Shared Flashcard Set


Apryl Anis
BACB Conduct Guidelines, from 1.01 through 2.03; and Section II: Client-Centered Responsibilities, BACB, Fourth Edition, Task List; the first 2 each, from G. through K.

Additional Psychology Flashcards




1.01 Reliance on Scientific Knowledge.
Behavior analysts rely on scientifically and professionally derived knowledge when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors.
1.02 Competence.
(a) Behavior analysts provide services, teach, and conduct research only within the boundaries of their competence, based on their education, training, supervised experience, or appropriate professional experience.

(b) Behavior analysts provide services, teach, or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas or techniques.
1.03 Professional Development.
Behavior analysts who engage in assessment, therapy, teaching, research, organizational consulting,
or other professional activities maintain a reasonable level of awareness of current scientific and
professional information in their fields of activity, and undertake ongoing efforts to maintain
competence in the skills they use by reading the appropriate literature, attending conferences and
conventions, participating in workshops, and/or obtaining Behavior Analyst Certification Board
1.04 Integrity.
(a) Behavior analysts are truthful and honest. The behavior analyst follows through on obligations and professional commitments with high quality work and refrains from making professional
commitments that he/she cannot keep.

(b) The behavior analyst’s behavior conforms to the legal and moral codes of the social and
professional community of which the behavior analyst is a member.

(c) The activity of a behavior analyst falls under these Guidelines only if the activity is part of his or
her work-related functions or the activity is behavior analytic in nature.

(d) If behavior analysts’ ethical responsibilities conflict with law, behavior analysts make known their
commitment to these Guidelines and take steps to resolve the conflict in a responsible manner in
accordance with law.
1.05 Professional and Scientific Relationships.
(a) Behavior analysts provide behavioral diagnostic, therapeutic, teaching, research, supervisory,
consultative, or other behavior analytic services only in the context of a defined, remunerated
professional or scientific relationship or role.

(b) When behavior analysts provide assessment, evaluation, treatment, counseling, supervision,
teaching, consultation, research, or other behavior analytic services to an individual, a group, or an
organization, they use language that is fully understandable to the recipient of those services. They
provide appropriate information prior to service delivery about the nature of such services and
appropriate information later about results and conclusions.

(c) Where differences of age, gender, race, ethnicity, national origin, religion, sexual orientation,
disability, language, or socioeconomic status significantly affect behavior analysts’ work
concerning particular individuals or groups, behavior analysts obtain the training, experience,
consultation, or supervision necessary to ensure the competence of their services, or they make
appropriate referrals.

(d) In their work-related activities, behavior analysts do not engage in discrimination against
individuals or groups based on age, gender, race, ethnicity, national origin, religion, sexual
orientation, disability, socioeconomic status, or any basis proscribed by law.

(e) Behavior analysts do not knowingly engage in behavior that is harassing or demeaning to persons
with whom they interact in their work based on factors such as those persons’ age, gender, race,
ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic
status, in accordance with law.

(f) Behavior analysts recognize that their personal problems and conflicts may interfere with their
effectiveness. Behavior analysts refrain from providing services when their personal circumstances
may compromise delivering services to the best of their abilities.
1.06 Dual Relationships and Conflicts of Interest.
(a) In many communities and situations, it may not be feasible or reasonable for behavior analysts to
avoid social or other nonprofessional contacts with persons such as clients, students, supervisees,
or research participants. Behavior analysts must always be sensitive to the potential harmful effects
of other contacts on their work and on those persons with whom they deal.

(b) A behavior analyst refrains from entering into or promising a personal, scientific, professional,
financial, or other relationship with any such person if it appears likely that such a relationship
reasonably might impair the behavior analyst’s objectivity or otherwise interfere with the behavior
analyst’s ability to effectively perform his or her functions as a behavior analyst, or might harm or
exploit the other party.

(c) If a behavior analyst finds that, due to unforeseen factors, a potentially harmful multiple
relationship has arisen (i.e., one in which the reasonable possibility of conflict of interest or undue
influence is present), the behavior analyst attempts to resolve it with due regard for the best
interests of the affected person and maximal compliance with these Guidelines.
1.07 Exploitative Relationships.
(a) Behavior analysts do not exploit persons over whom they have supervisory, evaluative, or other
authority such as students, supervisees, employees, research participants, and clients.

(b) Behavior analysts do not engage in sexual relationships with clients, students, or supervisees
in training over whom the behavior analyst has evaluative or direct authority, because such
relationships easily impair judgment or become exploitative.

(c) Behavior analysts are cautioned against bartering with clients because it is often (1) clinically
contraindicated, and (2) prone to formation of an exploitative relationship.
2.01 Definition of Client.
The term client as used here is broadly applicable to whomever the behavior analyst provides services
whether an individual person (service recipient), parent or guardian of a service recipient, an
institutional representative, a public or private agency, a firm or corporation.
2.02 Accepting Clients.
The behavior analyst accepts as clients only those individuals or entities (agencies, firms, etc.) whose
behavior problems or requested service are commensurate with the behavior analyst’s education,
training, and experience. In lieu of these conditions, the behavior analyst must function under the
supervision of or in consultation with a behavior analyst whose credentials permit working with such
behavior problems or services.
2.03 Responsibility.
The behavior analyst’s responsibility is to all parties affected by behavioral services.
G. Identification of the Problem: G-01
Review records and available data at the outset of the case.
G. Identification of the Problem: G-02
Consider biological/medical variables that may be affecting the client.
H. Measurement: H-01
Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording.
H. Measurement: H-02
Select a schedule of observation and recording periods.
I. Assessment: I-01
Define behavior in observable and measurable terms.
I. Assessment: I-02
Define environmental variables in observable and measurable terms.
J. Intervention: J-01
State intervention goals in observable and measurable terms.
J. Intervention: J-02
Identify potential interventions based on assessment results and the best available scientific evidence.
K. Implementation, Management, and Supervision: K-01
Provide for ongoing documentation of behavioral services.
K. Implementation, Management, and Supervision: K-02
Identify the contingencies governing the behavior of those responsible for carrying out behavior-change procedures and design interventions accordingly.
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