Behavior Analyst Certification Board Registered Behavior Technician™ (RBT®) Task List 2nd ed.
E-1 Effectively communicate with a supervisor in an ongoing manner.
E-2 Actively seek clinical direction from supervisor in a timely manner.
E-3 Report other variables that might affect the client in a timely manner.
E-5 Comply with applicable legal, regulatory, and workplace data collection, storage, transportation, and documentation requirements.
F-1 Describe the BACB’s RBT supervision requirements and the role of RBTs in the service-delivery system.
F-2 Respond appropriately to feedback and maintain or improve performance accordingly.
F-4 Maintain professional boundaries (e.g., avoid dual relationships, conflicts of interest, social media contacts).
Module 7: Ethics
Maintaining ethical standards is the responsibility of professionals in most fields. Business owners, attorneys, and medical professionals all have their own ethical codes of conduct. Consumers have an expectation of ethical behavior when engaging in a relationship with professionals. However, despite this expectation and these standards, ethical violations still occur. For instance, in 2001, corporate giant, Enron was investigated by the Securities and Exchange Commission for various accounting frauds. The company was accused of deceptively reporting profits and false reporting of debts to increase their value in a competitive business field. As a result of the investigation, Enron had no choice but to file for bankruptcy. Upon notice of the investigation and subsequent bankruptcy, Enron’s stock plummeted to $1 per share, nearly eliminating their employee’s 401K pensions. Ultimately, the United States Department of Justice charged Chief Executive Officer, Kenneth Lay, Chief Financial Officer, Andrew Fastaw, and chief auditor, David Duncan and others with multiple counts of fraud and accounting charges that resulted in their imprisonment. Employee monies lost as a result of this scandal were never recouped (Bodarenko, 2016). In 1998, Dr. Andrew Wakefield published an article in the Lancet linking the measles, mumps, rubella (MMR) vaccine to a potential predisposition for developmental disorders. This article was widely publicized within the autism community resulting in a decreased number of MMR vaccinations for fear of contracting this disorder (Rao & Andrade, 2011). Continued studies debunked Dr. Wakefield’s original study and further examination found that aside from his questionable experimental design and small sample size (n=12), Dr. Wakefield selected participants without consent and was paid by lawyers who were involved in litigation with vaccine-producing companies. As a result of this unethical behavior, children went without previously recommended vaccinations and research efforts for the true cause of developmental disorders was deterred. Following the investigation, Dr. Wakefield was removed of his medical license and his original article was fully retracted in 2010 (Rao & Andrade, 2011). Each of these examples outline clear ethical violations and in some cases they also present as legal violations. Our histories and experiences tell us that fraud and theft all violate the trust of consumers. If our histories and experiences guide our ethical decision making, why do ethical violations continue to occur? Over the course of this chapter, you will identify what ethics is and access references to guide your ethical decision making.
The Ethical code
Ethics refers to behaviors, practices, and decisions that address three basic and fundamental questions (Reich, 1988; Smith, 1987; Smith, 1993):
- What is the right thing to do?
- What is worth doing?
- What does it mean to be a good professional?
While these questions may appear simple to answer, many situations that paraprofessionals will encounter may not be simply answered by these three questions. Many ethical dilemmas fall into a “grey area.” The application of ethical codes as a “compass” in professional situations will guide practitioners to appropriately identify right and wrong (Cooper, Heron, & Heward, 2007, p. 662).
The RBT® Ethics Code (2018) was established by the Behavior Analyst Certification Board® (BACB) to assist in navigating ethical situations that may arise while engaging with special populations. These codes encompass the ethical obligation of Registered Behavior Technicians™ (RBT®) and RBT applicants. Adherence to these codes is critical to maintain the dignity and humane treatment of consumers of Applied Behavior Analysis.
Responsible Conduct
RBT’s have a responsibility, not only to their clients, but to the field of behavior analysis. This code protects consumers by ensuring those who call themselves Registered Behavior Technicians are qualified to represent themselves as such and to provide treatments rooted in science. RBT’s are required to seek out professional development opportunities to maintain their competence and to promote additional learning opportunities. These professional development opportunities, along with required supervision can support a practitioner’s competence in their areas of practice. RBT’s have a commitment to provide these behavior analytic services truthfully, legally, and without bias. This includes personal biases associated with gender, age, race, religion, or socioeconomic status and those biases due to dual relationships. All attempts to prevent conflicts of interests should be avoided.
Responsibility to the BACB. From the outset of their relationship with the BACB, RBT’s are required to provide accurate and current information when applying and re-applying for their certification. Any minor changes to their statuses (address change, etc.) should be updated with the BACB immediately. Any major changes to their statuses (legal or ethical charges) should also be updated with the BACB immediately. Any content provided by the BACB is considered property of the entity and upholding its integrity and the integrity of its certificants is of utmost priority to those certified by this Board.
1.01 RBTs uphold and promote the values and core principles of behavior analysis.
1.02 RBTs have an obligation to remain familiar with this code. Lack of knowledge or understanding of this code does not excuse unethical conduct.
1.03 RBTs are truthful and honest and create an environment that promotes truthful and honest behavior in others. They promote an ethical culture in their work environments and make others aware of this code.
1.04 RBTs act in a way that conforms to the legal and ethical codes of the professional and social communities where they are members. They do not lead others to engage in fraudulent, illegal, or unethical conduct.
1.05 If RBTs’ ethical responsibilities conflict with employer policies, RBTs must bring the conflict to their supervisor’s attention, document that they did so, and document the resolution.
1.06 RBTs avoid multiple relationships with clients and supervisors. If they find that a multiple relationship has developed due to unforeseen circumstances, they inform their supervisor and work to resolve it. If the multiple relationship involves their supervisor, the RBT should report it to the person to whom their supervisor reports.
1.07 RBTs do not engage in sexual relationships with clients or supervisors. RBTs refrain from sexual relationships with former clients or supervisors for at least two (2) years following the date the working relationship ended.
1.08 RBTs recognize that their personal problems and conflicts with others may impact their ability to perform their duties and refrain from providing services when this is the case. 1.09 RBTs follow through on obligations and contractual commitments with high-quality work and they do not make commitments they cannot keep.
1.10 RBTs do not make false, deceptive, misleading, exaggerated, or fraudulent public statements about their work or qualifications.
1.11 RBTs provide a current and accurate set of credentials (e.g., degrees, certifications) to clients, employers, and supervisors upon request. Changes to certification status must be immediately reported to employers and supervisors.
1.12 RBTs obtain permission to use trademarked or copyrighted materials as required by law. RBTs provide citations that recognize the intellectual property of others, including trademark and copyright symbols.
1.13 RBTs attempt to resolve issues informally when possible, without violating confidentiality, by first bringing the issue to the attention of their supervisor and then the individual involved. RBTs document their efforts to address any of these issues. If the matter cannot be resolved informally, they report it to the appropriate authority (e.g., employer, director, regulatory authority). If the matter meets the reporting requirements of the BACB, RBTs must submit a formal complaint to the BACB.
Responsibility to Clients
At the beginning of this chapter, we reviewed the case of Enron. Their consumers and employees’ legal rights were affected by the company’s fraudulent accounting. The following section covers an RBT’s legal and ethical responsibility to clients by maintaining their legal and ethical rights. This code details those rights and the provision of those rights to clients. Clients have a right to privacy. RBT’s have a responsibility to maintain a client’s confidentiality by securing all written, electronic, and verbal documentation of services. There is an expectation that this information will be protected and disclosed only under specific circumstances. Any documentation pertaining to the client will be maintained and disposed of only as permitted.
2.01 RBTs support the legal rights and preferences of clients.
2.02 If RBTs become aware that a client’s legal rights are being violated, or if there is risk of harm, RBTs must take the necessary action to protect the client. This includes but is not limited to: (1) contacting relevant authorities; (2) following organizational policies; (3) consulting with their supervisor; and (4) documenting their efforts to address the matter.
2.03 When providing services, RBTs do not discriminate against, demean, or harass individuals or groups on the basis of age, gender, race, culture, ethnicity, national origin, religion, sexual orientation, disability, language, socioeconomic status, or any other basis forbidden by law. RBTs recognize their own limitations and obtain the proper training, consultation, or supervision when providing behavior technician services to protected individuals or groups.
2.04 RBTs do not accept gifts from or give gifts to clients.
2.05 RBTs may not share identifying information about clients on social media. They must avoid creating situations where such information could be shared by others, including, but not limited to, written information, photos, or videos.
2.06 RBTs always obtain permission from clients and staff to record interviews and service delivery sessions. Consent must be specifically and separately obtained from each individual.
2.07 RBTs protect the confidentiality and privacy of their clients. RBTs only use relevant identifying information in their job-related communications (e.g., consultation, emails, reports). Confidentiality and privacy requirements may be established by law or by an organization’s policies.
2.08 RBTs only discuss confidential information with those who need to know that information. They share information for job-related purposes only. Confidential information includes, but is not limited to: (1) information about anyone with whom the RBT works; or (2) information about anyone to whom the RBT provides services. RBTs maintain confidentiality when handling records under their control. This includes records that are written, electronic, or in any other format. Handling a record may include creation, storage, access, transfer, or disposal.
2.09 RBTs never disclose confidential information without consent from the client. Exceptions are made as required by law, or where allowed by law for a valid reason. This includes but is not limited to: (1) providing needed services; (2) obtaining appropriate consultations; and (3) protecting the client or others from harm.
2.10 RBTs create, maintain, distribute, store, retain, and dispose of records and data relating to their services (1) in accordance with applicable laws, regulations, and policies; (2) in a way that complies with the requirements of this code; and (3) in a manner that allows for appropriate transition of service at any given time.
Competence and Service Delivery
3.01 RBTs only practice under the close, ongoing supervision of a qualified supervisor.
3.02 RBTs follow the direction of their supervisors and inform them when they are asked to do something that goes beyond the scope of their certification.
3.03 RBTs must be competent in the areas in which they provide behavior technician services.
3.04 RBTs may not practice with new client populations without proper training and oversight.
3.05 RBTs provide behavior technician services only within defined roles.
3.06 When RBTs provide services, they communicate with clients in a simple and easy-to-understand way.
3.07 RBTs collect and display data in a way that allows for decisions and recommendations to be made for program development.
3.08 If RBTs are involved in the delivery of non-behavior-analytic interventions, they do not make reference to, display, or otherwise use their RBT in that practice.
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Standards for Clients Receiving Behavior Analytic Services
While the BACB codes clearly outline ethical expectations, there are several additional resources to support ABA professionals in implementation and practice of ethical and professional standards. One such resource, The Right to Effective Treatment (Van Houten, Axelrod, Bailey, Favell, Fox, Iwata, & Lovaas, 1988) outlines six guidelines and standards for individuals receiving behavior analytic services: 1. The individual has a right to a therapeutic environment
Client’s have a right to a supportive physical and social environment. A therapeutic physical environment is achieved when basic human needs are met (e.g., food, water, shelter) client dignity is respected, and there are minimal external stressors. A therapeutic social environment is achieved when surrounded by supportive and knowledgeable persons (i.e. staff, teachers, parents), and access to preferable and enjoyable choices.
- An individual has a right to services whose overriding goals is personal welfare
Any potential risk to a client’s welfare should be considered and evaluated before implementing any procedures that could be considered a risk. Risks can include inappropriate use of physical force, use of harmful reinforcers, or use of non-evidenced based treatment models. Behavior analytic principles should be implemented to promote appropriate skills and independence. Any potential threat to this right should first be evaluated by a Peer Review or Human Rights Committee.
- An individual has a right to treatment by a competent behavior analyst
ABA professionals practicing under any BACB credential (RBT, BCaBA, BCBA, BCBA-D) are required to conduct the necessary academic and practicum training experience before practicing as that credential. The BACB requires BACB Verified Course Sequences for BCBA-D, BCBA, and BCaBA credentials. All BACB certifications require supervised training experiences and the passing of an exam. If, when practicing under that credential, BACB credentialed professionals are presented with situations outside of their scope of current knowledge, they are obligated to seek assistance from those more experienced. This consultation takes place at all professional levels. For example, if a BCBA has minimal experience developing functional analysis conditions, they may seek out assistance from a BCBA-D whom has more experience with functional analyses.
- An individual has a right to programs that teach functional skills
Clients have the right to the selection of goals that target socially significant behaviors, promote the client’s independence and foster socially valid behavior change. For example, non-vocal clients require augmentative communication supports to access their environment. Communication is a socially significant, functional, and necessary skill for all clients.
- An individual has a right to behavioral assessment and ongoing evaluation
As stated in Code 3.01, assessment is a necessary component at the outset of any behavior analytic service. That assessment should include an evaluation of the client’s current skills and deficits and the contributing variables affecting their current performance level. Consistent data collection assists with progress evaluation.
- An individual has a right to the most effective treatment procedures available.
Applied Behavior Analysis is scientifically validated. The evidenced based treatments associated with behavior analysis should be conducted with the least restrictiveness possible. Only appropriate evidence-based procedures that will result in the most effective and efficient behavior change should be implemented.
Implementing the Ethics Code
Behavior Analysts have long examined the importance of adherence to ethical standards and its impact on the field. Ethical standards and expectations regarding the ethical code are clearly defined by the BACB. RBT’s have an obligation to their clients, credential, and to the field to adhere to ethical practice at all times. Therefore, an RBT should reference and review The RBT® Ethics Code (2018) often. Keeping in close contact with this code will assist in learning to identify ethical dilemmas fluently. In addition, once an ethical issue has been identified, it is imperative that RBT’s acknowledge that there are varying complexities of ethical issues and complex cases require support from their supervising BCBA and often senior level clinicians such as a BCBA-D (Bailey & Burch, 2016). Some cases may require immediate action due to concerns of immediate harm, while others will not need to be dealt with immediately. Bailey & Burch suggest “buying time” as an excellent strategy when an issue falls into a gray area and/or requires more support. When using this strategy Bailey and Burch suggest making statements such as “Let me get back to you on that. I will have an answer to you by our next meeting.” During this time, it is recommended that the code is reviewed, and a supervisor or colleague is consulted. In most cases, ethical dilemmas should not be dealt with alone. It is important for practitioners at all professional levels consult with their supervisors, colleagues and/or mentors before making a final decision on a plan of action. For instance, ethical issues often require difficult conversations with clients, families, supervisees, other professionals and sometimes even your direct supervisor. Therefore, seeking support on how to address ethical issues with those involved is recommended. In turn, these supervised experiences will allow professionals at all levels to learn how to better navigate ethical issues.
Please review the chart regarding the BACB Ethics Department’s processes for receiving and processing Notices of Alleged Violation.
Case Examples
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Case Study: Bryan is a practicing RBT. When providing ABA services to a client with autism, the parent requests that he no longer implement DTT, but instead use and intervention that has very little scientific support. Bryan decides to try the intervention that is not currently scientifically supported and implements this procedure per the parent request.
Is this an ethical violation?
Yes. Despite his research, Bryan has been unable to identify this model as evidenced based for treatment of children with autism. Bryan, along with his supervisor, could have discussed the difference between ABA and this model and the ethical obligation they have to their client to implement evidenced based treatments.
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Case Study: Jenny is a practicing RBT working with a 3-year-old client who has minimal food preferences. As a result, the client is exhibiting health issues. Jenny has no experience with clients with this profile, so she reads one article on food desensitization and implements a program to increase food intake.
Is this an ethical violation? Yes. Jenny does not have the proper education, training, and supervised experience to implement this type of programming. Had Jenny contacted a colleague who is competent in food desensitization, and through their training and supervision implemented this program then she would have fulfilled her ethical obligation to the client.
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Case Study: Meagan is a practicing RBT. She actively attends professional conferences and has recently enrolled in master’s program to receive her BCBA certification. She continues to maintain her RBT certification while enrolled in this program.
Is this an ethical violation?
No. Meagan can maintain her RBT certification while enrolled and conducting coursework towards a BCBA certification. She cannot represent herself as a BCBA until she meets the criteria to do so by the BACB.
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Case Study: Amanda is an RBT who works for an organization that provides ABA services to children with autism. She currently works 40 hours per week. Her supervisor asked her to take on another case that would require her to work an additional 5 hours per week. She accepts the additional responsibility.
Is this an ethical violation?
No. Not necessarily. If Amanda can keep her professional commitment to the additional hours per week, then she is maintaining her ethical obligation. If Amanda was aware that she may be unable to maintain this additional professional commitment at the outset of services and still continued with those services, she would be neglecting her ethical responsibility.
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Case Study: Kelly is an English speaking RBT. Her client also speaks English, but the client’s parent/guardian speaks primarily Spanish. Kelly needs to provide assessment results to the parents so she enlists the help of her organization’s Spanish language interpreter to assist.
Is this an ethical violation?
No. Kelly fulfilled her ethical obligation to her client by ensuring that her assessment results could be fully understood by the client’s parent/guardian.
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Case Study: Jeff, a BCBA, has a friend whose child requires ABA services. Jeff’s friend inquired about him providing services to his child because he is currently on a waitlist for services at multiple companies. After identifying that he had sufficient time in his schedule to provide these services, he accepted the offer, wrote a contract and was paid by the family for his services at the same rates of reimbursement that the insurance company offers. Jeff informed the family that this situation would be temporary and would only be providing these services until they were able to receive services from another organization.
Is this an ethical violation?
Yes. Given the relationship between Jeff and his friend, it would be inappropriate for him to provide services even if a contract was established at the outset of services.
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Case Study: Susie, a BCBA, supervises an RBT who has expressed a romantic interest in her. She has removed herself from her supervisory responsibilities to pursue a romantic relationship with this RBT.
Is this an ethical violation?
Yes. Susie should not engage in a romantic relationship for at least two years after the conclusion of her supervisory responsibilities.
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Case study: Scott serves a client with significant gross motor delays resulting in frequent falls. The client’s parent requests that Scott and his staff create a program to teach the client how to kayak. The family has been unable to spend time at their lake house because this client is unable to kayak. Despite Scott explaining potential safety concerns for the client, the parent is insistent that he develop a program for the client to learn how to kayak. The parents are insistent so he created the program.
Is this an ethical violation?
Yes. If Scott created a program for his client, this would be an ethical violation. Scott’s primary client is the child, not the parents and he must explain to the parents that he cannot ethically develop a plan of this nature, at this time, due to the present safety concerns.
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Case Study: Sheri works in a public school setting as an RBT. A parent has requested her RBT credentials. Her principal informs her that she doesn’t need to provide that information because she is an employee of the school and she wouldn’t have been hired without proper credentials.
Is this an ethical violation?
Yes. Regardless of the conditions under which she was hired, if a parent requests that information, Sheri is still required to provide that information to the parent.
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Case Study: Daria an RBT, attends a conference also attended by a former RBT colleague. Knowing that she works with her former client, Daria asks for a progress update on the client. The colleague does not provide any updated progress information for her client.
Is this an ethical violation?
No. Daria did not engage in any ethical violations by inquiring on the progress of her former client. Furthermore, by not providing any information regarding the client, her colleague maintained her ethical obligation to her client’s confidentiality.
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Case Study: John is an RBT who no longer provides services to a client. Under the direction of his supervising BCBA, he boxed up all client records and locked them in his organization’s file room.
Is this an ethical violation?
No. John fulfilled all state, organizational, and BACB policies to adequately maintain the client’s records.
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Case Study: Britney is an RBT for a client who just recently began receiving speech and language therapy. The Speech Language Pathologist emailed Britney requesting information about her client’s programming so that they can better align programming to reflect the client’s ABA and speech and language needs. Britney responded to the email attaching a copy of the client’s insurance treatment plan and a request to meet to discuss more formally in person.
Is this an ethical violation?
Yes. Without signed consent from the parent or guardian, Britney is unable to provide this information to the Speech Language Pathologist.
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Case Study: Jackie documents her clinical rationale for all of her client’s programmatic changes and saves them on her organization’s secured server.
Is this an ethical violation?
No. Jackie has documented appropriate information in regards to her client’s programming in a secure location.
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Case Study: Madeline no longer works for an organization. All of her client records were saved on the organization’s secured server. The organization disposed of the client records 5 years after Madeline left the organization.
Is this an ethical violation?
No. Madeline maintained her ethical obligation to her client by retaining all client records on her organization’s secured server before concluding employment. The organization may have engaged in al violation by disposing of records before the 7-year requirement.
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Case Study: Lauren has a new client who engages in aggression towards his sibling. On the first day of services she implemented a behavior reduction plan with the parent’s consent and runs this plan for the next year.
Is this an ethical violation?
Yes. Without having first conducted a functional assessment, Lauren has not maintained her ethical obligation to her client. Even though the parent consented to Lauren’s plan, she has not conducted the necessary assessments to implement the behavior reduction plan.
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Case Study: Upon RBT certification, Joey volunteered to be on a committee for his state ABA chapter.
Is this an ethical violation?
No. Joey can volunteer for this committee.
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Case Study: Annabelle posted an article from the Journal of Applied Behavior Analysis to her social media page and states “I am so excited about this article! It is going to help me develop better toilet training plans for my clients!”
Is this an ethical violation?
No. Annabelle is promoting behavior analysis through a respected publication and she does not indicate who these clients are, so confidentiality is maintained.
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Case Study: Bobby and his colleagues often discuss their client’s in inappropriate or negative terms and often in public places such as a restaurant or bar after work. Lyla an RBT listens to the conversations but does not participate.
Is this an ethical violation?
Yes. Lyla should inform his colleagues that it can be unethical to discuss their client’s in this manner.
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Case Study: Stephanie thinks that her supervisor may be engaging in an ethical violation that has included her. She referenced the Professional and Ethical Compliance Code and reached out to a senior colleague who agreed that this is, in fact, an ethical violation. Stephanie fears that approaching her supervisor could have negative consequences for her employment, so she has removed herself from the case, but has chosen to wait and see if the issue is resolved by her supervisor.
Is this an ethical violation?
Yes. Stephanie fulfilled her ethical obligation at first by contacting another colleague for clarification about the ethical dilemma. Removing herself from the case may be an appropriate resolution, but it is not the full resolution. By not speaking to her supervisor about the ethical violation and seeing the issue through to its resolution, she is not fulfilling her ethical obligation.
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Case Study: A parent has asked Lyla to assist with occupational therapy skills to practice for a youth baseball league. The occupational therapist is unable to attend session that day so the parent would like Lyla to offer the client suggestions on how to baseball and offer suggestions on body mechanics. This is not part of the client’s ABA treatment plan and Lyla is unfamiliar with how to play baseball or occupational therapy practices.
Is this an ethical violation?
Yes. Teaching the mechanics of baseball is not in the client’s treatment plan and Lyla has no experience as an occupational therapist.
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Case Study: Ali is presenting a lecture to her colleagues. She makes reference to a presentation she attended the previous month and cites it at the end of her presentation.
Is this an ethical violation? No. By citing the presentation, Ali has satisfied her ethical obligation for the use of this information in her presentation.
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Case Study: Bridget is an RBT. It was brought to her attention by another paraprofessional that the intake director at her company (who is not certified by the board) informed the parent of a potential client that Bridget is a miracle worker for children with disabilities and she will have the client undistinguishable from his/her typically developing peers in at least 3 months. Bridget seeks out the support of her supervising BCBA and together they meet with him to clarify that her work is based on the principles of ABA. They also inform him that the BCBA would have to assess the child and develop a treatment plan with feasible and individualized timelines because every case is different. The BCBA also offers a model of how she would describe Bridget’s role and asked that the intake coordinator clarify this with the parent.
Is this an ethical violation?
No. Bridget did not make the comments, she then reported it to her supervising BCBA and assured follow-up in an effort to correct the statements made.
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Case Study: Mark has a client whose parent posted to her personal social media post about the great progress her son has made as a result of Mark’s services. Mark was made aware of this post by another parent.
Is this an ethical violation?
No. Mark cannot control what his client’s parent writes on her personal social media page. He did not solicit or use this testimonial for any purpose, so it would not be considered an ethical violation.
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Case Study: Jason needed clients and thought to himself, “Well, there is a center that diagnoses right down the street, I could stand outside of their center and talk tot parents that just received a diagnosis to tell them directly about my services.”
If acted on, is this an ethical violation?
Yes. Directly going up to potential clients who are vulnerable and may have just received news of a new diagnosis would possibly present undue influence on them. Instead, Jason may advertise to the owners of the center by providing a brochure that describes the kinds and types of evidence-based services they provide in accordance with applicable laws. The center could then choose whether or not they share that information with their clients.
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Case Study: Steve suspects that his client is being abused. He contacts his supervisor first before contacting the state agency, but his supervisor has not contacted him back. His state requires a time limit to file any suspicions of abuse as a mandated reporter. Steve reports his suspicions to the state authority without permission from his supervisor first to avoid expiration of the time limit.
Is this an ethical violation?
No. Steve is a mandated reporter, and although it may have been beneficial to have support from his supervisor, he does not need supervisor approval to file with the state agency, so he has done his due diligence.
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Case Study: Jesse was collecting data and noticed that the last 5 sessions data points were not following the same pattern as the first 10 points. He found it difficult to explain the last 5 data points. Therefore he cut those points off of the graph and published only the first 10 data points.
Is this an ethical violation?
Yes. Omitting the last sessions of data might alter interpretations of Jesse’s work/research findings.
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Case study: After reviewing her submitted application to the BACB, Katie omitted a previous address required for her background check. Her application was approved and her test date has already been scheduled.
Is this an ethical violation?
Yes. Katie has an ethical obligation to report this omission to the BACB as soon as she noticed the omission. The non-reporting of this would be considered an ethical violation.
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Case Study: Jesse received a parking ticket. He did not report it to the BACB.
Is this an ethical violation?
No. Jesse is not required to notify the BACB about a parking ticket as that is not a public health or safety related ticket.
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Case Study: After taking the RBT exam, Sheila revealed some questions from the exam to a colleague to help her study.
Is this an ethical violation?
Yes. Sheila is ethically bound to withhold the disclosure of specific exam questions.
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Case Study: Alex just took his RBT exam. A colleague of his is taking the exam next week and asks Alex for some hints on potential exam questions. Alex remembers some of the questions and reviews those questions with his colleague during a study session.
Is this an ethical violation?
Yes. Alex can participate in a study session with BACB approved study guides, but providing his colleague with actual questions from the exam would be unethical according to this code.
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References
Bodarenko, P. (2016) Enron Scandal. Encyclopedia Britannica. Retrieved from
https://www.britannica.com/event/Enron-scandal
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis (2nd ed.). Columbus, OH:
Merrill Prentice Hall.
Rao, T.S., & Andrade, C. (2011). The MMR Vaccine and Autism: Sensation, Refutation, Retraction, and
Fraud. Indian Journal of Psychiatry, 53(2), 95-96. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136032/
Reich, W.T. (1988). Experimental Ethics as a Foundation for Dialogue Between Health Communications.
and Health-Care Ethics. Journal of Applied Communication Research, 16, 16-28
Smith, D.H. (1987). Telling Stories as a Way of Doing Ethics. Journal of the Florida Medical Association,
74, 581-588.
Smith, D.H. (1993). Stories, Values, and Patient Care Decisions. In C. Conrad (Ed.) Ethical