“Ethical Considerations in Writing Skill Acquisition Programs for Clients with ASD”

QUESTION

Sharon is a student in the Autism and Behavioural Science program who is currently completing her final placement with an agency that delivers IBI services to individuals with ASD. One of the assignments that she is required to complete involves writing a skill acquisition program for a client with the assistance of her supervisor. Sharon discusses this assignment with her supervisor and they decide that she will design and write a matching identical pictures program for one of the clients on her caseload. Sharon’s supervisor tells Sharon that she is very busy and won’t have time to review the program. Her supervisor tells Sharon that she trusts Sharon will do a great job given that she is at the end of her program. She also reassures Sharon by saying that the matching identical pictures program is an easy program to write. Not wanting to disappoint her supervisor, Sharon writes the program then shares it with the other therapists on the treatment team. They implement the program and collect data until mastery criteria has been met. When the time comes for Sharon to write her assignment, she decides to do so at the computer lab on campus. Once there, she sets

ANSWER

“Ethical Considerations in Writing Skill Acquisition Programs for Clients with ASD”

Introduction

The scenario presented revolves around Sharon, a student in the Autism and Behavioral Science program, and her involvement in designing a skill acquisition program for a client receiving Intensive Behavioral Intervention (IBI) services. While Sharon’s intentions are undoubtedly well-meaning, there are significant ethical considerations at play in this situation. This essay delves into the ethical dilemmas within Sharon’s actions, discussing the potential consequences of her choices.

Ethical Responsibility and Supervision

First and foremost, it’s essential to recognize the ethical responsibility that professionals, including students, have when working with vulnerable populations like individuals with Autism Spectrum Disorder (ASD). Sharon’s role in designing a skill acquisition program carries significant weight, as the program’s success directly impacts the client’s progress.

Supervision is a fundamental component of any therapeutic setting. Sharon’s supervisor’s decision not to review the program can be seen as a breach of her ethical responsibility to ensure the quality of care provided. While the supervisor expresses trust in Sharon’s abilities, the absence of oversight raises questions about the ethical foundation of the therapeutic process.

Appropriate Training and Skill Level

In the field of Autism and Behavioral Science, designing skill acquisition programs requires specialized knowledge, training, and experience. Sharon’s supervisor’s statement that the task is “easy” may undermine the complexity of the process. Underestimating the intricacies of designing a program for an individual with ASD can lead to unintended negative consequences for the client.

Peer Collaboration

Sharon’s decision to have the program implemented by other therapists on the treatment team can be viewed as both a positive and negative aspect. Collaboration among professionals can lead to innovative solutions and shared learning experiences. However, the lack of initial supervision or review could potentially result in the program’s inadequate design or incorrect implementation, potentially impacting the client’s progress negatively.

Data Collection and Professional Development

Sharon’s choice to write her assignment independently and only when necessary raises questions about her approach to professional development. Reflecting on the work performed, sharing experiences with colleagues, and seeking feedback from experienced professionals are crucial for continuous growth and competence.

Conclusion

In the field of Autism and Behavioral Science, ethical considerations should guide every decision and action. Sharon’s situation highlights the importance of adherence to ethical responsibilities, the need for appropriate supervision, and recognition of the complexity of the field. Collaboration and continuous professional development are essential for ensuring the best outcomes for individuals with ASD. Ultimately, ethical practice in this field is not merely a matter of compliance; it is the foundation upon which clients’ well-being, progress, and quality of care depend. In addressing the ethical concerns raised in this scenario, the field can continue to evolve and make a lasting positive impact on the lives of individuals with ASD.