by Jon S. Bailey, Mary R. Burch (2005).
BCBA & BCABA Behavior Analyst Task List and Knowledge, Skills, and Abilities Statements for Applied Behavior Analysis. Content Area 1 (Ethical Considerations), 3rd Edition (www.bacb.com).
Behavior Analyst Certification Board Guidelines for Responsible Conduct for Behavior Analysts (www.bacb.com)
Bannerman, D. J., Sheldon, J. B., Sherman, J. A., Harchik A. E. (1990). Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23, 79-89.
Clark, R. W., Lattal, A. D. (1993). Chapter One: The first hurdle: Building moral integrity. Workplace ethics. Winning the integrity revolution, (pp. 9-17). Boston: Rowman & Littlefield Publishers, Inc.
Clark, R. W., Lattal, A. D. (1993). Chapter Three: The Third Hurdle: Recognizing Individuality. Workplace ethics. Winning the integrity revolution, (pp. 31-37). Boston: Rowman & Littlefield Publishers, Inc.
Green G. (1999). Science and ethics in early intervention for autism. In P. M. Ghezzi, W. L. Williams, & J. E. Carr (Eds.), Autism, Behavior Analytic Perspectives (pp. 11-28). Reno, NV: Context Press.
Lutzker, J. R., & Campbell, R. (1994). Ethical issues. Ecobehavioral family interventions in developmental disabilities, (pp.107-113). Pacific Grove: Brooks/Cole Publishing Company.
Risley T. (1996). Get a life! In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support. Including people with difficult behavior in the community, (pp. 425-437). Baltimore: Paul H. Brookes.
Schwitzgebel, R. L., & Schwitzgebel, R. K. (1980). Malpractice. Law & psychological practice, (pp. 250-261). New York: John Wiley and Sons.
Singer, G. H., Gert, B., & Koegel, R. L. (1999). A moral framework for analyzing the controversy over aversive behavioral interventions for people with severe mental retardation. Journal of Positive Behavior Interventions, 1(2), 88-100.
Skinner, B.F. (1974). The question of control. About behaviorism, (pp. 208-227). London: Penguin Books.
Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J., Foxx, R. M., Iwata, B. A., Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21, 381-384.
Recommended Readings
Basic Issues and Civil RightsMartin, G., & Pear, J. (1992). Chapter 28: Ethical issues. Behavior modification, what it is and how to do it. (pp. 393-407). Englewood Cliffs, NJ: Prentice Hall.
Wood, W. C. (1977) Behavior modification and civil rights. In J. E. Krapfl, & E. A.Vargas, (Eds.) Behaviorism and ethics. Kalamazoo, MI: Behaviordelia.Accountability
Sulzer-Azaroff, B., & Reese, E. P. (1982). Ethics and accountability: Written agreements. Applying behavioral analysis. A program for developing professional competence (pp. 15-40). Fort Worth, TX: Holt, Rinehart and Winston, Inc.
Education
Sheldon, J. B. (1983). Protecting the preschooler and the practitioner: Legal issues in early childhood programs. In E. M. Goetz, & E. K. Allen (Eds.), Early childhood education, (pp. 307-341). Rockville, MD: Aspen Systems Corporation.Restrictiveness of Procedures
Griffith, R. G. (1993). The administrative issues: An ethical and legal perspective. In S. Axelrod, and J. Apasche (Eds.), The effects of punishment on human behavior, (pp. 317-338). New York: Academic Press
Singh, N. N., Lloyd, J. W., Kendall, K. A. (1990). Nonaversive and aversive interventions: Issues. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 3-16). Sycamore, IL: Sycamore Publishing Company.
The Behavior Analyst as a Teacher/Supervisor
Stein, T. J. (1975). Some ethical considerations of short-term workshops in the principles and methods of behavior modification. Journal of Applied Behavior Analysis, 8, 113-115.
Workplace Issues
Lattal, D. (2002). Ethical Decision Making in the Workplace. In PM E-Zine, The Performance Management Magazine. [On-line]. Available: www.pmezine. com