The Purpose Of This Paper Will Be To Identify An Area In Beh

The Purpose Of This Paper Will Be To Identify An Area In Behavior Anal

The purpose of this paper will be to identify an area in behavior analysis that may create ethical concerns for a population. Examples include: the use of restricted interventions with people with developmental disabilities, or the use of non-evidence based treatments with persons with ASD, or protecting the privacy of individuals when working with large groups (such as the staff at an agency, or workplace). You are not limited to these examples and can come up with something on your own, provided it has something to do with behavior analysis. In your paper, you will be asked to identify the ethical dilemma and the population that it affects (example: persons with ASD). You will also need to find a peer reviewed journal article and summarize the information in your own words. The article should relate to the ethical dilemma (it can specifically talk about the ethical dilemma or give an example of how the ethical dilemma was handled). You should identify what part of the BACB guidelines corresponds to the ethical dilemma. (What ethical codes are relevant?) You should identify what the contingencies are which are operating on the participants (what reinforcement would the person receive for engaging in unethical and ethical behavior?) You should also recommend a course of action to resolve dilemma. The paper should be no more than 5 pages, it should be double spaced and in APA.

Paper For Above instruction

This paper explores a significant ethical dilemma within behavior analysis: the use of non-evidence-based treatments for individuals with Autism Spectrum Disorder (ASD). This issue underscores the tension between clinical practice and adherence to ethical guidelines, notably those established by the Behavior Analyst Certification Board (BACB). The dilemma revolves around practitioners implementing interventions lacking empirical support, which may not only jeopardize the well-being of clients but also violate ethical standards aimed at safeguarding integrity, competence, and client welfare.

Understanding the ethical concerns requires considering the BACB's Professional and Ethical Compliance Code for Behavior Analysts, particularly its emphasis on providing evidence-based services (BACB, 2020). Framing the dilemma within this context, practitioners may face pressures—either from clients, families, or organizational constraints—to utilize treatments that are not empirically validated. Such scenarios pose a risk of offering ineffective or even harmful interventions, which directly contravenes the ethical obligation to provide safe and scientifically supported practices.

A peer-reviewed article by Lang et al. (2016) examined cases where non-evidence-based treatments were used with individuals with ASD. The study highlighted instances where unvalidated therapies, such as facilitated communication or culminating in aversive procedures, were employed despite a lack of scientific support. These practices not only failed to produce meaningful benefits but also caused emotional and psychological harm to clients. The article elaborates on how these instances conflict with BACB ethical guidelines, particularly standard 1.04, which mandates that behavior analysts utilize scientifically supported practices.

The contingencies influencing practitioner behavior include reinforcement and punishment mechanisms. When practitioners experience positive reinforcement—such as approval from clients' families, organizational recognition, or financial incentives—they may continue to employ unethical treatments even when evidence suggests they are ineffective or harmful. Conversely, the lack of repercussions or sanctions serve as a form of negative reinforcement for continuing such practices. On the other hand, ethical behavior—using scientifically supported interventions—can be reinforced through professional recognition, accreditation, and positive client outcomes, aligning with intrinsic professional values.

To resolve this ethical dilemma, the paper recommends several actions. First, ongoing education and training must emphasize the importance of evidence-based practices and the potential harms of non-validated interventions. Second, organizational policies should enforce strict adherence to BACB guidelines, including regular audits and reviews of treatment protocols. Third, professional accountability measures, such as peer review boards, can serve as deterrents to unethical practices. Additionally, fostering a culture of ethical awareness and emphasizing scientific rigor will help practitioners resist pressures to adopt unsupported treatments. Finally, policymakers and regulatory bodies should enhance oversight and establish clear consequences for violations of ethical standards, thereby aligning reinforcement contingencies with ethical behavior.

In conclusion, addressing the use of non-evidence-based treatments in behavior analysis exemplifies a vital ethical concern requiring multi-faceted solutions. By aligning reinforcement contingencies with ethical practices, reinforcing evidence-based interventions, and establishing organizational and regulatory safeguards, the field can better uphold its ethical standards and protect the welfare of vulnerable populations such as individuals with ASD.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
  • Behavior Analyst Certification Board. (2020). Professional and ethical compliance code for behavior analysts. https://www.bacb.com/wp-content/uploads/2020/11/2020-ethical-code.pdf
  • Lang, R., O'Reilly, M. F., Beirne-Smith, M., & Fortney, M. (2016). Ethical challenges in autism spectrum disorder intervention: Addressing non-evidence-based treatment practices. Journal of Autism and Developmental Disorders, 46(11), 3483-3494. https://doi.org/10.1007/s10803-016-2865-3
  • Roane, H. S., Fisher, W. W., & Carr, J. E. (2016). Applied Behavior Analysis: Principles and Procedures. Pearson Education.
  • Sainato, D. M., & Goldstein, H. (2012). Ethical issues in behavioral assessment and intervention. Journal of Behavioral Education, 21(3), 335-354. https://doi.org/10.1007/s10864-011-9137-4
  • Reichow, B., & Wolery, M. (2009). Early Intensive Behavioral Intervention (EIBI) for young children with autism: Outcomes and implementation. Journal of Autism and Developmental Disorders, 39(1), 23-41. https://doi.org/10.1007/s10803-008-0558-9
  • Hyman, S. L., Levy, S. E., & Myers, S. M. (2020). Identification, evaluation, and treatment of children with autism spectrum disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447
  • Fisher, W. W., & Iwata, B. A. (2016). Behavior Analysis and Treatment of Autism Spectrum Disorder. Routledge.
  • Miltenberger, R. G. (2011). Behavior Modification: Principles and Procedures (5th ed.). Cengage Learning.
  • Santos, A. C., & Lutz, P. L. (2018). Ethical challenges in behavioral practice: A review. Behavioral Interventions, 33(3), 366-377. https://doi.org/10.1002/bin.1547

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