Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1 & 2

Organiser: Ms Helena O Boyle

This module will be devoted to establishing in-depth knowledge of clinical behaviour analysis, the ethical and professional standards, the BACB Professional and Ethical Compliance Code for Behaviour Analysts and the application of behavioural analysis to the needs of clients from a variety of clinical populations (e.g., developmental disabilities, mental illness, special education), and an in-depth understanding of ethical and professional issues within these settings, particularly as relevant to UK and Welsh law. Students will gain an advanced knowledge of the BACB Professional and Ethical Compliance Code for Behaviour Analysts.

The course will consider ethics in behaviour analysis. The content is drawn from the BCBA Task List (5th Edition), Section 1: Foundations, Content Area E: Ethics

1. Responsible conduct of behaviour analysts
2. Behaviour analysts’ responsibility to clients
3. Assessing behaviour
4. Behaviour analysts and the behaviour-change program
5. Behaviour analysts as supervisors
6. Behaviour analysts’ ethical responsibility to the profession of behaviour analysis
7. Behaviour analysts’ ethical responsibility to colleagues
8. Public statements
9. Behaviour analysts and research
10. Behaviour analysts’ ethical responsibility to the BACB

excellent

70%>

• Depth of insight into behavioural principles underpinning the applications of behaviourism in the real world.
• Comprehensive and detailed knowledge of applied behaviour analysis.
• Excellent understanding and original interpretation of theoretical issues with no factual errors.
• Clear evidence of critical analysis and insightful evaluation of theory and research.
• Logically presented and defended arguments presented with coherent synthesis and original interpretation.
• Answer focused on question, with no irrelevant material and clear structure.
• Well-structured argument showing focus and clarity of argument and expression.

threshold

50%%>

• Some basic consideration underpinning principles of the applications of behaviourism in the real world.
• Adequate knowledge of some of the key concepts in applied behaviour analysis only.
• Weaknesses in understanding theoretical issues with multiple/major factual errors.
• Limited evidence of critical analysis and evaluation of theory and research.
• Arguments are presented briefly, but they are weak with no synthesis or original interpretation.
• Answer only briefly focused on question and with some irrelevant material and poor structure.
• Weak argument with disjointed structure and major APA format errors.

good

60%>

Some insight into the applications of behaviourism in the real world. • Strong knowledge of key concepts in applied behaviour analysis. • Solid understanding of theoretical issues mostly free of factual errors. • Evidence of critical analysis and evaluation of theory and research. • Coherent arguments presented, with some limited synthesis and original interpretation • Answer focused on question, but with very little irrelevant material and clear structure • Well-structured presentation showing focus of argument and expression.

1. Students will explain how behaviour analysts make ethical decisions with regards to treatment decisions.

2. Students will consider how behave in accordance with the Professional and Ethical Compliance Code for Behaviour Analysts

3. Students will consider the complexity of ethical issues that are commonly experienced by practicing behaviour analysts

4. Students will critically analyse the how their own professional codes, laws, and personal moral code interacts with the BACB ethical guidance.

Type	Name	Description	Weight
	Final Exam		50.00
	Ethical Conduct in Behaviour Analysis		50.00

		Hours
Private study	Students will be expected to complete the given readings and prepare for any in-class activities. Private study will also include exam preparation.	152
Lecture	Lectures will be pre-recorded and students will be able to access the lectures at any time. The lecture time will include time spent reading and evaluating relevant papers, completing unmarked MCQ and interacting with an on-line community of students.	36
Seminar	Seminars will run for 90 minutes every week for 8 weeks. Two seminar groups will be conducted; the content in each group will be same. The seminars will be delivered synchronous in person if allowed and also via a remote platform. Students will be able to choose which seminar group to attend. The seminars will be an opportunity for students to consider how to apply the information they learned in lectures to clinical practice. Seminars are optional and will not be recorded because we anticipate students may wish to discuss confidential, clinically relevant material.	12

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• Understand the scientific underpinnings of psychology as a discipline.
• Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
• Communicate psychological concepts effectively in written form.
• Communicate psychological concepts effectively in oral form.
• Be computer literate for the purpose of processing and disseminating psychological data and information.
• Retrieve and organise information effectively.
• Handle primary source material critically.
• Engage in effective teamwork for the purpose of collaborating on psychological projects.
• Be sensitive and react appropriately to contextual and interpersonal psychological factors.
• Use effectively personal planning and project management skills.
• Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
• Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
• Reason scientifically and demonstrate the relationship between theory and evidence.
• Carry out empirical studies by operationalizing research questions, generating hypotheses, collecting data using a variety of methods, analysing data using quantitative and/or qualitative methods, and present and evaluate research findings (under appropriate supervision).
• Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
• Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
• Be aware of ethical principles and approval procedures.

Resource implications for students

none

Talis Reading list

http://readinglists.bangor.ac.uk/modules/plp-4044.html

Reading list

Core Text: Bailey, J.S. & Burch, M.R. (2016). Ethics for Behaviour Analysts. 3rd Edition. London: Routledge

Cooper, J.O., Heron, T.E., & Heward, W.L. 2nd Ed. (2007) Applied Behavior Analysis. NY. MacMillan.

BACB: Professional and Ethical Compliance Code (www.bacb.com)

Recommended Reading:

Brodhead, M. T. (2020). A Workbook in behavioral systems analysis and ethical behavior. East Lansing, MI:BetterABA. Bailey, J. S., & Burch, M. R. (2019). Analyzing ethics questions from behavior analysts: A student workbook. New York: Routledge. Beirne, A. B., & Sadavoy, J. A. (2019). Understanding ethics in applied behavior analysis: Practical applications. New York: Routledge. Sush, D., & Najdowski, A. (2019). A workbook of ethical case scenarios in applied behavior analysis. Academic Press: London. Brodhead, M. T., Cox, D. J., & Quigley, S. P. (2018). Practical ethics for effective treatment of autism spectrum disorder. Academic Press: London. Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York: Routledge.

Compulsory in courses:

• C8EB: PGDip Applied Behaviour Analysis year 1 (DIP/APPBA)
• C8EN: MSc Applied Behaviour Analysis with Practicum year 1 (MSC/ABAP)
• C8EC: MSc Applied Behaviour Analysis year 1 (MSC/APPBA)