Standard 2.10: Discussing and sharing client information
RBTs discuss confidential client information only as their supervisor directs, unless the law allows it for a valid reason such as protecting the client or others from harm. In job-related communications such as emails and documentation, they share only the client information that is needed.
What it means in practice
Who you can talk to about a client, and what you can say, is decided by your supervisor, within the consents and policies in place. That covers teachers, other therapists, extended family members, and coworkers not on the case. When someone asks for information, refer them to your supervisor unless you have already been told what you may share.
The exception is when the law allows disclosure for a valid reason, such as protecting the client or others from harm. Mandated reports of abuse and emergency calls fall here (see 2.01 and 2.07).
"Only necessary" information applies to routine communication too. A scheduling email doesn't need the client's diagnosis or a description of their behavior; a session note needs the facts relevant to the session, not personal gossip about the family. Use initials or IDs where your organization's policy calls for them, and don't copy people who don't need the message.
Scenarios
| Situation | What to do |
|---|---|
| A teacher at the client's school asks you about the client's diagnosis and what their behavior is like at home. | Politely explain that you can't share that information without direction and refer the teacher to your supervisor. Share only what your supervisor tells you that you may share. |
| You are emailing the scheduling team that a client's session was cancelled because of a meltdown in the car. | Say only what scheduling needs, such as that the session was cancelled and needs rescheduling. Leave out the behavior details and any health information. |
| During a session, a teenage client tells you they plan to hurt a classmate after school today. | This is a reason the law can allow sharing confidential information: to protect others from harm. Contact your supervisor immediately, follow your organization's safety policy, and document it. |
| At a friend's dinner party, people ask you for a funny story from work. | Don't share client stories, even without names. Talk about your work in general terms only. |
Practice questions
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Question 1Functional analysis sessions are video recorded so they can be scored later. How should the RBT handle the recordings?
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C: Store and share them only as privacy rules allow. Video of a client is confidential and identifying. RBTs follow BACB, employer and legal requirements for storing and sharing client information.
- A: Sharing client video outside the organization breaches confidentiality.
- B: A personal phone is not an approved place to store client records.
- D: Sending client video to someone outside the treatment team breaches confidentiality.
Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.08 · RBT Ethics Code 2.10
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Question 2Besides the antecedent, behavior and consequence, which information is most useful to record on an ABC data sheet?
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B: The time, the activity and the people present. Context such as the time, the activity and who was present helps the supervisor spot patterns in when and where behavior happens.
- A: Guesses about mood are not observable.
- C: Diagnosis and insurance details do not describe the event and add confidential information that is not needed.
- D: Opinions about other people are not objective data.
Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.10
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Question 3After a week of ABC data collection, the client's teacher asks the RBT, "So why does she keep doing it?" What is the best response?
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C: Say the supervisor will review the data and share the findings. Interpreting functional assessment data is the supervisor's role. The RBT passes the question on and lets the supervisor share the findings.
- A: Stating a function goes beyond the RBT's role.
- B: Sharing records and interpreting them are the supervisor's decisions.
- D: Guessing a function goes beyond the RBT's role and could mislead the teacher.
Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.06 · RBT Ethics Code 2.10
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Question 4A client has an intense tantrum in a grocery store, and onlookers gather and ask questions. What should the RBT do?
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A: Follow the plan's safety steps and share nothing about the client. During a public crisis, the RBT keeps the client safe by following the plan and protects the client's privacy. Client information is not shared with the public.
- B: Sharing a client's diagnosis with strangers breaches confidentiality.
- C: Untrained bystanders should not be part of physical procedures.
- D: Leaving the client during a crisis is unsafe.
Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.08 · RBT Ethics Code 2.10
Answer every question to see your score.
Where it sits in the code
Standard 2.10 is in section 2, Responsibilities in Providing Behavior-Technician Services, of the RBT Ethics Code (2.0). On the exam it relates to task F.5 Confidentiality. Read the official text for the exact wording.
Related standards: 2.08 Confidentiality and privacy, 2.09 Client information on social media and websites, 2.06 Taking questions and concerns to the supervisor, 2.01 Do no harm and mandated reporting.