E-U7A

E-U7A Paper Student’s Name Institution Course # and Name Professor’s Name Submission Date Sections of the Ethics Code I am an experienced Board-Certified Behavior Analyst who has worked in behavior analysis for many years. I have gained expert skills in managing clients with disruptive behavior in social setups like workplaces and learning institutions. The principal of Soundview Elementary School needs behavioral services for one student who frequently injures himself. Ali was diagnosed with autism since birth and has been engaging in problematic behaviors in a public school classroom setting. Ali is learning in a self-contained classroom of 12 learners with special needs. Her most severe problem is hitting herself in the forward approximately 15 times in a single day. Sometimes, she sustains bruises and complains of headaches after indulging in this self-injurious behavior. This behavior is mainly seen when Ali does not receive attention, specifically when the teacher is not attending to her or when the students are in a group discussion. The most appropriate intervention that will be effective for Ali’s case is a Differential Reinforcement of Other Behaviors (DRO) integrated with extinction. The School District has employed me to develop the best plan for Ali. In this context, I will be responsible for training relevant parties on handling this situation and similar cases in the future. However, there are ethical responsibilities in this case due to the nature of Ali’s behavior and the complexities of working in public schools. Ethics standards outlined in the Behavior Analysts Certification Board (2020) will be applied in this case. Four sections will be relevant in this case, and they include Section 1 (responsibility as a professional), section 2 (responsibility when practicing behavioral analysis), section 3 (responsibility to stakeholders and clients, and Section 4 (responsibilities to trainees and supervisees). Section 1 The applicable code from Section 1 of the Behavior Analysts Certification Board (2020) includes Being Truthful (1.01), Cultural Responsiveness and Diversity (1.07), and Awareness of Personal Biases and Challenges (1.10). The BCBA is responsible for ensuring all correspondence is open and truthful with Ali's parents, teachers, and other parties involved. It is necessary to give accurate information regarding the reason for Ali's self-harming actions, the suggested intervention, and any possible dangers or advantages. Ali's parents and close friends will be involved in carrying out the intervention plan even though she is still a minor. The BCBA must respect Ali's cultural heritage and refrain from endorsing techniques against her traditional beliefs. To gain Ali's parents' full cooperation, the BCBA may base interventions on the religious context if Ali's parents are devout believers. When the BCBA applies behavioral analysis to the content that appeals to Ali's parents, they will have complete faith in the professional and will support them. A BCBA should be aware of their personal biases and stereotypes when conducting behavioral analysis. The stereotypes might be attached to a specific group of people or certain special needs. In Ali's case, the BCBA must assess the inherent biases and stereotypes that might influence their interaction with Ali. These issues should be addressed beforehand to ensure that the BCBA strikes an excellent therapeutic relationship with Ali (Ninci et al., 2021). Analyzing Ali’s culture and what her parents believe in will help her gain maximum support from individuals close to her. Moreover, awareness of these biases and stereotypes will help the BCBA interact well with all stakeholders in Ali’s case. Ali will receive the best possible care when her behavioral needs are addressed in a supportive and inclusive educational environment. Section 2 Relevant codes from Section 2 of the Behavior Analysts Certification Board (2020) that apply to Ali’s situation include Providing Effective Treatment (2.01), Protecting Confidential Information (2.03), Obtaining Informed Consent (2.11), and Selecting, Design...