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| Considerations for Collaborative Service Delivery |
| Monday, May 29, 2017 |
| 4:00 PM–4:50 PM |
| Convention Center Mile High Ballroom 1C/D |
| Area: DDA/CSS; Domain: Translational |
| Chair: Laura Bassette (Ball State University) |
| CE Instructor: Laura Bassette, Ph.D. |
| Abstract: Providing effective ethical treatment to clients with autism and/or other developmental disabilities across the lifespan requires collaborative interdisciplinary teamwork between parents, teachers, behavior analysts, and other service providers. Specifically, practitioners who work in diverse settings may need to understand different organizational cultures, relevant laws, applicable policies, perspectives, and procedures from others who do not come from a behavior analytical framework. Behavior analysts who are knowledgeable of how various environmental stimuli contribute or negate to collaborative efforts are in a unique position to contribute to the success of the collaborative effort. This symposium will provide an overview of the various entities that can potentially impact cooperation amongst teams across various settings (e.g., school based special education settings, home-based applied behavior analysis settings, residential adult service settings) and how these influence interdisciplinary team members perspectives. The application of the ethical code and generalization of ethical behavior and skills will be discussed in relation to relevant ethical scenarios. |
| Instruction Level: Basic |
| Keyword(s): collaboration, ethics, interdisciplinary teams, service provision |
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| Ethical Collaboration in Behavior Analysis |
| (Service Delivery) |
| LAURA BASSETTE (Ball State University) |
| Abstract: Effective collaboration requires behavior analysts acquire, maintain, and generalize a complex repertoire of social, communicative, and professional behavior. Furthermore, the Professional and Ethical Compliance Code for Behavior Analysts mandates that behavior analysts engage in appropriate collaborative activities to advocate for the needs of their clients and provide effective treatment. It is imperative for behavior analysts to acknowledge how their behavior: influences the collaborative effort, impacts team members’ perceptions of behavior analysis, and address the overall ethical implications of these for clients. While behavior analysts are required to collaborate with others, these skills are not typically the focus of master’s level applied behavior analysis higher education programs and behavior analysts previously reported that issues with collaboration are a result of other team members’ lack of effort. The purpose of this presentation is to discuss relevant strategies behavior analysts can use to elicit ethical collaborative behavior among team members through capitalizing on known behavior analytical principles. Specific antecedent and consequence based strategies (e.g., assigning team members to specific roles during team meeting, strategies to effectively pair yourself as reinforcing with interdisciplinary team members) and managing differing expectations among stakeholders & team members will be discussed. |
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Promoting Positive Collaboration Between Parents of Children With Autism and Educators Using Behavior Analysis |
| (Service Delivery) |
| JESSICA BOSTIC (Ball State University), Laura Bassette (Ball State University) |
| Abstract: Positive collaboration among educators and parents is a vital component when developing a successful Individualized Education Plan (IEP) for students receiving special education services. Parents of students diagnosed with an Autism Spectrum Disorder (ASD) report overall negative perceptions of educators in terms of adequate preparation and knowledge of their childs unique disability. The breakdown in this partnership can be attributed to a lack of communication initiation from teachers, insufficient teacher knowledge, and differences in attitudes and opinions regarding the needs of the individual child/student. With the rapid increase in the prevalence of ASD in todays classrooms, it is highly probable that both general and special education teachers will encounter multiple students with ASD each year; however, most teachers receive minimal preparation in evidence-based practices for students with ASD. This presentation will provide recommendations for how the partnership between teachers and parents of students with ASD can be mended through high-quality training opportunities under the principles and guidelines of Applied Behavior Analysis (ABA). |
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| Common Challenges to Providing Ethically Appropriate Evidence-Based Practice in ICF/ID and Waiver Funded Settings |
| (Service Delivery) |
| FRITZ KRUGGEL (Supportive Community Innovations) |
| Abstract: The majority of individuals with developmental disabilities and/or autism who receive applied behavior analytic therapy and/or supports will also receive some amount of Long Term Care (LTC) services over the course of their lifespan. LTC for adults with disabilities typically includes a wide range of services such as: case management, residential, behavioral, and vocational rehabilitation. Currently over 8 million individuals receive publicly funded, Long Term Care disability services nationwide, at a cost of over $147 billion dollars annually. These facts alone reveal with tangible relevance the importance of efficacious collaboration with others responsible for providing care to individuals receiving LTC services, and thus the need to address how our ethics are informed and animated when working in these settings. Behavior Analysts working in ABA therapy, school, and Home and Community Based settings need to understand the variables present in Long Term Care environments and how they impact collaborative efforts in the field. The purpose of this presentation is to provide an overview of the factors that impact LTC services and how this relates to behavior analytical services. |
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