scholarly journals The Behavior Analyst Certification Board and the Profession of Behavior Analysis

2008 ◽  
Vol 1 (1) ◽  
pp. 44-48 ◽  
Author(s):  
Gerald L. Shook ◽  
Judith E. Favell
Author(s):  
Lisa N. Britton ◽  
Amy A. Crye ◽  
Linda K. Haymes

AbstractViolations of the Professional and Ethical Compliance Code for Behavior Analysts occur despite coursework, supervision, and training. In this discussion, we highlight the most common violation categories identified: (a) improper or inadequate supervision/delegation, (b) failure to report/respond to the Behavior Analyst Certification Board (BACB) as required, and (c) professionalism/integrity. The specific areas addressed under supervision/delegation involve behavior analysts’ standards and performance as supervisors, as well as compliance with coursework. For failure to report, the focus is on responding, reporting, and providing updated information to the BACB in a timely manner. Finally, the section on professionalism and integrity addresses multiple code elements, including integrity, professionalism, and scientific relationships, as well as methods for promoting an ethical culture and decisions involving ethical violations by others. Importantly, we provide guidance on the structure and organization of supervision, methods and guidelines regarding reporting, and rubrics to shape and evaluate professionalism and integrity. We provide recommendations for the supervision process and for practitioners from the organizational perspective so that the organization supports and promotes an ethical culture.


2017 ◽  
Vol 4 (2) ◽  
pp. 106-121 ◽  
Author(s):  
Alex Sandro Ribeiro ◽  
Susana Rodrigues De Oliveira ◽  
Nicodemos Batista Borges

O presente estudo visou caracterizar e discutir a produção científica a respeito de FAP, mais especificamente estender o estudo de Mangabeira et al. (2012) para a produção compreendida entre 2010 e 2013. O método consistiu em levantar e analisar artigos sobre FAP (a) indexados em cinco bases de dados, a saber: PubMed, SciELO, Virtual Health Library – Psychology, MEDLINE e Lilacs; (b) listados nas referências do site de FAP http://functionalanalyticpsychotherapy.com, bem como nos sites Science Direct e ISI Web of Knowledge; e (c) publicados nos jornais JABA, JEAB, The Behavior Analyst, The Behavior Analysis Today, IJBCT e JEIBI. A palavra-chave utilizada foi “Functional Analytic Psychotherapy”, considerando os idiomas inglês e português, e a sigla “FAP”. Os 46 estudos encontrados foram categorizados conforme suas características bibliográficas, metodológicas e temáticas. Os principais resultados encontrados foram que: houve um aumento na quantidade de publicações a respeito de FAP no último triênio, quando comparada aos períodos anteriores — resultado este que pode ter sido influenciado pela edição de um volume especial do periódico The International Journal of Behavioral Consultation and Therapy dedicado ao tema —; a maioria dos estudos são de campo/empíricos e lançam mão de medidas de observação para coleta de dados; há uma preferência por estudos com poucos participantes (sugerindo o uso de delineamentos de sujeito como seu próprio controle) e com população adulta; e os principais temas estudos têm sido tratamento com FAP, comparação com ACT e terapia de grupo com FAP.


Author(s):  
Chana Josilowski-Max ◽  
Nicole Lambright

The current COVID-19 pandemic has led to unprecedented changes in how Applied Behavior Analysis (ABA) services are provided to students/clients with autism spectrum disorders (ASD), and scant literature is available from which to determine the best course of action for providing safe services during a pandemic. The research question for this study is: What is the essence of experiences of parents, teachers, and Board-Certified Behavior Analysts of students with ASD who are now receiving ABA services remotely due to the COVID-19 pandemic school closures? Generic qualitative design was used to analyze the responses of nine participants who are either Board Certified Behavior Analysts (BCBAs) or Registered Behavior Technicians (RBTs). Findings indicate that service providers are concerned about the effectiveness of telehealth services, do not believe that safety is always a priority for in person services, and that students/clients are struggling to find success amid the near-constant changes in service delivery brought about by the pandemic. Findings indicate that BCBAs and RBTs working with students with ASD are concerned about the negative outcomes for students in relation to changes in service delivery, are not comfortable with the level of risk to their own health and safety in order to provide services, and that telehealth options for ABA services have pros and cons that are difficult to weigh when determining how best to provide services during a pandemic.


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