Dear Don Ethics Panel: Back to School Edition

Original Air Date: October 30, 2024

CEU offered: 1.5 BACB Ethics CEU

Webinar Duration: 90 minutes

Moderator:

  • Maria Sasaki-Solis, MPH, BCBA

Panelists:

  • Matthew Brodhead, PhD, BCBA-D
  • Selena Layden, PhD, BCBA-D, LBA
  • Robert Putnamm PhD, LABA, BCBA-D, LP
  • Mawule Sevon, PhD, NCSP, BCBA


Abstract:

Students with disabilities are entitled to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) possible. The Individuals with Disabilities Education Act (IDEA, 1997) mandated functional behavior assessments (FBAs) for students with disabilities whose behavior(s) interfere with their learning. In the case of Endrew F. v. Douglas County School District, the Supreme Court (2017) ruled that students must make “meaningful progress” based on their individual needs and circumstances. Many public schools utilize a schoolwide positive behavior intervention and support (PBIS) framework (Horner & Sugai, 2015; Putnam & Kincaid, 2015) within a multi-tiered system of support (MTSS) to meet students’ behavioral needs. Students with the most intensive needs may require FBAs and behavior interventions to make meaningful progress in their individualized education plans (IEPs) and access FAPE. BCBAs play a critical role in providing this support.

BCBAs work increasingly in school settings; 12.24% of BCBAs/BCBA-Ds as self-reported to the BACB (BACB, n.d.). However, few have received supervision or training specific to school settings (abaethicshotline.com, n.d.), and little guidance or structures exist to support BCBAs in school settings (Layden, 2023). Potential ethical dilemmas BCBAs may face in school settings include:

  • Balancing school culture with scientific principles and evidence-based practices
  • Challenging interpersonal and consultative relationships
  • High volume of students on caseload
  • Inadequate supervision
  • Restraint and seclusion
  • Incomplete or improper documentation
  • Scope of competence
  • Limited professional development opportunities
  • Medically-necessary vs educational ABA services

Panelists will model ethical inquiry and decision-making processes to address real-life ethical dilemmas in school settings submitted by the CASP community.

Learning Objectives

  1. Attendees will identify applicable federal legislation and BCBAs’ role in upholding students’ rights to a free and appropriate public education.
  2. Attendees will identify at least three considerations when school-based job duties seemingly conflict with the BACB Ethics Code.
  3. Attendees will identify at least three publicly available resources for school-based BCBAs.


Instructor(s)

President, CEO, The Reilly Behavioral Group, LLC Maria Sasaki Solis, MPH, BCBA

Maria is the President of The Reilly Behavioral Group, LLC. Maria has been working with children with special needs and their families since 2003. She has served/serves on various committees for CalABA and CASP, presented to parent and community groups, as well as at professional conferences. Maria has taught at the graduate level, at the University of West Florida and at Santa Clara University. Maria graduated from Santa Clara University, magna cum laude, phi beta kappa and has an MPH from Johns Hopkins University. She is currently pursuing her PhD in ABA at Endicott College.