III. Readings Required Text Bailey, J., & Burch, M. (2011). Ethics for behavior analysts. New York, NY: Taylor & Francis Group.

COURSE SYLLABUS Course Title: Ethical, Legal, & Professional Issues in Applied Behavior Analysis Course Number: ABASF/L 5013 Credit Hours: 3 Semester: Spring 2015 Time Schedule and Room Assignment: Wednesdays, 5:30-8:15 p.m., Room 144 Faculty: Michele Williams, PhD, BCBA-D, LBA Office Hours: TBD Office Phone: 417-893-7976 Email: Michele.Williams@Forest.edu I. Course Summary The focus of this course is the current ethical, legal, and professional issues impacting the practice of applied behavior analysis (ABA). Students will utilize the Behavior Analysis Certification Board s Guidelines for Responsible Conduct (2010) and Disciplinary Standards and Procedures (2012) as a framework for addressing ethical issues across various dimensions of the practice of ABA, from creating individual treatment programs to fulfilling ethical responsibilities to colleagues. Students will also have an opportunity to review the licensure rules and regulations guiding the practice of ABA in the state of Missouri. II. Format The format will be lecture and discussion, both as a class and in small groups, and student presentations. Students are expected to come to class thoroughly prepared to discuss the topics of the readings. Class participation is expected. III. Readings Required Text Bailey, J., & Burch, M. (2011). Ethics for behavior analysts. New York, NY: Taylor & Francis Group. Required Position Statements, Government Policies, and Ethical Guidelines American Psychological Association. (2002). Ethical Principles of Psychologists and Code of Conduct (with the 2010 amendments). Retrieved from http://www.apa.org/ethics/code/index.aspx Association for Behavior Analysis International, Autism Special Interest Group. (2007). Consumer Guidelines for Identifying, Selecting, and Evaluating Behavior Analysts Working with Individuals with Autism Spectrum Disorders. Retrieved from http://www.apbahome.net/downloads/autguidelines.pdf Association for Behavior Analysis International, Executive Council. (1989). Statement on the Right to Effective Behavioral Treatment. Retrieved from https://www.abainternational.org/about-us/policies-and-positions/right-to-effectivebehavioral-treatment,-1989.aspx

Association for Behavior Analysis International, Executive Council. (1990). Statement on students right to effective education. Retrieved from https://www.abainternational.org/about-us/policies-and-positions/students-rights-toeffective-education,-1990.aspx Association for Behavior Analysis International, Executive Council. (1995). Statement on Facilitated Communication. Retrieved from https://www.abainternational.org/aboutus/policies-and-positions/facilitated-communication,-1995.aspx Association for Behavior Analysis International, Executive Council. (2010). Statement on Restraint and Seclusion. Retrieved from https://www.abainternational.org/aboutus/policies-and-positions/restraint-and-seclusion,-2010.aspx Behavior Analyst Certification Board. (2012a). Disciplinary and Ethical Standards and Disciplinary Procedures. Retrieved from http://www.bacb.com/downloadfiles/disciplinarystandards/bacb_disciplinary_standar ds.pdf Behavior Analyst Certification Board. (2012b). Guidelines for Responsible Conduct for Behavior Analysts (Revised July 2010 in accordance with the 4 th Edition Task List for behavior analysts). Retrieved from http://www.bacb.com/downloadfiles/bacbguidelines/bacb_conduct_guidelines.pdf Missouri Department of Elementary and Secondary Education. (2014). Missouri State Plan for Special Education: Regulations Implementing Part B of the Individuals with Disabilities Education Act. Retrieved from http://dese.mo.gov/sites/default/files/stateplanpartb2014.pdf Missouri Division of Professional Registration. (2011). Rules of Department of Insurance, Financial Institutions, and Professional Registration: Division 2063- Behavior Analyst Advisory Board. Retrieved from http://pr.mo.gov/ba-rules.asp Missouri Division of Professional Registration. (2012). Missouri Revised Statutes 337 (300 to 345) and 76 (1224). Retrieved from http://pr.mo.gov/ba-statutes.asp National Education Association. (1975). Code of Ethics of the Education Profession. Retrieved from http://www.nea.org/home/30442.htm United States Department of Education (2013). Family Educational Rights and Privacy Act Regulations (34 CFR Part 99). Retrieved from http://www.ecfr.gov/cgi-bin/textidx?c=ecfr&sid=11975031b82001bed902b3e73f33e604&rgn=div5&view=text&node=34 :1.1.1.1.33&idno=34 Required Primary Source Readings (Available on CAMS Enterprise) Axelrod, S., Spreat, S., Berry, B., & Moyer, L. (1993). A decision-making model for selecting the optimal treatment procedure. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 183-202). New York, NY: Plenum Press. Baer, D. M. (1970). A case for the selective reinforcement of punishment. In C. Neuringer & J. L. Michael (Eds.), Behavior modification in clinical psychology (pp. 243-249). New York, NY: Appleton. Baer, D. (2005). Letters to a lawyer. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge,... J. C. Dardig (Eds.), Focus on behavior analysis in 2 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

education: Achievements, challenges, & opportunities (pp. 3-30). Columbus, OH: Merrill Prentice Hall. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. doi:10.1901/jaba.1968.1-91 *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(1), 79-89. doi:10.1901/jaba.1990.23-79 *Bijou, S. (1994). Ethical issues concerning persons with developmental disabilities: A developmental perspective. In L. J. Hayes, G. J., Hayes, S. C. Moore, & P. M. Ghezzi (Eds.), Ethical issues in developmental disabilities (pp. 69-75). Reno, NV: Context Press. Favell, J. E., & McGimsey, J. E. (1993). Defining an acceptable treatment environment. In R.Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 25-45). New York, NY: Plenum Press. *Ghezzi, P. & Rehfeldt, R. (1994). Competence. In L. J. Hayes, G. J. Hayes, S. C. Moore & P. M. Ghezzi (Eds.), Ethical issues in developmental disabilities (pp. 81-88). Reno, NV: Context Press. *Green, G. (1990). Least restrictive use of reductive procedures: Guidelines and competencies. In A. C. Repp & N. N. Singh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 479-493). Sycamore, IL: Sycamore Publishing Company. Heward, W. L. (2005). Reasons applied behavior analysis is good for education and why those reasons have been insufficient. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge,... J. C. Dardig (Eds.), Focus on behavior analysis in education: Achievements, challenges, & opportunities (pp. 316-348). Columbus, OH: Merrill Prentice Hall. Malagodi, E. F. (1986). On radicalizing behaviorism: A call for cultural analysis. The BehaviorAnalyst, 9(1), 1-17. Malott, M. E. (2003). Basic principles. In Paradox of organizational change: Engineering organizations with behavioral systems analysis (pp. 27-42). Reno, NV: Context Press. Malott, M. E. (2004). Toward the globalization of behavior analysis. The Behavior Analyst, 27(1), 25-32. Malott, R. W. (2005). Behavioral systems analysis and higher education. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge,... J. C. Dardig (Eds.), Focus on behavior analysis in education: Achievements, challenges, & opportunities (pp. 211-236). Columbus, OH: Merrill Prentice Hall. Martinez-Diaz, J. A, Freeman, T. R., Normand, M., & Heron, T. E. (2007). Ethical considerations for applied behavior analysts. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (pp. 211-236). Columbus, OH: Merrill Prentice Hall. Morris, E. K. (1985). Public information, dissemination, and behavior analysis. The Behavior Analyst, 8(1), 95-110. *Nordyke, N. S., Baer, D. M., Etzel, B. C., & LeBlanc, J. M. (1977). Implications of the stereotyping and modification of sex role, Journal of Applied Behavior Analysis, 10(3), 553-557. doi:10.1901/jaba.1977.10-553 3 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

*Rekers, G. A., & Lovaas, O. I. (1974). Behavioral treatment of deviant sex-role behaviors in a male child. Journal of Applied Behavior Analysis, 7(2), 173-190. doi:10.1901/jaba.1974.7-173 Rolider, A. & Axelrod, S. The effects of behavior-speak on public attitudes toward behavioral interventions: A cross-cultural argument for using conversational language to describe behavioral interventions to the general public. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge,... J. C. Dardig (Eds.), Focus on behavior analysis in education: Achievements, challenges, & opportunities (pp. 283-293). Columbus, OH: Merrill Prentice Hall. Rosenthal, R. (1994). Science and ethics in conducting, analyzing, and reporting psychological research. Psychological Science, 5(3), 127-134. Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21(4), 381-384. doi:10.1901/jaba.1988.21-381 *Weeden, M., Mahoney, A., & Poling, A. (2010). Self-injurious behavior and functional analysis: Where are the descriptions of participant protections? Research in Developmental Disabilities, 31(2), 299-303. doi:10.1016/j.ridd.2009.09.016 *Asterisks note readings in the area of human diversity. IV. Course Learning Objectives (and Related Program Objectives) 1. Students will explain the importance of relying on scientifically- and professionally-derived knowledge in human service provision and scholarly or professional endeavors. (7.a.) 2. Students will team and individually problem-solve given real-world scenarios the key role ethical and professional standards take in the discipline of applied behavior analysis using language that is fully understandable to service recipients. Scenarios may be related to informed consent, confidentiality, client behaviorist relationship, staff training, assessment, and intervention. (7.b.) 3. Students will be able to define professional competency given real-world scenarios. (7.c.) 4. Students will be able to operationally define antecedent, behavior, and consequence as related to ethical assessment and intervention. (7.d.) 5. Students will explain how to follow the principles of informed consent and confidentiality as well as the implications of not doing so. (7.e.) V. Requirements, Expectations, and Grading Criteria Examinations There will be a take-home final exam that will be due by the last scheduled class period. (100 points) Homework, Presentations, and Other Projects Written Reflections A written reflection on a topic relevant to the assigned readings will be submitted for each class. Reflections will include a brief description of the main points of the assigned readings and a thoughtful analysis or application of the key points to your own professional or personal experiences. Reflections will be 1-2 pages in length, typed, double-spaced, with 12-point font and utilizing correct grammar and punctuation to express an original thought or implication for 4 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

practice relevant to the reading. Late papers will not be accepted. Reflections are to be submitted through CAMS Enterprise by the start of class. (5 points each; 65 points total) In-Class Presentation Jon Bailey begins each of the graduate level ethics courses he teaches with, Today is the last day of your civilian life. From this point forward, you are expected to join the ranks of professional behavior analysts and to learn to use our Guidelines for Responsible Conduct. To better prepare you for your role in the applied field, the final class session will include in-class presentations covering two examples related to assigned readings. Each student should be prepared to present an example that may include, but is not limited to, the following: newspaper or magazine articles, JABA articles, video, text, etc. The in-class presentation should be no more than 10 min. It should include the actual example, as well as a typed synopsis, which should not exceed one page (see the synopsis format given at the end of the syllabus). (60 points) Questions & Answer Assignments A quiz highlighting ethical, legal, & professional issues in ABA will be given during the first class. This quiz is designed to provide an overview and will not be part of your final grade. It will, however, be a part of your assignment across the semester. The BACB Guidelines for Responsible Conduct (2010) emphasize specific features for the behavior analyst as a teacher or supervisor (5.0). Within this, the design of competent training programs is a necessary focus. Your role as a behavior analyst will include various assessments and staff training, both of which arrive with a host of ethical and professional issues. During most classes, you will be required to bring two questions (and answers) related to the assigned text and additional readings. These should be in a format similar to the quiz given during the first class. Questions and answers are to be submitted through CAMS Enterprise BY NOON ON THE DAY THE ASSIGNMENT IS DUE. (2 points each; 26 points total) Grading Scale P = A B Student exceeds expectations for graduate-level work through outstanding knowledge, attitudes, and skills. The student independently applies knowledge and skills in new situations; completes assignments thoroughly and accurately; and demonstrates originality, leadership, professionalism, and the ability to communicate orally and in writing. A = 90% to 100% (226-251 points) Student demonstrates appropriate graduate-level performance through knowledge, attitudes, skills, attendance, participation, and decorum. B = 80% to 89% (201-225 points) 5 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

F = C F Student demonstrates less than acceptable performance and has raised concerns regarding knowledge, skills, and/or attitudes for the field. C = 70% to 79% (176-200 points) Student who earns an F has failed to perform at a basic level in a course and has clearly shown inadequate knowledge, attitudes, and/or skills. F = < 69% (175 points or fewer) VI. Course Outline Class Chapter Titles Readings Activities Course Objectives Met 1 1/14 2 1/21 3 1/28 4 2/4 Ethical Guidelines of the APA, ABAI, & NEA How We Got Here; Core Ethical Principles; What Makes Behavior Analysis Unique; Most Frequent Ethical Problems; Everyday Ethical Challenges for Average Citizens & Behavior Analysts Responsible Conduct of a Behavior Analyst (Guideline 1) The Behavior Analyst s Responsibility to Clients (Guideline 2) APA, 2002; ABAI, 1989; ABAI, 1990; ABAI, 1995; ABAI, 2010; NEA, 1975 Chapters 1-5 BACB, 2012a & 2012b Chapter 6 ABAI, 2007; Ghezzi & Rehfeldt, 1994; Missouri DESE, 2010; US DOE, 2013 Chapter 7 Bannerman et al., 1990; Bijou, 1994; Van Houten et al., 1988 Reflection #1; Q & A #1 Reflection #2; Q & A #2 Reflection #3; Q & A #3 2 2 & 3 3 1 & 5 6 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

Class Chapter Titles Readings Activities Course Objectives Met 5 2/11 6 2/18 7 2/25 8 3/4 9 3/11 10 3/18 Assessing Behavior (Guideline 3) The Behavior Analyst & the Individual Behavior Change Program (Guideline 4) Behavior Analyst as Teacher or Supervisor (Guideline 5) The Behavior Analyst in the Workplace (Guideline 6) The Behavior Analyst s Ethical Responsibility to the Field of Behavior Analysis (Guideline 7) The Behavior Analyst s Ethical Responsibility to Colleagues (Guideline 8); The Behavior Analyst s Ethical Responsibility to Society (Guideline 9) Chapter 8 Nordyke et al., 1977; Rekers & Lovaas, 1974; Weeden et al., 2010 Chapter 9 Baer, 1970 ; Green, 1990 Chapter 10 Axelrod et al., 1993; Favell & McGimsey, 1993 Chapter 11 Malott, 2003; Mawhinney, 1992 Chapter 12 Malagodi, 1986; Malott, 2004; Morris, 1985 Chapters 13 & 14 Baer, 2005; Malott, 2005 3/25 Spring Break 11 4/1 The Behavior Analyst & Research (Guideline 10); Conducting a Risk- Benefit Analysis Chapters 15 & 16 Rosenthal, 1994 Reflection #4; Q & A #4 Reflection #5; Q & A #5 Reflection #6; Q & A #6 Reflection #7; Q & A #7 Reflection #8; Q & A #8 Reflection #9; Q & A #9 Reflection #10; Q & A #10 7 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015 1, 2, 4, & 5 1, 2, & 4 2 1 & 3 1 3 5

Class Chapter Titles Readings Activities Course Objectives Met 12 4/8 13 4/15 14 4/22 15 4/29 Delivering the Ethics Message Effectively Avoiding the Slippery Slope of Ethical Problems by Using a Declaration of Professional Services A Dozen Practical Tips for Ethical Conduct on your First Job BACB Guidelines for Responsible Conduct for Behavior Analysts; 50 Ethics Scenarios for Behavior Analysts Chapter 17 Heward, 2005; Rolider & Axelrod, 2005 Chapter 18 Chapter 19 Martinez-Diaz et al., 2007; Missouri DPR, 2011 & 2012 Chapter 20 & Appendices B & C BACB, 2012a & 2012b Reflection #11; Q & A #11 Reflection #12; Q & A #12 Reflection #13; Q & A #13 In-Class Presentations 2 & 3 2 & 3 16 5/8 FINAL EXAM DUE (No class meeting) 1-5 1 3 VII. Notification of a Request for Accommodation Notification to Forest Institute of any and all types of personal needs involving physical, emotional, and learning difficulties and/or needs related to the Americans with Disabilities Act is the sole responsibility of the student. Further, the student has a responsibility to notify Forest Institute of the need for accommodation in a timely fashion. While all reasonable efforts will be made to accommodate individual needs, it is conceivable that some conditions and circumstances may exist which cannot be reasonably accommodated. To initiate an inquiry or request for academic accommodations, the student must contact the following: Support Coordinator for Persons with Disabilities 2885 West Battlefield Road Springfield, MO 65807 417-893-7935 disability@forest.edu 8 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

The student should notify the Support Coordinator for Persons with Disabilities as soon as the need for accommodations becomes evident. In order to receive accommodations, the student must provide the Support Coordinator for Persons with Disabilities with appropriate documentation of the disability. Accommodations will not be provided for undocumented disabilities, except that accommodations may be provided on a provisional basis pending receipt of documentation for disabilities that are readily apparent. Only persons interested in receiving disability-related accommodations need provide disability documentation. Accommodations must have a legitimate educational purpose, and cannot be based simply on applicant preferences. The student must initiate a request for each term for which accommodations are sought. If eligibility for accommodations is established and the request for accommodations approved, the Support Coordinator for Persons with Disabilities will coordinate a meeting between the student and the necessary instructors and/or supervisors to review the approved accommodations. 9 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015

Case: Come up with your own title (Note: Italicized indicates your sections to complete) Student: Name Part One Resources: Bailey, J., & Burch, M. (2011). Ethics for behavior analysts. New York, NY: Taylor & Francis Group. Behavior Analyst Certification Board. (2012a). Disciplinary and Ethical Standards and Disciplinary Procedures. Retrieved from http://www.bacb.com/downloadfiles/disciplinarystandards/bacb_disciplinary_standar ds.pdf Behavior Analyst Certification Board. (2012b). Guidelines for Responsible Conduct for Behavior Analysts (Revised July 2010 in accordance with the 4 th Edition Task List for behavior analysts). Retrieved from http://www.bacb.com/downloadfiles/bacbguidelines/bacb_conduct_guidelines.pdf Include the citation of your newspaper or magazine article, JABA article, video, text, etc. Case Study Includes Cite the BACB Guidelines for Responsible Conduct for Behavior Analysts #2.0: The Behavior Analyst s Responsibility to Clients Specific Guideline(s): 2.02 Accepting Clients Case Study Includes Cite the BACB Guidelines for Responsible Conduct for Behavior Analysts #3.0: Assessing Behavior Specific Guideline(s): 3.01 Behavioral Assessment Approval Briefly detail the example, pulling in the above guidelines. This should be three-five sentences. Part Two Highly Preferred Findings/Points of Discussion: Note areas that were novel, interesting, or applicable to your current setting(s). This should be two-three bulleted points. The final bulleted point should be one of the discussion points for the class. Non-Preferred Findings/Points of Discussion: Note areas that were less applicable to your setting(s) and/or inconsistent with your previous article/text/hands-on experience. This should be two-three bulleted points. The final bulleted point should be one of the discussion points for the class. In your experience, how does the selected article/text correspond to previous articles/texts in the field of ABA? This should be three-five sentences. 10 Ethics, Legal, and Professional Issues in ABA, MABSF 5013, Spring 2015