Ethical Dilemma in ABA: Powerpoint Presentation

Scenario:

Setting: A public elementary school classroom with a student diagnosed with Autism Spectrum Disorder (ASD) receiving in-home ABA therapy services.

Individuals Involved:

• Client: 8-year-old student with ASD who struggles with transitions between activities and exhibits tantrums during these times.
• BCBA: Board Certified Behavior Analyst overseeing the client’s ABA program.
• RBT: Registered Behavior Technician implementing the ABA program in the client’s home and collaborating with the teacher.
• Teacher: Client’s classroom teacher who feels overwhelmed managing the client’s tantrums during transitions.

Ethical Dilemma:

The RBT, following the ABA program designed by the BCBA, utilizes a time-out procedure to address the client’s tantrums during transitions at home. The teacher observes the effectiveness of the time-out and requests the RBT to implement it at school as well. The RBT is unsure if this is appropriate and seeks guidance from the BCBA.

Ethical Analysis Tool:

1. Identify the Relevant Ethical Code Items:

• Principle 1: Welfare and Rights of Clients
  • 1.01 Promoting client safety and well-being
  • 1.02 Respecting client autonomy
• Principle 2: Competence and Integrity
  • 2.01 Behavior analysts should provide services only within the boundaries of their competence.
  • 2.07 Collaboration with other professionals

2. Objective Facts:

• Client exhibits tantrums during transitions at home and potentially at school.
• Time-out procedure is effective at home in reducing tantrums.
• Teacher is overwhelmed and seeks a solution.
• RBT is unsure about implementing the procedure at school without proper authorization.

3. Additional Information Needed:

• School’s policies on behavior management strategies.
• Client’s Individualized Education Program (IEP) goals and behavior interventions.
• Teacher’s training and experience with managing challenging behaviors.
• Client’s parents’ perspective on implementing the time-out at school.

4. Parties Involved and Roles/Power

• Client: Most vulnerable party, relies on adults to make decisions in their best interest.
• BCBA: Holds professional responsibility for the client’s program design and implementation.
• RBT: Responsible for following the BCBA’s plan while advocating for the client’s well-being.
• Teacher: Seeks to maintain a safe and productive classroom environment.
• Parents: Have legal rights regarding their child’s education and interventions.

5. Cultural Considerations:

• Understanding of cultural norms and expectations regarding discipline.
• Ensuring the chosen intervention aligns with the client’s cultural background.

Potential Courses of Action:

1. Implement Time-out at School:

• Advantages: May effectively reduce tantrums and improve classroom management.
• Disadvantages: May not be aligned with school policy or the client’s IEP. Could be perceived as punishment rather than skill building.

2. Collaborative Development of a School-based Intervention:

• Advantages: Addresses teacher’s concerns, aligns with school policy and the IEP. Provides a consistent approach across settings.
• Disadvantages: May require additional training for the teacher and potentially be less effective than the home-based time-out.

3. Parental Consent and Communication:

• Advantages: Respects parents’ rights and ensures they understand the intervention plan. Provides opportunity for collaboration.
• Disadvantages: May delay intervention implementation.

Final Action Plan:

Selected Course of Action: Collaborative Development of a School-based Intervention.

Justification: This option prioritizes the client’s well-being while respecting school policies and parental rights.

Additional Information/Support Needed:

• Review the school’s behavior management policy and the client’s IEP.
• Consult with the teacher to understand their experience and preferred strategies.
• Collaborate with the BCBA to develop a school-based plan that aligns with the home program’s goals.
• Seek parental consent and involve them in the plan development.

Conclusion:

By carefully analyzing the ethical considerations and potential courses of action, the RBT can advocate for a solution that best serves the client’s needs in the school setting. Ethical practice in ABA requires collaboration, respect for all stakeholders, and a commitment to finding effective interventions that prioritize the client’s welfare.