Professional and Ethical Compliance Code for Behavior Analysts

Professional and Ethical Compliance Code for Behavior Analysts

Complete this week’s Learning Activity to prepare for the assignment.

For this assignment, you are a Board Certified  Assistant Behavior Analyst (BCaBA). You have been working under the supervision of a Board Certified Behavior Analyst (BCBA) for 6-months and your supervisor recently assigned you two cases and would like you to design a behavior intervention plan (BIP) for each. However, before he can authorize your behavior plans, you are required to present him with a report that includes the following:

Summary of each case study

Brief overview of the results of your Functional Behavior Assessment (FBA) for each case that includes the identification and operational definition of the target behavior and the hypothesized function of the behavior

Proposed antecedent-based behavior intervention plan (BIP) for Scenario #1 and Differential Reinforcement BIP for Scenario #2

Explain the steps in, and provide your rationale for, the antecedent-based BIP and the Differential Reinforcement BIP.

Explain why you are qualified to work with these clients using the Behavior Analyst Certification Board’s (BACB’s) Professional and Ethical Compliance Code for Behavior Analysts, Codes 1.02a and 2.01.

One of the potential clients is Japanese. Explain your obligations to this client using the BACB’s ethics codes 1.05b and c. Discuss how you will fulfil these obligations?

  1. Gift-giving in Japan is highly ritualistic and meaningful. What does the BACB ethics code 1.06d require? How can you avoid a conflict between your potential client’s cultural practices and your ethics code?
  2. Scenario #1:
  3. Koki is 4-years-old. His grandparents came to the United States from Japan shortly after World War II. Koki, his parents, and his grandparents live together in a lovely, upper middle-class neighborhood. All adults in the family feel a strong responsibility to share in child rearing.

Koki is an energetic little boy! He loves to climb up onto the big, oversized armchair and jump as if he is on a trampoline. In fact, he often jumps from chair – to couch – and back to the chair again – over and over until he has worked up a sweat. Koki’s mother and grandmother have been trying to prepare him for kindergarten by teaching him his numbers and the alphabet, but he will not cooperate. Every time they try to sit him down at the table to work, he refuses to answer any of their questions. His grandmother will hold up a card with a letter on it and ask, “What is this letter, Koki?” But, he just runs to the chair and begins to jump. The same thing happens when his mother tries to work with him on his numbers and shapes. The family is worried that he will be totally unprepared for kindergarten and that would shame the family.

  1. Scenario #2:
  2. Mia is 16-years old. She is very popular and loves to talk on the phone with her many friends. In fact, she spends most of her time when she is not in school on her cell phone. Mia’s mother, Mrs. Peterson, recently had to return to work when her husband’s hours were cut at the local refinery. Mia has five younger siblings and her mother is counting on her to help with her brothers and sisters and with some of the housework, such as loading the dishwasher, doing the laundry, and getting the children ready for school on weekday mornings. Mrs. Peterson has been working her new job for 3-weeks now and Mia is not taking care of her responsibilities. When her mother comes home from work, the dishes are still in the sink, the laundry baskets are full, and she has received two notes from school about the children arriving late.

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