Dear Don Ethics Panel

Students with disabilities are entitled to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) possible. The Individuals with Disabilities Education Act (IDEA, 1997) mandated functional behavior assessments (FBAs) for students with disabilities whose behavior(s) interfere with their learning. In the case of Endrew F. v. Douglas County School District, the Supreme Court (2017) ruled that students must make “meaningful progress” based on their individual needs and circumstances. Many public schools utilize a schoolwide positive behavior intervention and support (PBIS) framework (Horner & Sugai, 2015; Putnam & Kincaid, 2015) within a multi-tiered system of support (MTSS) to meet students’ behavioral needs. Students with the most intensive needs may require FBAs and behavior interventions to make meaningful progress in their individualized education plans (IEPs) and access FAPE. BCBAs play a critical role in providing this support.

BCBAs work increasingly in school settings; 12.24% of BCBAs/BCBA-Ds as self-reported to the BACB (BACB, n.d.). However, few have received supervision or training specific to school settings (abaethicshotline.com, n.d.), and little guidance or structures exist to support BCBAs in school settings (Layden, 2023). Potential ethical dilemmas BCBAs may face in school settings include:

• Balancing school culture with scientific principles and evidence-based practices
• Challenging interpersonal and consultative relationships
• High volume of students on caseload
• Inadequate supervision
• Restraint and seclusion
• Incomplete or improper documentation
• Scope of competence
• Limited professional development opportunities
• Medically-necessary vs educational ABA services

Panelists will model ethical inquiry and decision-making processes to address real-life ethical dilemmas in school settings submitted by the CASP community.