1. Individual Behavior Change Program Guideline 4
Natalia Szmacinski
Caldwell College

2. Outline Describing conditions for program success
Environmental conditions that preclude implementation
Environmental conditions that hamper implementation
Approving interventions
Reinforcement and punishment
Avoiding harmful reinforcers
Ongoing data collection
Program modifications
Program modifications consent
Least restrictive procedures
Terminating criteria
Terminating clients

3. THEN…. Supporters described behavior analysis as “fluid” interventions
Detractors described it as “making it up as they went along”
Extensions of laboratory procedures with adaptations for humans and setting
Intervention protocols were not written down
Consent not collected
Data always collected

4. …NOW Behavior analysis is seen as a therapy
Consent of client or surrogate must be obtained
Other protocols: least restrictive procedures, avoiding harmful consequences, involving the client in program modifications
Recommendation of reinforcement over punishment
Ongoing data collection
Termination criteria
Current guidelines prevent “open-ended treatment”

5. GUIDELINE 4.0: The behavior analyst and the individual change program
Designs programs that are based on behavior analytic principles, including assessment of effects of other intervention methods
Involves the client or the client-surrogate in the planning of such programs
Obtains the consent of the client
Respects the right of the client to terminate services at any time

6. Describing conditions for program success (Guideline 4.01)
The behavior analyst describes to the client or client- surrogate the environmental conditions that are necessary for the program to be effective
Stated as a series of contingencies statements
Find the function of the behavior and then find a way to gain control over the key maintaining variables
THEN toilet training will more likely be effective and satiation can be avoided
IF Billy can only have M&Ms when he uses the potty appropriately

7. Environmental conditions that preclude implementation (Guideline 4.02)
If environmental conditions preclude implementation of a behavior analytic program, the behavior analyst recommends that other professional assistance (i.e., assessment, consultation, or therapeutic intervention by other professionals) be sought.

8. Environmental conditions that hamper implementation (Guideline 4.03)
If environmental conditions hamper the implementation of the behavior analytic program, the behavior analyst seeks to eliminate the environmental constraints, or identifies in writing the obstacles to doing so.
Minimum conditions for a program to be effective
Stable environment
Control over reinforcers
Consistency
Cooperation of key parties

9. Approving interventions (Guideline 4.04)
The behavior analyst must obtain the client’s or client-surrogate’s approval in writing of the behavior intervention procedures before implementing them.

10. Reinforcement and Punishment (Guideline 4.05)
The behavior analyst recommends reinforcement rather than punishment whenever possible. If punishment procedures are necessary, the behavior analyst always includes reinforcement procedures for alternative behavior in the program

11. Avoiding harmful reinforcers (Guideline 4.06)
Cigarettes
Sugar-laden food
Fat-laden food
The behavior analyst minimizes the use of items as potential reinforcers that may be harmful to the long-term health of the client or participant, or that may require undesirable marked deprivation procedures as motivating operations

12. Ongoing data collection (Guideline 4.07)
The behavior analyst collects data, or asks the client, client- surrogate, or designated others to collect data needed to assess progress within the program
Why?

13. Program modifications (Guideline 4
Program modifications (Guideline 4.08) & Program modifications consent (Guideline 4.09)
Program modifications: The behavior analyst modifies the program on the basis of data
Program modifications consent: The behavior analyst explains the program modifications and the reasons for the modifications to the client or client-surrogate and obtains consent to implement the modifications

14. Least restrictive procedures (Guideline 4.10)
The behavior analyst reviews and appraises the restrictiveness of alternative interventions and always recommends the least restrictive procedures likely to be effective in dealing with a behavior problem

15. Terminating criteria (Guideline 4.11)
The behavior analyst establishes understandable and objective criteria for the termination of the program and describes them to the client or client-surrogate

16. Terminating clients (Guideline 4.12)
The behavior analyst terminates the relationship with the client when the established criteria for termination are attained, as in when a series of planned or revised intervention goals has been completed

17. Ethical Principles of Psychologists & Code of Conduct
BACB
APA
Describing conditions for program success
Environmental conditions that preclude implementation
Environmental conditions that hamper implementation
Approving interventions
3.10: Informed Consent
Reinforcement and Punishment
Avoiding harmful reinforcers

18. Ethical Principles of Psychologists & Code of Conduct
BACB
APA
Ongoing data collection
6.01: Documentation of Professional and Scientific Work and Maintenance of Records
Program modifications
Program modifications consent
Least restrictive procedures
Terminating criteria
Terminating clients
10.10: Terminating therapy
ABA is clearly a unique field with very specific guidelines!

19. Case Studies
Dr. G is a BCBA who provides behavior consultations for a private school for children with disabilities. Recently, the school decided to do intensive off-site training for all staff. This resulted in classes being short-staffed every day, and the staff who remained at the school no longer had time to implement interventions appropriately or collect data.
Which guideline corresponds to this dilemma?
How should Dr. G handle this situation?

20. Case Studies
Ben is a teacher at a public school that provides ABA services to children with disabilities. One of his students has a DRO of 1 minute to reduce levels of stereotypy.. If the student does not engage in any stereotypy for 1 minute, he receives an Oreo.
Which guideline corresponds to this case?
What are some special considerations that Ben should take with this intervention?

21. Case Studies
One of Ben’s students has recently begun dropping to the floor during programs such as matching numbers and receptive discrimination of colors. Paraprofessionals in the class suggest that the student is not on age-appropriate programs because he can expressively identify numbers and colors and that he is simply bored with his current programs. Ben decides to put in a behavior intervention that involves removing tokens whenever the student drops to the floor.
Which guideline corresponds to this dilemma?
What should Ben have done?

22. Summary
Developing, implementing, and terminating an individual behavior change program requires careful planning, consideration, thoughtfulness, and responsibility.
The client or client-surrogate must be involved throughout the entire process.
Behavior change programs must not be harmful to the client.

23. Questions or comments?

24. References Bailey, J & Burch, M. (2011) Ethics for Behavior
Analysts. 2nd Expanded Edition. Routeledge, New York.
Ethical Principles of Psychologists and Code of Conduct Amendments.
Behavior Analyst Certification Board. Guidelines for responsible Conduct.