F Professional Conduct and Scope of Practice This

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F – Professional Conduct and Scope of Practice This training program is based on

F – Professional Conduct and Scope of Practice This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40 -hour training requirement for the RBT credential. The program is offered independent of the BACB.

F-01 RBT Role • The Registered Behavior Technician (RBTTM) is a paraprofessional who practices

F-01 RBT Role • The Registered Behavior Technician (RBTTM) is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCa. BA. The RBT is primarily responsible for the direct implementation of behavior analytic services. The RBT does not design intervention or assessment plans. The RBT answers parent questions only within the scope of what occurs in the sessions. It is the responsibility of the RBT’s supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. www. cap-autism. com

F-01 RBT Role The BACB certificant supervising the RBT is responsible for the work

F-01 RBT Role The BACB certificant supervising the RBT is responsible for the work performed by the RBT on the cases they are overseeing. The RBT will have at least one supervisor who is publicly listed in the RBT registry. This certificant is responsible for ensuring the RBT is working under the supervision of a BACB certificant. The RBT will receive a minimum supervision of 5% of all hours worked and be seen at least two times each month. www. cap-autism. com

Professional Conduct Schedules and Punctuality When working with clients and caregivers, professional behavior must

Professional Conduct Schedules and Punctuality When working with clients and caregivers, professional behavior must be maintained at all times. This includes adhering to your assigned schedule and notifying caregivers of any changes. Please observe the following for professional conduct within your schedule and session times: – Be punctual to all client sessions • If you are late, either stay extra to make up time or schedule additional time in your next session • Notify the Caregiver when you will be late – Stay for the entire session – Provide a 24 hour notice when possible for all sessions that need to be canceled – Provide families with a 15 minute grace period to allow families to not miss out on sessions due to traffic, etc. www. cap-autism. com

Professional Conduct Parent/Caregiver Rapport – It is important to maintain a good working relationship

Professional Conduct Parent/Caregiver Rapport – It is important to maintain a good working relationship with all clients/parents or caregivers at all times. This includes: Returning phone calls/texts or emails within 24 hours Communicating any upcoming changes in your schedule Follow through with ALL commitments Do not make promises or offer to make up sessions when you cannot follow through • Do not offer a prognosis (ever) • Direct all questions, comments regarding other technicians to your supervisor • Follow employee policies on parent relations found in your employee handbook • • www. cap-autism. com

Professional Conduct Professional Appearance Safe and Appropriate Attire and Appearance Attire and appearance for

Professional Conduct Professional Appearance Safe and Appropriate Attire and Appearance Attire and appearance for the home/community setting includes: – – – – Dressing comfortably so that your clothing is not restrictive Dressing should cover all appropriate areas completely No loose earrings or jewelry No high heels No showing undergarments Depending on the client, long hair should be tied back Follow the dress code outlined in the employee manual www. cap-autism. com

F -02 Feedback will be given by supervisors to RBTs during supervision sessions and

F -02 Feedback will be given by supervisors to RBTs during supervision sessions and during yearly reviews. The RBT should use this feedback to continuously improve performance. The RBT should also clarify with the supervisor to make sure that the feedback is understood, and to make sure that they are using the feedback to improve their therapy skills. www. cap-autism. com

F -03 Other Stakeholders The RBT spends far more time in the client’s home

F -03 Other Stakeholders The RBT spends far more time in the client’s home and communicating with the parents than does the supervisor, and so is often expected to answer questions which are outside their sessions and their scope of knowledge and practice. It is imperative that the RBT does not attempt to answer questions which can only be addressed by the supervisor. The supervisor should be alerted to parent concerns. This is also the case if the RBT has contact with school staff or otherapy providers. www. cap-autism. com

F -04 Professional Boundaries Dual relationships involve social and other nonprofessional contact with clients

F -04 Professional Boundaries Dual relationships involve social and other nonprofessional contact with clients and their families. These relationships have the potential for causing harm to the professional relationship. These relationships could impair the RBT’s objectivity or their ability to perform their job or could result in harm to the client. www. cap-autism. com

Personal Relationships/Information It is necessary to establish Personal/professional boundaries with caregivers/parents. Its okay to

Personal Relationships/Information It is necessary to establish Personal/professional boundaries with caregivers/parents. Its okay to be friendly without giving out too much information. Steps to avoid crossing the professional/personal boundaries are: – Do not give out too much personal information such as personal address, face book, etc. • Example of TOO MUCH information: “My wife Sally and I are going through a messy divorce right now, I have been so depressed I don’t even want to get out of bed, thank God I got to stay in our home, its right on the beach!” • Example of friendly information: “ I'm divorced and I live near the beach, I really like it there”. – Remember that the client’s home is your place of business. www. cap-autism. com

Establishing Boundaries To safeguard the client/therapist relationships, we create or establish personal boundaries. Examples

Establishing Boundaries To safeguard the client/therapist relationships, we create or establish personal boundaries. Examples of crossing boundaries would be: – Going out to dinner or eating dinner with a client/caregiver – Sharing too much personal information (divulging too much information about your private life) – Providing extra services outside without approval or documentation or outside of your scope of work (babysitting, washing the car, cleaning house) • Strategies to protect the client/therapist professional relationship – Share minimal information about your private life – Decline offers to attend events or interact outside of work • Birthday parties • Social outings • Gifts or discounts to services It is okay to provide an explanation of why you cannot accept an invitation, gift, etc. www. cap-autism. com

Dual Relationships In the mental health field, a dual relationship is a situation where

Dual Relationships In the mental health field, a dual relationship is a situation where multiple roles exist between a therapist, or other mental health practitioner, and a client. In our practice, this also extends to parents and caregivers. Why are dual relationships not okay? • Dual relationships are prohibited through our board of ethics • Dual relationships make it difficult to maintain boundaries and can impair judgement What constitutes a dual relationship? Any relationship that is: • Financial • Romantic • Social www. cap-autism. com

Dual Relationships Examples of dual relationships are: – A romantic relationship between professional and

Dual Relationships Examples of dual relationships are: – A romantic relationship between professional and caregiver or client – A social relationship that includes • • • A family friend Social media that includes personal information or access to personal pictures Exchanging personal messages Attending private parties Spending time in the community together – A financial relationship that includes: • • Babysitting/Respite care Exchanging services Providing services for free Receiving services from client/care giver • – Doctors, dentists, etc. – Business services Expensive gifts www. cap-autism. com

Dual Relationships Dual relationships can affect your professional judgement putting your clients best interest

Dual Relationships Dual relationships can affect your professional judgement putting your clients best interest at risk. A single professional relationship is best practice, dual relationships should be avoided. Sooo…. what's the problem with dual relationships? • They can go bad REALLY FAST! – Arguments, disagreements can happen that would jeopardize your clients therapy arrangement – Emotional connections could alter decision making – Difficult to remain objective when making decisions • They can present threats to confidentiality – Other clients may be identified when socializing – Questions about other parents and clients may come up (Gossiping) • Can create trust issues – Others may think you are being biased – Others may think you are providing preferential treatment – If something goes wrong, dual relationship may be blamed www. cap-autism. com

Dual Relationships What's the problem with dual relationships? (CONTINUED) • It becomes challenging to

Dual Relationships What's the problem with dual relationships? (CONTINUED) • It becomes challenging to make uncomfortable decisions – Parent training decisions – Difficult situations – Behavior change procedures www. cap-autism. com

F -04 Professional Boundaries Conflicts of interest can result from dual relationships and mean

F -04 Professional Boundaries Conflicts of interest can result from dual relationships and mean that professional boundaries have been crossed. There is a possibility that clinical decisions could be based on preferences or pressures other than the professional needs of the client. Friendships and social contacts, among other things, can destroy a professional relationship. www. cap-autism. com

F -04 Professional Boundaries Social media contacts have given us an entirely new way

F -04 Professional Boundaries Social media contacts have given us an entirely new way to interact and cross over personal and professional boundaries. It is better to keep even your online presence separated from clients to prevent potential conflicts and embarrassment. Do not take photos of clients without permission from parents and they, of course, can never be posted online. www. cap-autism. com

F -05 Client Dignity Factors that affect client and caregiver dignity: • Attitudes –

F -05 Client Dignity Factors that affect client and caregiver dignity: • Attitudes – learned behaviors that cause us to make assumptions. • Behaviors – should be based on kindness and respect. • Compassion/empathy – understanding and awareness of other’s thoughts and feelings. • Uniqueness – acknowledging the differences www. cap-autism. com

F -05 Client Dignity It seems counter intuitive to be concerned with the “dignity”

F -05 Client Dignity It seems counter intuitive to be concerned with the “dignity” of a two or three year old child, but as these clients grow, they need to be given the same respect that any child their age should expect. They should be given more choices within the constraints of their programs. They should gain more control over their lives. www. cap-autism. com

F -05 Client Dignity • Aversive stimuli – Aversive stimuli is any stimulus or

F -05 Client Dignity • Aversive stimuli – Aversive stimuli is any stimulus or occurrence presented that evokes fear, pain, or is uncomfortable – Examples of aversive stimuli • Physical – Spanking, corporal punishment, shocking, etc • Emotional – Evoking fear, sadness, negative emotions • We do not use aversive stimuli!!! www. cap-autism. com

F -05 Client Dignity Parents and caregivers of clients need to be able to

F -05 Client Dignity Parents and caregivers of clients need to be able to understand in clear language the treatment that is being given. They will not be discriminated against for any reason. Extra care will be taken to make sure they have a voice in their child’s program, or understand why something cannot be done. www. cap-autism. com

F -05 Client Dignity The technician may not record videos or photos of the

F -05 Client Dignity The technician may not record videos or photos of the client without specific permission from the client/client’s guardian and the supervisor and can never show them to anyone outside therapeutic environment. The technician may not approach clients in public places in any manner that would imply therapeutic relationship thereby revealing a diagnosis. www. cap-autism. com