Working in a school where the Principal was my boss ans ordered me to do things inconsistent with my professional recommendation and/or the Code of Ethics.
1. Lack of following professional guidelines- no specific person is assigned to "police" the practice. Issues such as supervision requirements - how competency checks are completed, the documentation is kept, shared, and stored by agencies. Meeting for supervision is not met per the guidelines, signing of documentation, and ensuring the supervisee is knowledgeable regarding the process. Without the information provided, the supervisee cannot self-monitor, which is a needed skill.
1. Lack of following professional guidelines- and no specific person is assigned to "police" the practice. Issues such as supervision requirements - how competency checks are completed, the documentation is kept , shared, and stored by agencies. Timing in the meeting for supervision, signing of documentation, and ensuring the supervisee is knowledgeable regarding the process . Without the information provided, RBTs are not able to self-monitor.
Some SLPs in the school setting not valuing the training/expertise of BCBAs when it comes to identifying and coaching on functional communication. I'm specifically speaking on opportunities for collaboration, not the trumping of BCBAs expertise over that of an SLP who likely has a more extensive background. This often leads to a behavior being labeled as a behavior only or a speech only issue, thus eliminating collaboration. This is a similar issue that arises when mental health and interfering behavior cross paths.
I have found that teachers do not have the time or want to follow through with recommendations.
Ignoring psychiatric components or not considering trauma informed care
I encountered resistance from classroom staff in implementing the behavior intervention plan
I have found some Public School Settings want BCBA's to be what I refer to as "window dressers" . What I mean by this is " Look we have BCBA's here!" The administration from public schools, does not always take our profession seriously and when push comes to shove will typically side with the teacher of the classroom. Even when supporting data is provided.
Lack of resources
Parent wanting to use corporal punishment to reduce unwanted behaviors
Low quality housing in some service hones
Not being able to get the resources I needed do to limited budget for my services.
Confusing role as BCBA with need for client advocate
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Gifts and offerings. At times, refusing can be hurtful to family and detract from relationship. I'm glad changes have been made over the years to account for small momentary gifts. In the past, even accepting a glass of water may be considered an ethical violation.
Pre-existing relationships and secondary relationships. Examples, you knew and were friends with a parent of a client 30 years ago. Finding out a client is a friend of a friend, serving a child of a co-worker, etc.
Some Behavior Analysis sevices are categorized by clients as daily care services,which requires a lot training
with families.
The ABA professional offers to care and provide of conductual therapy for to his emplyee"s son
conflict with cultural value
Companies denying various locations services could be held (e.g., park, appointments, car rides, etc.).
Use of punishment-based procedures
Insurance companies providing denials or asking providers to reword goals based on funding requirements rather than the assessment needs of a client
Use of seclusion in schools
Refusal to implement
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