ANNOTATED BIBILIOGRAPHY 2

Annotated Bibliography

Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting:
Strategies for navigating nonbehavioral treatment recommendations for individuals with
autism. Behavior Analysis in Practice, 8(1), 70-78.
A Board-Certified Behavior Analyst (BCBA) may need to work in an interdisciplinary
setting to help individuals with an autism spectrum disorder. Brodhead suggests a
decision-making model that can be used by a BCBA in recommending a nonbehavioral
treatment. A nonbehavioral treatment is one that extends beyond the scope of traditional
behavior-analytic practice. The identification of the nonbehavioral treatment should then
be followed by an identification of whether or not the client is at risk. The aim of any
treatment should be to improve the welfare of the client. As a result, a BCBA should
make ethical choices based on the consideration of the safety of the client. The article
helps in examining the ethical consideration of a BCBA who works with an
uncooperative mother of an autistic child. Brodhead outlines the main consideration
should be the welfare of the client.
Rosenberg, N. E., & Schwartz, I. S. (2019). Guidance or compliance: What makes an ethical
behavior analyst?. Behavior Analysis in Practice, 12(2), 473-482.
The field of behavior analysis has witnessed various changes. In the year 2016, the
Behavior Analyst Certification Board (BACB) created a new revised code for behavior
analysts. The new code replaced the earlier code that had been in effect since the year

2001. One of the key changes is that the language in the new code has shifted from a set
      of guidelines to enforceable rules. There are implications of the change in the language.

ANNOTATED BIBILIOGRAPHY 3
Rosenberg and Schwartz outline the ethical decision-making process that can be used by
behavioral analysts in making ethical decisions. The first step is to identify the ethical
dilemma. In addition, it is important to identify the clients involved. The second step is
brainstorming solutions. The solutions should be founded on the BACB code of ethics.
The third step is evaluating the proposed solutions. The solutions should be weighed on
various aspects, including the safety of the clients, the clients’ outcomes, and client
dignity. The final step is implementing the solution. The article offers insights into the
ethical decision-making process for behavior analysts. The process can be applied in any
scenario where a behavior analyst faces an ethical dilemma.
Sellers, T. P., Carr, J. E., & Nosik, M. R. (2020). On the BACB’s Ethics Requirements: A
Response to Rosenberg and Schwartz (2019). Behavior Analysis in Practice, 1-4.
The article explains the ethical considerations that a behaviorally trained teacher or any
other behavior analyst should abide by in the course of their practice. The authors explain
in detail how professionals in this practice should address certain ethical dilemmas that
may present themselves as they interact with clients and provide services. Specifically,
the authors address code 1.06 of the Behavior Analyst Certification Board (BACB),
which addresses the issue of dual or multiple relationships between behavior analysts and
clients. The code requires practitioners to avoid multiple relationships. A specialist is
tasked with identifying potential scenarios that may initiate multiple relationships and
react by either avoiding them or coming up with effective strategies to mitigate the risks.
Multiple relationships can be potentially harmful and may cause unforeseen issues that
could be difficult to resolve hence the need to avoid them. The article would be useful in
addressing the scenario on whether the behaviorally trained teacher should offer the

ANNOTATED BIBILIOGRAPHY 4
struggling family a gift. Professionals are not allowed to receive or give gifts from their
clients as this could potentially lead to dual or multiple relationships. The article will thus
be a useful resource in addressing the scenario.

ANNOTATED BIBILIOGRAPHY 5

References

Rosenberg, N. E., & Schwartz, I. S. (2019). Guidance or compliance: What makes an ethical
behavior analyst?. Behavior Analysis in Practice, 12(2), 473-482.
Brodhead, M. T. (2015). Maintaining professional relationships in an interdisciplinary setting:
Strategies for navigating nonbehavioral treatment recommendations for individuals with
autism. Behavior Analysis in Practice, 8(1), 70-78.
Sellers, T. P., Carr, J. E., & Nosik, M. R. (2020). On the BACB’s Ethics Requirements: A
Response to Rosenberg and Schwartz (2019). Behavior Analysis in Practice, 1-4.