DecisionMakingProject2022.pdf

    DECISION MAKING PROJECT

    O v e r v i e w

    In this course, you will complete a project on ethical decision making. The result will be in the form of a

    presentation. This project is due in Module 8, so that students can share their presentation in the last class.

    Rosenberg and Schwartz spearheaded the movement to a decision-making process that the 2022 Ethical

    Code for Behavior Analysts adopted. As you move through the course, be thinking about how the topics

    and codes may present a “gray” area to decipher when discerning between what is ethically right and

    what is ethically wrong.

    For this project, you will either:

    • Report a real-life ethical dilemma you or a colle ague have experienced

    • Create an original ethical dilemma

    Use the Rosenberg and Schwartz article and address Steps 1 – 3 (see Figure 1). You will present this

    process via a PPT presentation (or similar software, such as Keynote) in class. Those unable to present in

    live class will be required to use the record function on PPT (or other desktop recording software) and

    share with your instructor at least 24 hours before the Module 9 virtual class.

    Dire c t ions:

    Be sure to be familiar with the decision-making process. Although this assignment is presented at this time,

    it is best to continue to draft ideas and scenarios until you are exposed to most of the content. Once you

    feel prepared, write a clear and well-defined scenario. From there, you will follow the decision-making

    process and create a PPT presentation with at least the following slides (you may add slides, if needed):

    1. Title Slide

    ● Should include your name and general title of the discussion (e.g., Decision

    Making Guide to conflicts of interest)

    2. Scenario Slide

    ● While PPT slides should not typically contain excess verbiage, it will be necessary to paste

    your entire scenario onto this slide. The scenario should present an obvious ethical

    dilemma with specific contextual information, such as important characteristics of the

    individual, setting, relevant relationships between individuals, etc. that will allow

    adequate examination of the scenario.

    DECISION MAKING PROJECT

    ● Example (used throughout the instructions):

    ● Parents ask their ABA provider, Arya, to coach their 6-year-old with down

    syndrome to learn how to swim. The BCBA is a certified swimming instructor on

    the weekends and has experience training individuals with varying intellectual

    abilities. The family lives in Hawaii (mom is a professional surfer and the father

    works for the local aquarium) and is concerned for their child’s lack of water

    safety skills and a lack of providers in this context. The beach, animals, and

    spending time with family are all highly preferred for the learner. Should Arya

    enter the dual relationship?

    3. Step 1: Why does this trigger your ethical radar?

    ● Be sure to follow the prompts in step 1, identifying the dilemma, the possible

    guiding BACB code, and any personal values or biases you bring to the scenario.

    ● It is fine to use more than one slide, if necessary.

    ● Example:

    ● Despite being one of the most qualified swim instructors for this population,

    the swim coach would be entering a dual relationship with the family (BACB

    Code 1.11)

    ● Arya’s behavior analytic training and background has instilled adherence

    to the Code and the BA verbal community has cautioned against multiple

    relationships with the rationale that it could impair objectivity and blur

    lines.

    ● Arya also wants to advance values, ethics, and principles of the

    profession.

    4. Step 2: Brainstorm Solutions

    ● Derive at least (2) different conclusions, one based solely on the code and

    another based on the context of the situation

    ● Example:

    ● BACB Code 1.11

    “. . . behavior analysts avoid entering into or creating

    multiple relationships”

    ”“. . . seek to resolve the multiple relationship”

    DECISION MAKING PROJECT

    ● Other solution

    Honor the request under specific conditions designed for the protection of the

    learner, the BCBA, and the profession (i.e., clear delineation and definition of

    both roles, transparent and well-documented billing procedures).

    Can still adhere to code 1.11 “behavior analysts develop appropriate safeguards

    to identify and avoid conflicts of interest in compliance with the Code and

    develop a plan to eventually resolve the multiple relationship. Behavior analysts

    document all actions taken in this circumstance and the eventual outcomes. ”

    5. Step 3: Evaluate the Solutions

    ● Compare and contrast your two solutions and highlight at least 3 – 5 pros and cons for

    each solution. Consider any relevant variables listed in Figure 1, such as safety, dignity,

    outcomes, relationships, culture, etc.

    ● Example:

    ● Dual relationship is avoided.

    ● Relationship with the parents may be harmed

    ● Missed opportunity to disseminate and expand profession’s reach

    ● Child still without skills to swim

    ● Dual relationship is entered

    ● Risk of impaired objectivity

    ● Role confusion

    ● Unethical billing possibilities

    ● Socially valid

    ● Opportunities for intersection of interventions addressing safety,

    independence, and communication

    6. Conclusion

    ● Select the outcome you chose, highlighting the key elements for your decision.

    Presentation Requirements

    Whether the presentation is recorded or live, it is expected that the presenter will speak clearly, so

    that all words are audible. It is also expected that the presenter will be prepared and articulate the

    information on the slides in a smooth and controlled manner (i.e., deliver pertinent information

    without long pauses or repetition of filler words).

    DECISION MAKING PROJECT

    Criteria 20 Points 10 Points 0 Points Presentation Speaker was audible

    and articulate.

    Speaker was either

    audible or

    articulate, but not both.

    Speaker was neither

    audible or articulate.

    If assignment was not

    submitted in time for

    live lecture, students

    will receive a “0” in

    this area.

    Title Slide The section was

    present and the

    author included a

    relevant title and

    their name.

    The section was

    present, but the

    author omitted

    either the title or

    name.

    The section was not

    present or the author

    omitted all aspects of

    the section.

    Scenario Slide The scenario was well

    defined, including all

    contextual variables required.

    The scenario was

    defined, but some

    contextual

    variables were missing.

    The scenario was not

    well defined, missing

    contextual variables

    required to evaluate the situation.

    Step 1 Slide The slide presented a

    one-sentence

    explanation of the

    dilemma, identified

    the relevant BACB

    code, and conveyed

    personal values or

    biases related to the scenario.

    The slide was present

    but the author only

    addressed 2/3

    required elements.

    The slide was either

    not present or only

    addressed 1/3

    required elements.

    Step 2 Slide The slide was present

    and identified a BACB

    Code related solution

    and an alternative

    solution.

    The slide was

    present, but was

    missing 1/2 required

    elements.

    The slide was either not

    present or did not

    address any required

    elements.

    Step 3 Slide The slide was present

    and listed at least 3 – 5

    pros or cons to each solution.

    The slide was

    present, but only

    listed 2 pros or cons

    on one of the solutions.

    The slide was either not

    present or did not

    provide pros or cons to

    each solution.

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