Research Ethics in Behavior Analysis: From Laboratory to Clinic and Classroom PDF
Preview Research Ethics in Behavior Analysis: From Laboratory to Clinic and Classroom
Research Ethics in Behavior Analysis From Laboratory to Clinic and Classroom Edited by David J. Cox Institute for Behavioral Studies, Endicott College, Beverly, MA, United States Noor Y. Syed SUNY Empire State College and the Center for Autism Advocacy: Research, Education, and Supports, Saratoga Springs, NY, United States; Anderson Center International, Staatsburg, NY, United States; Endicott College, Beverly, MA, United States Matthew T. Brodhead Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, United States Shawn P. Quigley Melmark, Andover, MA, United States; Berwyn, PA, United States; Charlotte, NC, United States AcademicPressisanimprintofElsevier 125LondonWall,LondonEC2Y5AS,UnitedKingdom 525BStreet,Suite1650,SanDiego,CA92101,UnitedStates 50HampshireStreet,5thFloor,Cambridge,MA02139,UnitedStates TheBoulevard,LangfordLane,Kidlington,OxfordOX51GB,UnitedKingdom Copyright(cid:1)2023ElsevierInc.Allrightsreserved. Nopartofthispublicationmaybereproducedortransmittedinanyformorbyanymeans, electronicormechanical,includingphotocopying,recording,oranyinformationstorage andretrievalsystem,withoutpermissioninwritingfromthepublisher.Detailsonhowto seekpermission,furtherinformationaboutthePublisher’spermissionspoliciesandour arrangementswithorganizationssuchastheCopyrightClearanceCenterandtheCopyright LicensingAgency,canbefoundatourwebsite:www.elsevier.com/permissions. Thisbookandtheindividualcontributionscontainedinitareprotectedundercopyrightby thePublisher(otherthanasmaybenotedherein). Notices Knowledgeandbestpracticeinthisfieldareconstantlychanging.Asnewresearchand experiencebroadenourunderstanding,changesinresearchmethods,professionalprac- tices,ormedicaltreatmentmaybecomenecessary. Practitionersandresearchersmustalwaysrelyontheirownexperienceandknowledgein evaluatingandusinganyinformation,methods,compounds,orexperimentsdescribed herein.Inusingsuchinformationormethodstheyshouldbemindfuloftheirownsafety andthesafetyofothers,includingpartiesforwhomtheyhaveaprofessionalresponsibility. Tothefullestextentofthelaw,neitherthePublishernortheauthors,contributors,or editors,assumeanyliabilityforanyinjuryand/ordamagetopersonsorpropertyasamatter ofproductsliability,negligenceorotherwise,orfromanyuseoroperationofanymethods, products,instructions,orideascontainedinthematerialherein. ISBN:978-0-323-90969-3 ForinformationonallAcademicPresspublicationsvisitourwebsiteat https://www.elsevier.com/books-and-journals Publisher:NikkiP.Levy AcquisitionsEditor:JoslynT.Chaiprasert-Paguio EditorialProjectManager:TimothyJ.Bennett ProductionProjectManager:OmerMukthar CoverDesigner:GregHarris TypesetbyTNQTechnologies Dedication This is dedicated to those who model perseverance through adversity. For my colleagues in the Autistic Community and d Anderson Center International thank you for enriching the lives of so many and for e Noor making the world a better place. I would like to thank Reviewer 2 for all the encouragement they have provided e Matt throughout the years. This book is dedicated to the millions of past, present, and future research participants. Your gift of your time and your body to scientific endeavors is humbling. Without you, none of us would likely have the careers we do. e David Thank you. I want to recognize the individuals that did not consent to research. Their stories are e Shawn the pillars of research ethics. Contributors ShahlaAla’i-Rosales,UniversityofNorthTexas,Denton,TX,UnitedStates Matthew T. Brodhead, Department of Counseling, Educational Psychology, and SpecialEducation,MichiganStateUniversity,EastLansing, MI,UnitedStates JeremiahM.Brown,DepartmentofFamilyandCommunityMedicine,Universityof Kentucky College of Medicine, Lexington, KY, United States; Department of Psychology, Louisiana State University, Baton Rouge, LA, United States; Optum Labs,EdenPrairie,MN,UnitedStates;DepartmentofHumanNutrition,Foods,and Exercise,FralinBiomedicalResearchInstituteatVTC,VirginiaTech,Blacksburg, VA,UnitedStates Traci M.Cihon,UniversityofNorthTexas,Denton,TX,UnitedStates DavidJ.Cox,InstituteforBehavioralStudies,EndicottCollege,Beverly,MA,United States Alicia ReCruz,UniversityofNorth Texas,Denton,TX,UnitedStates W. Brady DeHart, Department of Family and Community Medicine, University of Kentucky College of Medicine, Lexington, KY, United States; Department of Psychology, Louisiana State University, Baton Rouge, LA, United States; Optum Labs,EdenPrairie,MN,UnitedStates;DepartmentofHumanNutrition,Foods,and Exercise,FralinBiomedicalResearchInstituteatVTC,VirginiaTech,Blacksburg, VA,UnitedStates RogelioEscobar,SchoolofPsychology,NationalAutonomousUniversityofMexico, MexicoCity,Mexico Wayne W. Fisher, Children’s Specialized HospitaleRutgers University Center for Autism Research, Education, and Services, Somerset, NJ, United States; Depart- ment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Bruns- wick,NJ,UnitedStates Heather J.Forbes,WestVirginiaUniversity,Morgantown,WV,UnitedStates AshleyM.Fuhrman,Children’sSpecializedHospitaleRutgersUniversityCenterfor Autism Research, Education, and Services, Somerset, NJ, United States; Depart- ment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Bruns- wick,NJ,UnitedStates xiii xiv Contributors Shawn P. Gilroy, Department of Family and Community Medicine, University of Kentucky College of Medicine, Lexington, KY, United States; Department of Psychology, Louisiana State University, Baton Rouge, LA, United States; Optum Labs,EdenPrairie,MN,UnitedStates;DepartmentofHumanNutrition,Foods,and Exercise,FralinBiomedicalResearchInstituteatVTC,VirginiaTech,Blacksburg, VA,UnitedStates Brian D. Greer, Children’s Specialized HospitaleRutgers University Center for Autism Research, Education, and Services, Somerset, NJ, United States; Depart- ment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Bruns- wick,NJ, UnitedStates JillM.Harper,Melmark NewEngland,Andover,MA,UnitedStates JessicaL.Herrod,DepartmentofCommunicationSciencesandSpecialEducationat theUniversityofGeorgia,Athens,GA,UnitedStates Vivian F. Iban˜ez, Children’s Specialized HospitaleRutgers University Center for Autism Research, Education, and Services, Somerset, NJ, United States; Depart- ment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Bruns- wick,NJ, UnitedStates; UniversityofFlorida,Gainesville, FL, UnitedStates David P. Jarmolowicz, Department of Applied Behavioral Science, University of Kansas,Lawrence,KS,UnitedStates;CofrinLoganCenterforAddictionResearch and Treatment, University of Kansas, Lawrence, KS, United States; Healthcare InstituteforImprovementsinQuality,UniversityofMissouri-KansasCity,Kansas City,MO,UnitedStates JeneeVickersJohnson,UniversityofKansas,Lawrence, KS,UnitedStates Brent A. Kaplan, Department of Family and Community Medicine, University of Kentucky College of Medicine, Lexington, KY, United States; Department of Psychology, Louisiana State University, Baton Rouge, LA, United States; Optum Labs,EdenPrairie,MN,UnitedStates;DepartmentofHumanNutrition,Foods,and Exercise,FralinBiomedicalResearchInstituteatVTC,VirginiaTech,Blacksburg, VA,UnitedStates MikahilN.Koffarnus,DepartmentofFamilyandCommunityMedicine,Universityof Kentucky College of Medicine, Lexington, KY, United States; Department of Psychology, Louisiana State University, Baton Rouge, LA, United States; Optum Labs,EdenPrairie,MN,UnitedStates;DepartmentofHumanNutrition,Foods,and Exercise,FralinBiomedicalResearchInstituteatVTC,VirginiaTech,Blacksburg, VA,UnitedStates SarahKristiansen,EndicottCollege,Beverly,MA,UnitedStates Holly M. Long, Department of Counseling, Educational Psychology, and Special Education,MichiganStateUniversity,EastLansing,MI,UnitedStates JamesK.Luiselli,Melmark NewEngland,Andover,MA, UnitedStates Videsha Marya, Institute for Behavioral Studies, Endicott College, Beverly, MA, UnitedStates; Village AutismCenter,Marietta,GA,UnitedStates LeannaMellon,SUNY NewPaltz,NewPaltz,NY,UnitedStates Contributors xv FernandaS. Oda, Department of Applied Behavioral Science, University of Kansas, Lawrence,KS,UnitedStates Olivia M.Onofrio,TrumpetBehavioralHealth,Lakewood,CO,UnitedStates KathrynM.Peterson,Children’sSpecializedHospitaleRutgersUniversityCenterfor Autism Research, Education, and Services, Somerset, NJ, United States; Depart- ment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Bruns- wick,NJ,UnitedStates Cathleen C. Piazza, Children’s Specialized HospitaleRutgers University Center for AutismResearch,Education,andServices,Somerset,NJ,UnitedStates;Graudate School of Applied and Professional Psychology, Rutgers University, New Bruns- wick,NJ,UnitedStates MalikaPritchett,UniversityofKansas,Lawrence, KS,UnitedStates Derek D. Reed, Department of Applied Behavioral Science, University of Kansas, Lawrence,KS,UnitedStates Victoria D.Suarez, Institute for Behavioral Studies, Endicott College, Beverly, MA, UnitedStates; CentriaAutism,FarmingtonHills,MI,UnitedStates Noor Y. Syed, SUNY Empire State College and the Center for Autism Advocacy: Research,Education,andSupports,SaratogaSprings,NY,UnitedStates;Anderson CenterInternational,Staatsburg,NY,UnitedStates;EndicottCollege,Beverly,MA, UnitedStates JasonC.Travers,TempleUniversity,Philadelphia, PA,UnitedStates Amber L.Valentino,TrumpetBehavioralHealth,Lakewood,CO,UnitedStates Allison N. White, Department of Counseling, Educational Psychology, and Special Education,MichiganStateUniversity,EastLansing,MI,UnitedStates Preface Thefactthatyouarereadingthisbooksuggestsyoumightbelikeusdresearch andethicsjunkiesinterestedinhowresearchandethicsintersectforthebehavior analyticscientistandpractitioner.But,youmayask,“Whydoweneedabook aboutresearchethicsinbehavioranalysis?Researchethicsandbehavioranalysis have both been around for a while. What possibly can be gained by adding anotherbooktothismix?”Weinviteyoutoexplorethesequestionswithusnow aswediveintotheuniqueattributesofbehavioranalyticresearch. First,behavioranalysisissomewhatuniqueamongscientificfieldsthatspan research and practice. Many areas of human subjects research emphasize ran- domized controlled trials and other group designs to study intervention effec- tiveness.Here,themethodsemployedbyresearchersdiffersignificantlyfromthe methods used by practitioners to evaluate interventions for individual patients (e.g.,medicaldoctors,licensedpsychologists).Asaresultofthisdifferencein methodological approaches between researchers and practitioners, authors writing about research ethics will often address the ethical conduct of group designresearchandethicalclaimsaroundgeneralizinggroupdesignresearchto individuals within the studied populations. In contrast, the methods used by behavior analytic researchers can be directly replicated by practitioners who seektoemployempiricallysupportedmethodologiesforbehaviorchange.The generalizability of research methods (e.g., single-case research design) to practicecreatesuniqueethicalchallengesandquestionsspecifictothebehavior analyticcommunitythattraditionalresearchethicstextsoftenfailtoaddress(see Normand&Donohue,inpress).Thisbookattemptstofillthatgap. Second, research ethics can sometimes feel like a set of rules we need to follow,asetofInstitutionalReviewBoard(IRB)boxesweneedtocheck,anda series of responses that allow us to avoid contacting aversive contingencies. Often,theseregulatoryactionscanseemannoyingorcounterproductivetothe researchprocess.Infact,anyonewhohasconductedresearchcanprobablyshare withyouatleastonestoryofIRBoversightgoneawry(seeBriggs,2022,fora particularly notable rant)! Once the regulatory boxes are checked, researchers oftenfeeltheycangetonwiththerealworkinknowingwhattheyaredoingis “good.”Butethicsinvolvesclaimsaboutwhat’srightandwhat’swrong;ethical decisionsaremadedailyandthroughouttheresearchprocess;andethicsisalso about inspiring andhelping us do better. Thus, this book attempts tohighlight how claims about right and wrong are woven into the fabric of decisions that xvii xviii Preface researchersmakethroughouttheresearchprocess.Thisbookalsohighlightshow ethicalresearchconductcanleadyoutoconductinghigherqualityresearchwith greaterimpact. As editors of a textbook centering around ethical research practices, we believethathigherqualityresearchfirstcomesbyacknowledgingbiaseswithin theresearchprocess,bothcovertandovert.Theabilityandopportunitytoengage in research is a social privilege and carries many associated costs for actually conductingresearchandhaving thefreetimetowrite andpublish papers. The behavior analytic field is composed primarily of practitioners, many of whom dedicate their careers towards improving the lives of others. The emotional, physical, and mental strain, coupled with other responsibilities, may leave practitionerswithlittletimeorenergytoengageintheresearchandpublication processes. Suchprocessesaregenerallya significant time commitment, which may not be feasible for all. Too, research tools, such as statistical analyses platforms and literature databases, are typically a high cost and can only be accessedbythosewhohavefundingsourcesoraninstitutionalaffiliation.IRB requirementscanalsobeexpensive,astheseoftenrequirecertificationsthatare not free or widely available. In one editor’s rant, while doing research with colleagues in Kenya,they found that the costof certification andKenyan IRB cametoanamountthatwastheaverageequivalentofalmosttwomonth’sna- tional salary! Such an amount that would not be feasible for most without externalfunding. It is critically important that we acknowledge the current criticisms, and subsequentchallenges,thefieldisfacing.Asthistextisgoingtopress,over70% ofcertifiedbehavioranalystsidentifyasworkinginthefieldofautism(BACB, n.d.),yetwearehearingstrongoutcriesagainstappliedbehavioranalysisfrom membersoftheautismandautisticcommunities.Further,mostbehavioranalytic researchhasbeenconductedinNorthAmerica,primarilyintheUnitedStates, whichlimitstheinclusivityandapplicabilityofourresearch.Thesedisparities and challenges can lead to a gap between what we know and what we do, a phenomenon often referred to as the know-do gap in implementation science framework(e.g.,Booth,2011;Pakenham-Walsh,2004).Withoutbridgingthese gaps,wemaybegintoquestionwhetherourresearchistrulysociallysignificant. Thoughsuchlogisticalchallengesmayfeeldisheartening,shiningalighton areasforgrowthinourresearchethicshelpsusidentifyhowtomoveforward. Thesecriticismshavebeenanimpetusforimportantdiscussionscenteringhow toengageincommunity-basedandcompassionateresearchinbehavioranalysis. Wecanbeginconditioningthereportingofparticipantandresearchidentitiesas a reinforcer, create research teams that represent the broader community, and engage in participatory research to increase social significance of our goals, acceptabilityofourtreatments,andperhaps,thegeneralizabilityofourfindings. Mostimportantly,however,wemayfindthatthesestrategieswillbeginbridging theinclusivityresearchgapinourfield,therefore,creatinganequitableculture thatcontinuestobetheheartofbehavioranalysis. Preface xix Finally,manyexistingtextsonresearchethicsfocusonbroadethicaltheories and principles. As a result, the reader is often left to independentlygeneralize thosetopicstotheuniqueandvariedsituationstheyencounterwhileconducting research.This can be a challenging exercise,especiallyfor newer researchers. Thus, rather than organize this text around a theory (or three), we sought to organizethistextaroundresearcherbehavior.Specifically,thistextfollowsthe prototypical research pipeline to demonstrate how every stage in the research process involves ethical considerations, ethical traps, and opportunities to be betterresearchers.Asaresult,wehopethebookhelpsyoutobecomefluentin identifyingtherelevanceofethicalconversationsinyourdailyempiricalwork andbecomeenthusiasticaboutseekingthemout.Toslightlytweakforemphasis an oft-quoted phrase stemming from Herrnstein (1970): All research behavior involvesethicalchoice.Wehope,bytheendofthistext,youagree. Toclose,wewouldberemissifwefailedtousethisspacetothankthemany contributorstothisbook.Ifyouhavenotyetseen,thetableofcontentsispacked with a stellar group of individuals who each have pushed the boundaries of current conversations at the intersection of research in behavior analysis and researchethics.Theirthoughtful,reflective,andinsightfulproseleftusinspired andenergizedtobebetterresearchersandstewardsofthisbeautifulsciencewe call “behavior analysis.” We hope you enjoy reading this text as much as we enjoyedbringingitintoyourhome. eDavid,Noor,Matt,andShawn REFERENCES BACB (n.d.). About behavior analysis. Retrieved from: https://www.bacb.com/about-behavior- analysis/. Briggs, R. (March 23, 2022). The abject failure of IRBs. The Chronical of Higher Education. https://www.chronicle.com/article/the-abject-failure-of-irbs. Booth,A.(2011).Bridgingthe‘Know-dogap’:aroleforhealthinformationprofessionals?.Health informationandlibrariesjournal,28(4),331e334.https://doi.org/10.1111/j.1471-1842.2011. 00960.x. Herrnstein,R.J.(1970).Onthelawofeffect.JournaloftheExperimentalAnalysisofBehavior, 13(2),243e266.https://doi.org/10.1901/jeab.1970.13-243. Normand, M. P., & Donohue, H. E. (2022). Research ethics for behavior analysts in practice. BehaviorAnalysisinPractice.https://link.springer.com/article/10.1007/s40617-022-00698-5. Pakenham-Walsh, N. (2004). Learning from one another to bridge the “know-do gap”. British MedicalJournal,329(7475),1189.https://doi.org/10.1136/bmj.329.7475.1189 Chapter 1 From Fuller to Fawcett: a human rights history of research ethics in behavior analysis* Malika Pritchett1, Shahla Ala’i-Rosales2, Traci M. Cihon2 and Alicia Re Cruz2 1UniversityofKansas,Lawrence,KS,UnitedStates;2UniversityofNorthTexas,Denton,TX, UnitedStates Atsomebasiclevel,thereisagreementthatscienceisafundamentalmeansof understanding ourselves and the world in which we live. Beyond that simple agreement, there is a world of complications, particularly in the arena of behavior change, and the ethics of how and why we come to understand the processesandoutcomesofchange.Thepurposeofthischapteristoprovidea historical analysis of how the ethics of behavior change research has evolved and is continually evolving, from ensuring basic protections from harm to nurturingclearandmeaningfulbenefitforparticipants.Ourcentralfocusison key historical events that have contributed to the emergence and urgency of rules and guidelines that direct ethical research practices with human partic- ipants, especially those who are vulnerable, and how those rules have trans- lated to policies and safeguards. This history is placed within a larger frameworkofevolvingconceptionsoftheroleofresearchinhumanrightsand human progress and the unique position of behavior analytic research and practice. We begin with a conceptual analysis and exploration of systems contingencies that can lean toward devaluing, disrespecting, and potentially harming people who are research participants, or that can lean toward respecting, cherishing, and potentially increasing well-being for people who are research participants. * Portionsofthismanuscriptwerecompletedaspartofthefirstauthor’sdissertationforthePhD in Health Services Research with a concentration in Behavior Analysis at the University of NorthTexas. ResearchEthicsinBehaviorAnalysis.https://doi.org/10.1016/B978-0-323-90969-3.00011-6 Copyright©2023ElsevierInc.Allrightsreserved. 1
The list of books you might like
