ASD Ethical Considerations

1. Paula R. Ulloa
Diagnosing Autism, AUT 501
University of Phoenix

2. Know at least five basic ethical
considerations when working with students
with Autism Spectrum Disorder (ASD)
Understand implications of ethical
considerations teaching students with ASD
Develop solutions to ethical considerations
teaching students with ASD

3. Moral responsibility
Unlike scientific discovery, which is based on solid
data derived from research, ethical guidelines are
fluid, value-based, and changing from one time,
place and society to another. They are shaped by
cultural contingencies. Your responsibility as an
investigator and/or practitioner is to stay abreast
of your field’s current ethical guidelines. (Hall, 2013, p.97)
“Understanding ethics and making choices for
practice based on codes of conduct is important
for educators” (Hall, 2013, p. 97)

4. Competent qualified teachers
Fidelity of intervention
Respecting Families
Keeping up to date with current
knowledge and skills for working with
students with ASD.
(Truncated list. Hall, 2013)

5. Qualified, competent
Certified in area of teaching
Courses, workshops, & training in area of expertise
Accurate and true data
Training in data & graphing
Data & graphing schedule
Making data-based decisions
Current intervention trends and research
Local & international subscriptions to ASD research,
practices, topics, and issues (on-line or journals.

6. “Families are also vulnerable. Many parents will do
just about anything within their means to assist
their child and will put their trust into the hands of
professionals who claim to have knowledge and
skills that can improve the quality of life for their
child and family.” (Hall, 2013, p. 97)
Be respectful & thoughtful when providing true
and accurate information to parents.
Consider cultural aspects when developing
programs

7. A student with ASD who has a high level of sensory
need, is non-verbal, has difficulty with transitions,
and has a high rate of self-injurious behaviors has
just started at your school with an extensive IEP.
Your school district is does not have a special
education HQT (highly qualified teachers) for
severe disabilities. The parent asks you, the
Principal, if the program can be effective with
another Sped teacher without experience.
Discuss & come up with an appropriate response
for parent taking into consideration the CEC code
of conduct.

8. Thank parent for sharing her concern
Inform parent of CEC guidelines and that her
question is important and valid
Inform parent of options to the Sped teacher
for severe disabilities:
Recruitment & retention of Sped teacher (severe)
Division / Department / District training & support
to the current teacher
Collaboration with other districts
A final option to have student in another district
with HQT teacher (work with closest district)
Inform parent of parent & community groups
(including advocacy) for support

9. The right to effective treatment
The responsibility to recommend
scientifically supported and effective
treatments
Certification required: requires the
completion of a board-approved sequence of
courses offered at a university, documented
field experience guided by a qualified
supervisor, and passing an exam.
(Truncated list. Hall, 2013)

10. Must be research-based
Proven to be effective for students with ASD
in different levels of the spectrum
Training
Effective implementation
Making data based decisions

11. A special education teacher has received training
in Applied Behavior Analysis (ABA) and received a
certificate of completion. This teacher has also
completed courses (15 credits) and has a
Professional Development certificate in ASD and is
locally endorsed in ASD. This teacher is stating
she is qualified to conduct BCBA training and will
created certificates to participants indicating they
have completed BCBA work toward re-
certification.
Discuss as a group and develop a response to this
teacher highlighting BCBA guidelines.

12. Instruct the teacher to immediately cease
using BCBA credentials immediately
Discuss the successes of the teacher
including her certification and credentials for
ASD
Allow training for ASD yet in her true
capacity as an HQT
Have follow-up conversations regarding this
situation

13. Least restrictive alternative (LRA): “When
selecting intervention procedures, it is the
ethical responsibility of the educator to follow
the doctrine of the least restrictive alternative
and try the less intrusive procedures first; only if
they have been found to be ineffective are more
intrusive procedures to be implemented” (Hall,
2013, p. 107)
(Hall, 2013)

14. Physical Prompt – Physically manipulating the
individual to produce the desired response.
Full physical motoring of desired response (hand-over-hand),
most intrusive
Partial physical motoring of desired response (either beginning
or end)
Visual Prompt – A visual cue or picture
Gesture Prompt – Any use of body motion
Positional Prompt – Proximity of object
Within Stimulus Prompt – Accentuating a
characteristic of the correct answer
Verbal Cues – Spoken cue to elicit a correct verbal or
physical response (most difficult to fade)
Modeling: Performing the desired response for the
student to replicate

15. A student (1st grade) with a high lack of
attention, focus, and concentration on
classwork constantly stops his seat work and
stares at his paper. This occurs every 15 – 20
seconds. The instructional aide consistently
takes the student’s hand and has the student
start writing – every 15- 20 seconds.
Discuss as a group and develop a response to
this teacher highlighting Principles of LRA.

16. Discuss the LRA concept with the instructional
aide.
Institute visual prompts on the desk to help the
student focus
If needed, add (silent) gesture prompts by tapping
on the desk so the student can be reminded to get
back on task. The teacher and peers can also do
this.
Break the amount of work down so the student
may receive intermittent reinforcement.
Have a high level of reinforcement when student
completes ALL work with minimal breaks,

17. Questions?

18. Hall, Laura J. (2013) Autism Spectrum Disorders
From Theory to Practice (2nd Ed.). Boston:
Pearson Education, Inc.