Please review the Model for Ethical Decision Making: Part 3 resource and the following scenario from Bailey and Burch (2022, p. 182):

Case 3.04 – Managing Mom

“I am looking for advice on how to manage a parent who constantly discusses her personal life and her other child. She cries and spends 90% of my ABA time talking about things other than my actual client. None of my passive or subtle (and not so subtle) cues have helped. She is a professional in a related field, and I feel as though she is treating me as her sounding board/friend/coparent rather than a BCBA working with her daughter. I do not interact and do not respond to the inappropriate topics. I am feeling uncomfortable and believe that my time is not used appropriately by this client. I’d love some advice on how to get her to be more professional and appropriate to avoid her trying to develop a dual relationship.”

Considering the content of this case scenario, please answer the following questions utilizing part three of the model for ethical decision making:

• Utilizing your metacognitive skills, please reflect on the results of your decisions in this scenario.
• How could the utilization of a Declaration of Professional Practices and Procedures support a successful resolution in this scenario?
• How did specific code standards support your decisions?
• Are any further steps needed in this particular situation?
• What have you learned that will affect your future ethical decisions?

ANSWER

 Ethical Decision Making in Managing a Parent’s Behavior: A Reflection

Introduction

In the scenario presented, the Applied Behavior Analysis (ABA) practitioner faces an ethical dilemma concerning the behavior of a parent who constantly discusses personal matters during ABA sessions. The practitioner is concerned about the inappropriate use of time and the potential development of a dual relationship with the client’s parent. To address this situation ethically, we will utilize Part Three of the Model for Ethical Decision Making and explore how metacognitive skills, a Declaration of Professional Practices and Procedures, specific code standards, and potential further steps can guide the practitioner towards a successful resolution.

Utilizing Metacognitive Skills

Metacognitive skills involve critical self-reflection and awareness of one’s thoughts and actions. In this scenario, the ABA practitioner demonstrated metacognitive skills by recognizing the inappropriate behavior of the parent and acknowledging the discomfort caused by it. By not engaging in or responding to the inappropriate topics, the practitioner attempted to maintain professional boundaries and focus on the client’s needs. Reflecting on the outcomes of these decisions, the practitioner might have realized the importance of addressing the situation more assertively to maintain a productive and ethical therapeutic environment.

Declaration of Professional Practices and Procedures

Utilizing a Declaration of Professional Practices and Procedures can support a successful resolution in this scenario. The practitioner can present a written document outlining the expectations and boundaries for parent-professional interactions during ABA sessions. This declaration should clearly state the primary purpose of the sessions and encourage discussions related to the client’s progress and goals. By presenting this document to the parent, the practitioner establishes a framework for professional conduct and reinforces the importance of maintaining a client-centered focus during sessions.

Specific Code Standards

Professional codes of conduct, such as those established by the Behavior Analyst Certification Board (BACB), offer guidance for ethical decision making in ABA practice. The practitioner can refer to specific code standards to support their decisions in this scenario. For example, adhering to the BACB’s guidelines on maintaining professional boundaries (e.g., 1.04 Avoiding Dual Relationships) reinforces the importance of avoiding personal relationships with clients or their families that may interfere with professional responsibilities. By referencing these code standards, the practitioner strengthens their commitment to ethical conduct and promotes the well-being of the client.

Further Steps

In this particular situation, the practitioner may need to take further steps to address the parent’s inappropriate behavior effectively. These steps could include scheduling a separate meeting to discuss professional boundaries, reiterating the primary focus of the ABA sessions, and establishing clear consequences for continued inappropriate behavior. If the parent’s behavior persists despite these efforts, involving the client’s treatment team or supervisor may be necessary to ensure a consistent approach and reinforce the importance of professional conduct.

Lessons Learned for Future Ethical Decisions

Through this scenario, the practitioner may have learned the importance of setting clear expectations and boundaries from the outset of the therapeutic relationship. Communicating and reinforcing these boundaries regularly can help prevent potential ethical dilemmas and maintain a client-centered approach. Additionally, the practitioner may recognize the need for assertiveness and effective communication in addressing inappropriate behavior, ensuring that the client’s best interests remain the central focus of the sessions.

Conclusion

Navigating ethical dilemmas in ABA practice requires thoughtful reflection and adherence to professional standards. By utilizing metacognitive skills, a Declaration of Professional Practices and Procedures, specific code standards, and taking appropriate further steps, the ABA practitioner can effectively address the parent’s inappropriate behavior and maintain a client-centered focus. This scenario serves as a valuable learning experience, highlighting the significance of establishing and reinforcing professional boundaries to ensure ethical and effective ABA interventions in the future.