How many sections does the RBT Ethics Code have?

THE SUNLAND MIAMI SCANDAL1

The Sunland Training Center in Miami, a residential facility for several hundred disabled clients, became “ground zero” for an abuse investigation that rocked the state of Florida in 1972. After a report of abuse from a parent of a client in April 1971, the Florida Division of Mental Retardation (now the Agency for Persons with Disabilities) and the Dade County attorney’s office began an intensive investigation of resident abuse. The director of the State Health and Rehabilitative Services (HRS) Division of Retardation formed a nine-member Blue Ribbon Panel to make recommendations on what to do next in terms of treatment and protecting residential clients from harm. There was very little applied research available at this time. The Journal of Applied Behavior Analysis, the professional journal of behavior analysis, had first been published only in 1968, so there was very little research that existed on the application of behavior principles. Further, there was no code of ethics for behavioral researchers or practitioners at this time.

RECOMMENDATIONS OF THE BLUE RIBBON COMMITTEE

The Blue Ribbon Committee took on itself the additional responsibility of making recommendations to prevent any future systematic abuses in the name of behavior modification in the state of Florida. These included strong support for a statewide advocacy program in which staff members would be allowed to make unannounced visits to residential institutions and to collect information from key personnel as well as residents, parents, staff, and concerned citizens. In addition, the committee recommended professional peer review of all behavior programs to ensure that treatment was derived from the literature and that no procedures would be used that were considered “experimental.”

FOLLOW-UP

The Florida Association for Retarded Children (now the Association for Retarded Citizens of Florida) took up the cause of humane treatment and ultimately endorsed the notion of supporting data-based behavioral treatment, using strict guidelines, under close supervision by properly trained professionals. The Division of Retardation instituted reforms, including setting up both statewide and local peer review committees for behavior modification programming in facilities throughout Florida.

The Florida Statewide Peer Review Committee for Behavior Modification (PRC) then established a set of guidelines for the use of behavioral procedures, which were subsequently adopted by the National Association for Retarded Citizens (MR Research, 1976) and by the Florida Division of Retardation. The state-funded PRC proceeded to make visits to institutions around the state over the next several years educating staff members about the guidelines and making recommendations for more ethical treatment. The PRC, in conjunction with Florida Association for Behavior Analysis (FABA) (founded in 1980), began the process of certifying behavior analysts via a testing program sponsored by the Division of Retardation. In 1988, the FABA membership adopted the FABA Code of Ethics, the first state association to do so.

Ethics is concerned primarily with the edict to “do no harm.” In the Florida case, we saw how great harm could be done by well-meaning people and that when appropriate, comprehensive strategies were adopted, abuse was prevented.

It is the purpose of this volume to try to elucidate the current Behavior Analyst Certification Board RBT Ethics Code to assist registered behavior technicians in making the right choices on a daily basis.

1. DOING NO HARM

The phrase “Do no harm” is typically referred to as appearing in the Hippocratic oath that is taken by physicians. Although no behavior analyst would knowingly do harm, it can come in subtle forms that need to be attended to carefully. One obvious example is that of a behavior analyst who is practicing outside his or her area of expertise (RBT Codes 3.03, 3.04, and 3.05).

2. RESPECTING AUTONOMY

To respect one’s autonomy means to promote his or her independence or self-sufficiency. Clearly, the basic procedures of behavior analysis are designed to do just this: prompting, shaping, chaining, and fading and the use of conditioned reinforcers, token economies, and supportive environments are all designed to change behavior in such a way that the person can ultimately deliver his or her own reinforcers rather than depending on a mediator.

3. BENEFITING OTHERS

It almost goes without saying that the primary role of behavior analysts is to benefit others in whatever setting or situation they may work. This principle can often put the behavior analyst at odds with other professionals and requires frequent checks on “who is the client?” in any given situation.

4. BEING JUST

This principle is very basic and is directly derived from the “Golden Rule.” Being just means that you should treat others as you would like to be treated. A further refinement of this rule might ask, “How would I like my mother or my child to be treated in similar circumstances?” Questions of just treatment arise often in behavior analysis because there is often so little known about the origins of a particular behavior, and functional relationships often assumed are yet to be determined.

5. BEING FAITHFUL

Well-respected professionals attain their reputation based on the trust placed in them by others. Those who are loyal, trustworthy, and honest (RBT Code 1.03) are sought out as dependable and reliable sources of wise counsel and effective, ethical treatment. Being truthful and honest with clients, colleagues, and administrators provides the basis for long-term relationships that make for a successful career.

6. ACCORDING DIGNITY

Many of the clients we serve are not able to effectively represent themselves. They may be nonverbal or simply unable to get someone to listen to them. If their wishes are unknown and they are unable to make choices, they may become depressed and present behavior problems that come to the attention of a behavior analyst. Although it is not a “behavioral” term, low self-esteem seems to capture the essence of a person who has not been afforded dignity. As behavior analysts, our job is to make sure that every client is treated with dignity and respect. Behaviorally, this means that we would work with clients on acquisition skills to make sure that they are able to voice or signal their needs to those around them. These individuals should be given choices throughout the day and allowed to exercise their preferences for food, clothing, roommate, activities, and living conditions (RBT Codes 2.01 and 2.02). Other more subtle ways of according dignity involve the language we use to talk to or about clients. If you want to know how Bertha feels about her treatment plan, you could ask the staffor family, or you could ask Bertha herself. Clients should be addressed by name in a friendly fashion using eye contact and a pleasant smile—the kind of treatment you expect when you go to a doctor’s or dentist’s office.

7. TREATING OTHERS WITH CARING AND COMPASSION

Many of the previous ethical principles relate to this ethical principle. If, as a behavior analyst, you respect the autonomy of clients, work to benefit them, and devise programs that accord them dignity, you will automatically be treating clients with care and compassion. This value also suggests not only that clients be given choices but also that interpersonal relationships should demonstrate sympathy and concern.

8. PURSUIT OF EXCELLENCE

Behavior analysis is a rapidly growing field. RBTs need to stay current with new developments as well as constantly updated BACB rules and regulations that are posted in the BACB Newsletter. Excellence in this profession means being at least aware of the latest research in the field, and if you are an RBT, it means working with your BCBA supervisor to ensure that your team is using the most up-to-date methods and procedures in your practice of behavior analysis. Ideally, RBTs would subscribe to one of the key journals in the field and attend state association meetings if at all possible.

9. ACCEPTING ACCOUNTABILITY

RBTs have a tremendous responsibility in providing treatment according to the behavior plan that has been generated by the BCBA supervisor. Treatment fidelity means following the plan exactly as you were trained to do and as it is written. Taking data according to the protocol provided is another part of treatment fidelity and is essential for your accountability.

RBTs do not begin their ethical training in college; it begins long before that. Psychologists have established that ethical standards are likely well set by the time a child ventures into junior high school. Those morals set in childhood may conflict with what it means to be a professional. It is for these reasons that the RBT Ethics Code has been developed for behavior analysts. It is our hope that by reviewing these principles and examining the RBT Code carefully, RBTs will come to see the value in adopting a set of responsible behaviors that will advance the profession and provide respect to the important field of behavior analysis.

PREAMBLE

Registered Behavior Technicians are on the frontline of treatment. This is especially true when working with children diagnosed wit...