Code of Ethics

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Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 3

Ensuring Ethical Practices in the Delivery of Positive Behavior Supports

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Learning Objectives

3.1 Define ethics and ethical conduct

3.2 List and describe the nine organizing themes for understanding ethical practices

3.3 Understand accepted standards of ethical conduct

3.4 Understand the unique position of positive behavior supports within an ethical framework

3.5 Evaluate the extent to which behavior interventions are consistent with ethical standards of conduct

3.6 Compare and contrast different professional organizations’ standards for ethical conduct

Key Terms

Ethical Conduct

Ethics

Organizing Themes

Principles

Quality of Life

Standards

Nine Organizing Themes for Understanding Ethical Practice (1 of 3)

Each student as an individual human being has worth and dignity, despite the nature or severity of his troubling behavior.

The behavior of children and youth (challenging and otherwise) always reflects a need. People respond out of need, and all behavior serves a function.

Systematic and thoughtful management of learning environments and understanding of individual differences and uniqueness will serve to prevent some challenging behaviors. And early intervention will serve to prevent or lessen the severity of many challenging behaviors.

Nine Organizing Themes for Understanding Ethical Practice (2 of 3)

Families, children, and youth should be central to all aspects of P B S, including active participation in planning, implementing, and evaluating interventions.

The uniqueness of children and youth, as reflected by their family’s diversity (race, ethnicity, religion, and culture) should be taken into account in understanding behavior and responding to challenging behavior.

Natural environments and inclusive settings are desirable for children and youth with troubling and challenging behavior, but school personnel must assume ownership in those settings, and a full continuum of services and settings should be available.

Nine Organizing Themes for Understanding Ethical Practice (3 of 3)

Natural and logically occurring consequences are preferable to extraneous and contrived reward systems, in order to foster self-discipline, independence, and self-determination.

Behavior interventions should be positive and should not include corporal punishment or other punitive measures.

Actions taken by professionals to either suppress undesirable behavior or to foster desired behavior of children and youth should be associated with meaningful and functional attitudes and skills and should be positively related to quality of life.

Codes, Standards, and Principles of Professional Groups

National Education Association (N E A)

Learning First Alliance

The Council for Exceptional Children (C E C)

Prevention and Early Intervention

National Association for the Education of Young Children (N A E Y C)

The Division for Early Childhood (D E C) of the Council for Exceptional Children

Summary of Ethical Codes, Standards, and Principles

It is important to understand the broader context of ethics in education and the place of prevention and intervention for challenging behaviors in that context.

In the future as special education and general education systems continue to unify with regard to reform, the revisions and further development of ethical codes will be more inclusive of varied constituencies.

P B I S and Ethical Standards and Practices

Historical views of applied behavior analysis and ethical practices

P B I S, Ethical Standards, and Practice: Nine Organizing Themes

Individual Worth and Dignity

Behavior Reflects a Need

Prevention and Early Intervention

Family Partnerships

Family Diversity

Natural Environments and Inclusive Settings

Natural and Logically Occurring Consequences

Being Positive Rather Than Punitive

Functionality and Quality of Life

P B I S Standards of Practice

Standard I – Foundations of P B S

Standard I I – Collaboration and Team Building

Standard I I I – Basic Principles of Behavior

Standard I V – Data-Based Decision-Making

Standard V – Comprehensive Person Centered and Functional Behavior Assessments

Standard V I – Development and Implementation of Comprehensive, Multi-Element Behavior Support Plans