By Allison Bickelman, M.S., BCBA; Ksenia Kravtchenko, M.S., BCBA, LABA; and Wafa A. Aljohani, M.S., BCBA, LABA
By Samantha Russo, PhD student
“An entire generation of our nation’s most vulnerable citizens is about to leave the entitlement-based
world of special education and enter the already overwhelmed and under-funded world of non-
entitlement adult services” (Gerhardt & Lainer, 2011).
Fidget Spinners – Why they are not the next “cure” for autism
Abstract: The plight of persons with developmental disabilities was not unlike a “regime of state-mandated segregation…that in its virulence and bigotry rivaled, and indeed paralleled, the worst excesses of Jim Crow.” Thurgood Marshall (1908 – 1993).
by Samantha Russo, 3rd year doctoral student in ABA at Endicott College
by Mary JaneWeiss, PhD, BCBA-D, Van Loan ABA-Autism program director
The Behavior Analyst Certification Board (BACB), has a professional and ethical compliance code for behavior analysts that all board certified behavior analysts (BCBA) must adhere to. The field has always held ethics as a high priority in training and in service provision, and the themes have been consistent over the years. These include confidentiality, attaining consent for treatment, ensuring that treatment is effective and is conducted in the least restrictive manner, and ensuring that client rights are respected and protected. The current code includes ten sections that cover a wide array of topics that define the professional obligations of behavior analysts and are all very clearly stated as the ethical rules to abide by. The ethical code has been revised over the years to reflect current issues, address new problems, and ensure that all behavior analysts are using best practices
By Michael F. Dorsey, Ph.D., LABA, BCBA-D, Professor of Education and Director of The Institute for Behavioral Studies, Van Loan School at Endicott College
By Mary Jane Weiss, Ph.D., BCBA-D, Professor of Education and Director of Autism and Applied Behavior Analysis Program, Endicott College
Twenty-five years ago, it was not uncommon for individuals to be diagnosed with autism at age 5 or 6. Back then, physicians might have reassured parents about the late age at which Einstein started speaking, or summarily dismissed the concerns of an anxious parent who felt that things “weren’t quite right.” Precious time was often lost, when intervention in the toddler and preschool years might have made a large difference in the child’s development.
By Mary Jane Weiss, Ph.D., BCBA-D, Professor of Education and Director of Autism and Applied Behavior Analysis Program, Endicott College
Many positive changes in the field of human services have occurred. There is an increased understanding of the aspects of humane treatment and of the rights of individuals with developmental disabilities to safe, effective and humane care. The emergence of the field of Applied Behavior Analysis has further refined our understanding of the obligations that come with a career in a human service profession. The ethics codes for many professions emphasize the fundamental rights that clients have and the core obligations that professionals serving those clients must uphold.
By Mary Jane Weiss, Ph.D., BCBA-D, Professor of Education and Director of Autism and Applied Behavior Analysis Program, Endicott College
The causes and treatments for autism are subjects that fuel a lot of misperception. Maybe this is because the condition so variable and still poorly understood and treatment has evolved more quickly than widely recognized. It can be difficult to know what is real and accurate in this sea of misinformation. Here are some common myths, exposed for their inaccuracies.
