I need Secondary Postings (i.e. “Participation postingsâ€

I need :Secondary Postings (i.e. “Participation postings”) are postings to peers or instructors. Thesepostings are 50 words, posted on time and show initiative, critical thinking and are asubstantial contribution to the discussion. These can be postings in agreement/ disagreement with a peer, personal examplesof the topic being discussed or any other bit of information that is relevant to the course andcontributes to the conversation being held. Watch that all of your postings are not opiniondiatribes without backing up your points using peer reviewed material, the text or otherreputable source. First:As a teacher, there are numerous opportunities to discuss students and how they act in different classes, or to visit with parents about how to handle a certain behavior that is being exhibited by a student. These conversations seem harmless, but once one has moved into the role of a behavior analyst, it is important to maintain boundaries and avoid advice-giving (Bailey & Burch, 2016). As with gift-giving, the response and avoidance of participation may seem abrasive to those with whom we are interacting, so I believe it would be appropriate to discuss this in the early stages of working with teachers or parents, with gentle reminders if and when the questions come up in the future. When clients, teachers, or parents feel comfortable, it is easy for them to ask for off-the-cuff advice on how to handle another student or child, and they look to us as professionals who are there to help, so it would be extremely difficult to say, ‘I’m sorry, he/she is not my client, and I can’t ethically respond to you,’ but if adequate time has been spent building rapport and that limitation has been shared prior, it would likely be more well received. If the client or parent perceives the analyst as friend, not as a professional, then expectations can change very quickly. The threat of a dual relationship, in which boundaries become blurry and expectations change, is very real, especially when one works closely with a teacher or parent for an extended period of time. I believe it is important to build rapport with clients and those involved with them, but to do so in a way that respects the therapist-client relationship while following ethical guidelines. Above all, utmost professionalism must be practiced, and returning to the code of ethics is warranted, as well as continuing education, participating in discussions, and staying up to date on advancements in the field.second: With experience as a teacher and a coach, I feel appreciation would be an area I would have to scrutinize (Bailey & Burch, 2016). As a prior special education teacher and a coach of various sports, I was given gifts of appreciation often from students, parents and even other teachers or supervisors. We even have a week during school that is called “teacher appreciation week”, where teachers get gifts of appreciation every day of the week. I have always accepted these gifts of appreciation being brought up it, to refuse would be an insult. I can see if I was a behavior analyst I would have to change this behavior and politely explain to the contributor that I cannot accept their gift, no matter how big or small, and the reason why. I think parents of clients would appreciate the honesty and the ethical code that behavior analyst must abide by, though I am sure there would always be that one that would keep insisting and I would have to keep politely refusing.Third:Prior to becoming a full-time doctoral student, I worked in Oklahoma City Public Schools (OKCPS) as an Instructional Supervisor in Special Education Services. Although my job consisted of me working directly with special educators and their students with disabilities and offering professional advice on instructional strategies and curriculum to be used in the classroom setting, I would often offer anecdotal advice to many other educational stakeholders “around the table.” This included general educators, students without disabilities, paraprofessionals/teaching assistants, parents, etc. My advice would range from prompting students to stay on-task within their classroom setting to speaking with a group of teachers on a behavior management technique I used within another school setting. At the time, what I was doing aligned with my job description of ensuring all students receiving an excellent education. However, Bailey and Burch (2016) pointed out, once an individual becomes a Board Certified Behavior Analyst (BCBA), a new set of governing rules and ethics come into play. As an aspiring BCBA, it is important to recognize the ethical issues that may arise when giving anecdotal or impromptu advice (Bailey & Burch, 2016). “Having one’s behavior guided by a professional code of ethics is a whole new experience for many behavior analysts” (Bailey & Burch, 2016). Thus, for someone who values relationships and the reciprocity of advice giving between parties, following this everyday ethical challenge may be difficult for me.Bailey and Burch (2016) offered advice (no pun intended) when facing these types of situations; the correct response to use is, “I’m sorry; I can’t comment. He’s not my client, and it would be a violation of confidentiality in any event” (p. 52). To change my current behavior, I will start using this very response. In addition, I will intentionally refer to the Behavior Analysts Certification Board’s (BACB) Professional and Ethical Compliance Code for Behavior Analysts on a regular basis, ensuring I am correctly following the ethics which govern my practice as an aspiring BCBA.Fourth:In response to scenario two, I believe it is imperative that we be cognizant of our limitations as behavior analysts. This can prove to be challenging, as, in our fabric, we are helpers, and we want to help anyone who might request our services as behavior analysts; however, there are limitations and, potentially, times when our inexperience or unawareness due to our scope of expertise may cause more harm than help, which is in direct conflict with the first ethical principle of doing no harm (Bailey & Burch, 2016). In order to be prepared to work with a variety of clients, I think we must do a couple of things; first, a diverse practicum experience, in which there are a variety of clients and experiences, would be helpful (if possible). This may be challenging for me, as the majority of my time is spent working in classroom situations, but there is a broad range of need for behavior analysts, and I hope that I may be able to participate in more than just the classroom during my supervision experience. Second, ensuring that continuing education occurs, by researching, reading, and attending professional conferences and courses, is imperative (Bailey & Burch, 2016). If asked to provide services to a client whose needs fell outside of my current competency, I would decline and refer the clients to another professional in another field who may be able to provide assistance. At that point, it would be appropriate to pursue additional training in a particular area through continuing education and consultation with a BCBA who has relevant experience. It might be appropriate to maintain a good working relationship with my supervising BCBA, even after supervision is complete, in order to consult, when necessary. Above all, it is most important to stay within the boundaries of our competency, so that we avoid doing harm to someone, even when that is not the intent. fifth: If I found myself in the first scenario, my first response would be to have a one on one meeting with my supervisor and try to disseminate the conflicting issue with the Behavior Analysts Code of Ethics. I would hope my supervisor would be enough of a professional to listen and respect my professional decisions. I think I would also discuss with the supervisor what is the behavior goal they are trying to obtain and then suggest some better alternative interventions to implement. If the supervisor refused to listen or agree to any of the alternative suggestions for interventions, then I would be forced to seek higher council with both my supervisor’s superiors and with the BCBA, under the ethics code 7.0 (Bailey & Burch, 2016). Of course, I would always hope it would never come to that and that I would be able to seek all appropriate mediation options to find a resolution to this ethical conflict that all parties can concur with.sixth:Scenario 1 – In my previous teaching roles, I have found myself standing up for kids in various ways to a variety of supervisors. It is never a comfortable situation but when the discussion needs to occur for a student’s benefit, I will and have sacrificed my comfort and relationship with the supervisor. I would first confront the supervisor in this scenario. It is important to start with your concerns. Explain exactly why you are uncomfortable with the situation and how it may be in conflict with the Code. It is important to let your supervisor reflect on their own thoughts. They may not have realized the conflict with the Code. It is hopeful that a resolution can be found at this point. However, if your supervisor is still not budging, explain that you would like another opinion – perhaps another supervisor from your location or reaching out to BACB. At the end of the day, you should not be required to implement any intervention that violates the Code. If the Code is being violated because you do not have knowledge in the intervention, simply finding another BCBA may be the solution. If the intervention violates something like “reliance on scientific knowledge”, then the practices should not be used at all. BCBAs can only be asked to do interventions that they have experience, knowledge and skills of. If my whole focus has been on specific treatments at a pre-school setting, it would not be appropriate for me to be sent into the prison setting. If a supervisor feels that your role needs to expand, proper training, education and supervision of practice experiences needs to occur. As always, document document document!! It may be a good idea to take notes and also follow-up with an email documenting any discussion/decisions had regarding this issue. This will ensure that you have captured the discussion and provide an opportunity for your supervisor to clarify or change their viewpoint.