Teaching and Maintaining Ethical Behavior in a Professional Organization

Abstract

In addition to continuing education mandates by the Behavior Analyst Certification Board (BACB), behavior-analytic professional organizations may adopt systems that teach and maintain ethical behavior in its employees. Systems of ethical supervision and management may allow for an organization to customize training that prevents ethical misconduct by employees. These systems may also allow supervisors to identify ethical problems in their infancy, allowing the organization to mitigate concerns before they further develop. Systems of ethical management and supervision also may help to improve services and promote consumer protection. Additional benefits might include both avoiding litigation and loss of consumers and income. These systems may promote the field of Behavior Analysis as a desirable, consumer-friendly approach to solving socially significant behavior problems.

This is a preview of subscription content, log in to check access.

References

  1. Bailey, J. S., & Burch, M. R. (2011). Ethics for behavior analysts (2nd ed.). New York, NY: Routledge.

    Google Scholar 

  2. Behavior Analyst Certification Board (BACB). (2010). Behavior Analyst Certification Board guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/Downloadfiles/BACBguidelines/1007GuidelinesFpdf.

  3. Behavior Analyst Certification Board (BACB). (2012a). Standards for Board Certified Behavior Analysts. Retrieved from http://www.bacb.com/index.php?page=158.

  4. Behavior Analyst Certification Board (BACB). (2012b). General information about the examinations. Retrieved from http://www.bacb.com/index.php?page=66.

  5. Behavior Analyst Certification Board (BACB). (2012c). Renewal, recertification, and reentry standards. Retrieved from http://www.bacb.om/index.php?page=91.

  6. Brethower, D. M., & Smalley, K. (1998). Performance-based instruction: Linking training to business results. San Francisco, CA: Jossey-Bass/Pfeiffer.

    Google Scholar 

  7. Child Welfare Information Gateway. (2010). Mandated reporters of child abuse and neglect: A summary of state laws. Retrieved from http://www.childwelfare.gov/systemwide/laws_policies/statutes/manda.pdf.

  8. Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20, 1982.)

    Article  PubMed  PubMed Central  Google Scholar 

  9. Mager, R. F. (1977). The ‘winds of change.’ Training and Development Journal, 31, 12–20.

    Google Scholar 

  10. Newman, B., Reinecke, D. R., & Kurtz, A. L. (1996). Why be moral: Humanist and behavioral perspectives. The Behavior Analyst, 19, 273–280.

    PubMed  PubMed Central  Google Scholar 

  11. Shook, G. L., & Favell, J. E. (2008). The Behavior Analyst Certification Board and the profession of behavior analysis. Behavior Analysis in Practice, 1, 44–48.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Thomas S. Higbee.

Additional information

This article was inspired by a workshop Alice Austin, Tyra Sellers, and both authors conducted at the 2011 California Association for Behavior Analysis convention. We thank Hannah M. Dulin for her comments on an earlier draft of this paper.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Brodhead, M.T., Higbee, T.S. Teaching and Maintaining Ethical Behavior in a Professional Organization. Behav Analysis Practice 5, 82–88 (2012). https://doi.org/10.1007/BF03391827

Download citation

Keywords

  • behavioral systems
  • Behavior Analyst Certification Board
  • professional development
  • staff training