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

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Summary
This summary is machine-generated.

Competency-based assessments improved ethical decision-making skills for behavior analysis students. Iterative improvements led to mastery in identifying ethical dilemmas and developing action plans using a decision-making model.

Keywords:
Competency-based teachingEthicsInstructional designTeaching

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Area of Science:

  • Behavior Analysis
  • Professional Ethics

Background:

  • Ethical decision-making is crucial for behavior analysts.
  • Traditional training methods may not adequately prepare students for complex ethical scenarios.

Purpose of the Study:

  • To evaluate the efficacy of competency-based assessments in teaching ethical decision-making to behavior analysis students.
  • To refine training methods based on initial findings.

Main Methods:

  • A pre/post-group design was used.
  • The experimental group received feedback and Behavior Skills Training (BST) on an 11-step ethical decision-making model.
  • The control group received standard training.

Main Results:

  • Initial study findings were not statistically significant, with students only meeting criteria for role-plays.
  • Study 2, with iterated content, showed both students achieving mastery in identifying ethical dilemmas and action plans.

Conclusions:

  • Competency-based assessments, particularly with iterative refinement, show promise for enhancing ethical decision-making skills in behavior analysis.
  • Further research is needed to validate these findings in larger samples and diverse settings.