Practice Makes Progress: Evaluating Ethics Instruction Using Competency-Based Assessments

Autor/in	Russell, Christen
Titel	Practice Makes Progress: Evaluating Ethics Instruction Using Competency-Based Assessments
Quelle	(2022), (102 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Endicott College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-2355-6
Schlagwörter	Hochschulschrift; Dissertation; Ethics; Decision Making; Altruism; Student Behavior; Applied Behavior Analysis; Certification; Human Dignity; Counselor Client Relationship; Universities; Teaching Methods; Prosocial Behavior; Competency Based Education; Standards; Coaching (Performance); Comparative Analysis; Outcomes of Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethik; Decision-making; Entscheidungsfindung; Altruistic behavior; Altruismus; Student behaviour; Schülerverhalten; Abschlusszeugnis; Zertifizierung; Menschenwürde; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Standard; Lernleistung; Schulerfolg
Abstract	Ethical decision-making and ethical behavior are an essential focus of training for students who wish to pursue careers in behavior analysis. In addition to education and training mandates by the Behavior Analyst Certification Board, universities that offer a Verified Course Sequence are required to teach and maintain ethical behavior in students. Core ethical obligations state that the client's interests are always considered, that clinicians operate in their scope of competence and that others are treated with compassion, dignity, and respect. However, ethical violations and Code enforcement continue to be an issue in Applied Behavior Analysis. These studies explored the instruction in ethical decision-making skills. In the first study, a pre-post group design was conducted to assess students' ethical decision-making based on competency-based learning versus typical class structure (e.g., lecture, interteach, study guides). If Verified Course Sequence programs can help students to identify ethical problems early and rectify concerns before they further develop, students and BCBAs can mitigate the risk of engaging in ethical violations. Teaching students to identify and problem-solve ethical dilemmas may decrease the likelihood of the student having to go through Code Enforcement or Professional Coaching, and, potentially, being sanctioned by the Board. Using a pre-post group design, five participants were in the experimental group and five participants were in control group. Experimental and control participants did not meet criteria for mastery on quizzes and writing assignments. Study 2 was developed to further refine instructional procedures and outcomes. A pre-post group design replicated across modules was used to evaluate the ethical behavior and decision-making for two participants. Both participants acquired, maintained, and generalized the target skills. This paper compares the use of traditional teaching methods to competency-based assessments in teaching ethics and analyzed the utility of instructional procedures that require a demonstration of competency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01