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1.06 Multiple relationships

BST specific to the teacher

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Consult with BCBAs within the department besides coordinator. Look at research.

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Dual relationship.  Marriage counseling not within competency.  Action Item: Provide EAP (employee assistance program).  Let's do the plan together and fade yourself out.  

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Dual relationship.  Marriage counseling not within competency.  Action Item: Provide EAP (employee assistance program).  Let's do the plan together and fade yourself out.  

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- avoid personal conversations
- dont meet outside of work
- set boundaries

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1.06- multiple relationships/conflict of interest
4.07 enviro conditions that interfere with implementation
2.09 tx/intervention efficacy

What to do?
-Inform her about PAS
-Staff training as a team
-

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- explain the importance of still following the plan
-

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Outside competency.  Required to provide comparative services NOT the exact same services.  

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Outside competency.  Required to provide comparative services NOT the exact same services.  

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Right to effective treatment.  ACTION ITEM: reach out to experts.

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1.02
- meet with previous BCBA or team to
- find someone who is competent in this area (feeding plan)

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Seek out someone who is competent in this area who can help. We cannot just say we don't know what to do, sorry.

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Do research, and seek out advice from another BCBA familiar with feeding problems.  

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Do research, and seek out advice from another BCBA familiar with feeding problems.  

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If we don't get the support needed, we would need to refer out.

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Notify ABA AC and district AC as well as Psych to address concerns and make a plan of action to determine function either based on data psych collected or do another FBA if necessary

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boundaries of confidence and supervisory competence

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boundaries of confidence and supervisory competence

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- redo the assessment

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2.09(a) right to effective TYPE  treatment
3.01(a) - conduct an assessment before forming behavior change treatment
4.01 conceptually consistent

- conduct more assessments
- are universals in place?

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Right to effective treatment, assessment.
Look over assessment data, and re-interpret the function based on the data????

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2.09
3.01
4.01
4.03
- Recommend to start this process over and do another FBA
- Recommend for the school psych to look into FBA & BIP trainings

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- contact the parent and get consent to complete another assessment

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- supervisee's ability to competently complete assessment, create plan, and implement

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10.07 discouraging misrepresentation of non-certified individuals

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10.07
10.01
7.02
-Some other fields include behavior analysis within their scope of practice (varies by state) so I would also check what license they do hold and state licensure laws

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Try to include a component of the programming if it is indeed relevant to something you are already programming for...it can help build rapport with the team

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2.09

- see if what their overall goal is for adding it? Can be addressed through programming w. bx analytic framework

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3.02 How info will be used (video)
4.02 Involving clients in consent and letting them know risks/benefits

Risk benefit analysis explanation to clients and do whatever we had consent to do making case that video is less risk to child and staff.

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discuss whether this is a SLP goal and a possible increase in speech time, as ABA minutes are allocated for specific. research based treatment/programming

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discuss whether this is a SLP goal and a possible increase in speech time, as ABA minutes are allocated for specific. research based treatment/programming

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5.02 Supervisory volume

- take on the supervisee, but outline clear guidelines on how supervision will look

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1.01- reliance on scientific knowledge
1.04- integrity
2.03 consultation
2.09- right to effective treatment
3.01 bx analytic assessment
3.02- medical consultation

- I hear there are concerns with the student's emotion, what do those bxs look like
- advocate for the student that the FBA needs to be done
- make parents aware

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3.03 Behavior Analytic Assessment Consent

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3.03 Behavior Analytic Assessment Consent

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3.01 Behavior Analytic Assessment

2.01 Accepting Clients

Discuss with the teacher and AC

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Clarify the plan using jargon-free language and train to capacity

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10.05 Compliance with BACB Supervision and Coursework Standards

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10.05 Compliance with BACB Supervision and Coursework Standards

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7.02 Ethical Violations by Others and Risk of Harm

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7.02 Ethical Violations by Others and Risk of Harm