Misrepresentation of Noncertified Individuals
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
7710 Question 1
Misrepresentation by Noncertified Individuals
This discussion explores your responsibility to the BACB. Consider the following scenario:
You just started working at a facility that advertises it provides behavior analytic services to children diagnosed with autism spectrum disorder. You are earning great pay, and your supervisor seems very nice. However, you noticed on your supervisor’s business card that she lists that she is a “Board Certified Behavior Analyst.” However, she does not hold a certification in behavior analysis. You know this is a tough topic, as she has admitted to you she failed the exam twice.
Discuss the concerns and challenges you face in this situation. What does the compliance code suggest you do in this scenario?
7710 reply to classmate:
Unit 8 Discussion Prompt 1COLLAPSE
If I was working for a facility that advertises that it provides behavior analytic services and my supervisor had a business card listing her as a BCBA when I know for a fact she is not, it is my ethical responsibility to report her to the BACB. Code 10.07 Discouraging Misrepresentation by Non-certified Individuals states that behavior analysts must report non-certified practitioners to the BACB and appropriate state licensing board. (Bailey & Burch, 2016)
Because this supervisor is nice and I like the job, this would be difficult. However, it is important to remember that what she is doing is unfair to the client and their families. I would not want to get surgery from an almost doctor or represented in court by an almost lawyer. The importance of becoming board certified is that clients and families can be assured their behavior analyst has the competence necessary to give the treatment they are advertising. I would give this supervisor a chance to report herself, but warn her that if she does not, I will. Then if I continued working for this facility, I would keep my eyes open. Negligence like that is often accompanied.
Bailey, J. & Burch, M. (2016). Ethics for behavior analysts. ProQuest Ebook Central. https://ebookcentral-proquest-com.library.capella.edu
In the first example we have a teacher trying to determine if violent cartoons lead to aggressive behaviors in cartoon children. The experimenters use Alternating-Treatment Designs (ATD) design, which consists of two conditions occurring alternately in hopes to define a relationship between variables (Miltenberger, 2016). This type of design rules out all extraneous values as the type of values would have to be similar across conditions (Miltenberger, 2016). In our fist condition the treatment ATD was designed with A-B-A-B-A-B pattern. The first day, violent cartoons were introduced. The second day there were no cartoons. The data proved that aggressive behaviors occurred more frequently on days where the violent cartoons were introduced (Miltenberger, 2016). The primary benefit to implementing the ATD A-B-A-B design Is controlling particular confounds (Miltenberger, 2016).
The second example is an ADT done in randomized order, particularly A-B-B-A-B-A-A-B order. Marlow and Colleagues, examine percentage of improvement when treatment A is introduced in comparison to treatment B. This type of ATD may be used when an experimenter is trying to compare treatment efficiency (Barlow, et. al., 2016).
Alternating-Treatment Design is a useful tool used to not only compare efficiency treatments, but may also be used to show a functional relationship as in the example with cartoons (Miltenberger, 2016). The data displays a functional relationship between violent cartoons watched and aggressive behaviors. ATD may be used for a variety of reasons in the clinical setting.
Barlow D. H., Nock M. K., & Hersen M. (2012). Single Case Experimental Designs: Strategies for Studying Behavior Change. Capella University.
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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