Ethical Issues in Functional Behavior Assessment in Applied Behavioral Analysis
***Note: I need you to use the following book "Conducting School-Based Functional Behavioral Assessments: A Practitioner's Guide"
Explains the following:
History: Thoroughly describe:
“Old School” methods of intervention (Topography-based interventions; Case-based interventions; Individual/Team Preference-based interventions)
Evolution: Thoroughly discuss:
Individuals with Disabilities Education Improvement Act as it pertains to Functional Behavior Assessment
Indirect Assessment and Direct Descriptive Assessment as components in the Functional Behavior Assessment
Applied behavior analysis: Function-based interventions
Supportive Evidence of the efficacy of function-based intervention
Operant Conditioning
Three-term contingency
In your own words, define and explain the importance of the following Behavior Analyst Certification Board’s “Ethics Code for Behavior Analysts”:
2.13 Selecting, Designing, and Implementing Assessments
2.14 Selecting, Designing, and Implementing Behavior-Change Interventions
2.17 Collecting and Using Data
2.12 Considering Medical Needs
2.08 Communicating About Services
2.11 Obtaining Informed Consent
You will use your assigned readings from Units 1-3, as well as the seminar slides and supplemental sources, such as the BACB “Ethics Code for Behavior Analysts.”
Answer all the questions in complete sentences and paragraphs.
Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the psychology profession.
Reference slide: Sources listed in APA format.
Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
Use standard 1" margins on all sides.
Use APA formatting and citation style.
Evaluating the Ethical Issues in Functional Behavior Assessment in Applied Behavioral Analysis
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History
Functional behavioral evaluation can be dated back to the early 1960s. At the time, behaviour analyzers were mainly concerned with topography-based treatments, which concentrated on physical aspects of behaviour, such as regularity, length, and severity, rather than the function or purpose of the behavior (Steege et al., 2019). This strategy was ineffectual and did not significantly change the individual's behavior.
In the 1970s, the focus was on case-based treatments, which factored on the individual's surroundings and particular behaviors. This strategy was more successful than topography-based interventions but did not result in long-term behavioral change.
Then analysts concentrated on individual/team preference-based treatments in the 1980s. These interventions focused on identifying potential motivators for behavior change by examining the individual's preferences, beliefs, and hobbies. This method was more effective and resulted in higher effectiveness in behavioral interventions.
Functional behavior evaluation is now an evidence-based technique used to determine the purpose of challenging behaviors and create successful behavior interventions. It is founded on ABA concepts such as data-driven decision-making and the evaluation of individual variations (Steege et al., 2019). FBA entails assessing the individual's surroundings, determining the purpose of the behavior, and creating an individualized behavior intervention strategy.
Practitioners must ensure data is gathered ethically and used responsibly to avoid potential misuse, intrusive interventions, and individual damage. Moreover, they should consider the individual's rights and integrity when creating and executing behavior interventions.
Evolution
Individuals with impairments Education Improvement Act (IDEA) of 2004 mandates schools to provide an adequate education to all students with impairments, including those with complex behaviors. The legislation mandates schools to use functional behavior assessment (FBA) when creating behavior intervention strategies as part of this obligation (Steege et al., 2019). FBA is a method for determining the purpose or function of challenging behaviors exhibited by people with impairments. It is evidence-based strategy practitioners use to create and execute successful behavior intervention strategies based on applied behavior analysis (ABA) concepts.
Indirect evaluation is a component of functional behavior assessment that includes gathering information from sources such as instructors, parents, and other professionals who interact with the person (Wilder et al., 2018). This evaluation form helps determine the problematic behavior's causes, repercussions, and potential functions. On the other hand, direct detailed assessment entails straight observation of the individual's behavior to determine the causes and effects of the behavior. This form of evaluation helps determine the behavior's purpose and know the context in which it happens.
Furthermore, function-based interventions target the function or reason for challenging behaviors. Based on ABA principles, this form of intervention centers on learning why behavior happens and designing interventions to target the role of the behavior. Research demonstrating the effectiveness of function-based interventions involves studies demonstrating that these interventions successfully decrease challenging behaviors in people with disabilities (Walker & Snell, 2017). Furthermore, operant conditioning improves quality of life and increases ability to engage in activities, while positive and negative reinforcement change behavior (Boakes, 2021). Function-based interventions modify an individual's behavior and improve the chance that the behavior will occur.
The three-term contingency operant conditioning paradigm includes an antecedent, action, and consequence. The antecedent is a cue that causes the behavior to occur, the behavior is the reaction to the stimulus, and the effect is the result of the behavior (Krispin, 20...