Variables of Obedience

The studies by Milgram, Zimbardo, and Asch have identified key variables that make people become more or less obedient and conform or not conform to a set of rules. Milgram’s experiment focusing on using painful shocks noted that the subjects of the experiment seemed to be more obedient when they experienced more pain from the shocks administered. Therefore, Milgram noted that the presence of external pressure, such as a punishment, was a major variable in increasing obedience (Milgram, 1963). From Zimbardo’s Stanford prison experiment (Zimbardo et al., 1971) and Asch’s conformity experiment (Asch, 1956), a decrease or an increase in obedience is linked to existing social norms and social conventions such as group opinions, defectors, social influencers, unanimous group agreements, and group cohesion, the presence of authority. Other factors noted to increase or decrease obedience include internal factors such as personal commitment to behavior and the moods and emotions of a person (Kumar Das, 2020). Conclusively, all experiments and studies show that the key variables that increase or decrease obedience are all external. Therefore, obedience is much more influenced by factors that are external to an individual that, to an extent, are not related to or under the control of the individual themselves.

If I were to study the same variable in influencing obedience, I would align my research with the American Psychological Association’s (APA) ethical guidelines. This means ensuring voluntary and uncoerced participation in the research, unlike Milgram, who had payments for compensating the subjects, informed consent for participation, and ensuring the confidentiality of the subjects (Chenneville & Schwartz-Mette, 2020). This means avoiding deception, as in Milgram’s experiment, and ensuring the protection of subjects, unlike how Zimbardo failed to do.

These variables impact social welfare or restrict social change as people will, at some level, be influenced to conform or change their behaviors to match those of others within the larger social settings or do what they think they are expected to do.

References

Asch, S. E. (1956). Studies of independence and conformity: I. A minority of one against a unanimous majority. Psychological Monographs: General and Applied, 70(9), 1–70. https://doi.org/10.1037/H0093718

Chenneville, T., & Schwartz-Mette, R. (2020). Ethical considerations for psychologists in the time of COVID-19. American Psychologist, 75(5), 644–654. https://doi.org/10.1037/AMP0000661

Kumar Das, K. (2020). Milgram’s Experiment: Obedience or Emotional Adaptation on Empathy Emotional Scale? Social Sciences, 9(1).

Milgram, S. (1963). Behavioral Study of Obedience. The Journal of Abnormal and Social Psychology, 67(4), 371–378. https://sci-hub.se/10.1037/h0040525

Zimbardo, P. G., Haney, C., Banks, W. C., & Jaffe, D. (1971). The Stanford Prison Experiment. Zimbardo, Incorporated.

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After completing the readings and video of the studies by Milgram, Zimbardo, and Asch, answer the following questions: What are the key variables that increase or decrease obedience?

If you were a researcher interested in exploring these variables, what ethical considerations would you need to address? How do these variables impact social welfare or lead to restricting social change?

****** IMPORTANT ****
PLEASE USE THE ARTICLE LINK I LISTED BELOW AND THE VIDEOS TO HELP WITH THE DISCUSSION AND THEN FIND TWO MORE PEER-REVIEWED ARTICLES FROM THE SHAPIRO LIBRARY

LINK TO ARTICLE :

https://search-ebscohost-com.ezproxy.snhu.edu/login.aspx?direct=true&db=pdh&AN=1964-03472-001&site=ehost-live

LINK TO VIDEOS:

https://youtu.be/nexpwnwonRcN

THERE ARE TWO VIDEOS – YOU CAN FAST FORWARD THE VIDEOS FOR BOTH – BOTH HAVE INFORMATION NEEDED FOR DB, BUT YOU DON’T NEED TO WATCH BOTH COMPLETELY.
BOTH ARE SHORT VIDEOS.

Psychology-Early Adulthood

Transition to Adulthood

Transitioning into adulthood from teenage years has different meanings for different individuals. An interview was conducted to highlight the diversity in perceptions and involved three male teens aged between 18 and 19 years. The three males consented to this report being written but requested anonymity. A summary of the answers to the questions asked, as well as the parallel reference of the issues in the textbook readings, are discussed in this report.

Question 1: If you had a chance to talk to a teen, what would you recommend they do to establish and maintain their physical health? Do you follow these recommendations yourself?

The recommendations given include eating less junk food and exercising more. The interviewees also said teens should spend less time on screen and more time outside their enclosed spaces. One teen recommended eating more vegetables and taking protein shakes to build muscle and attract girls. Two of the teens said that they went biking every weekend, but the rest of the week was spent either in school, hanging out with friends after school, or at home to complete their class assignments. One teen said that he takes the protein shakes he recommended but has yet to see any tangible results- he said he got the idea from a YouTube video he watched a month ago.

Berk (p.1480) notes that engaging in regular exercises such as dancing, swimming, and jogging is linked to a positive outlook and self-rate health among older adults compared to younger adults. This means that while being fit as a teen is advisable, continuing with the trend is of more significance as one becomes older (McPhee et al., 2016).

Question 2: At what point was it absolutely clear that you had entered adulthood? When do people in your family recognize someone as an adult?

One teen said that he knew he had entered adulthood when his parents were no longer following up on him (as much as they previously did) on where he was and what he had been doing all day. Initially, his parents would call every now and then during the day and would want to know what he was doing and with whom. Another said that when his parents told him that he had to do his own laundry, iron and fold his clothes, and clean his room every weekend, he knew he would soon be asked to pay rent (probably when he reaches 20 years of age). The third teen said that when his mother scheduled, he would be responsible for the food budget at home and would be required to plan for the whole month, the meals, and prepare the same and on time; that is when he knew that adult responsibilities had started. They also said that a person is recognized as an adult once she reaches 21 years. A person is expected to get a job or move out of the house; if one chooses to stay, they would be required to pay rent and utilities.

However, Berk (p.1312) points out that “rather than being unique, emerging adults are part of a general trend toward the blurring of age-related expectations, yielding multiple transitions and increased diversity in development throughout the adult years.” The economic climate allows for parents to be more lenient with their adult children as the latter take up adult roles, including job seeking.

Question 3: What defines a healthy relationship? What roles do culture and values play in healthy relationships?

A healthy relationship is one where people respect others’ ‘spaces.’ It means caring for a person but not being too nosy about their lives. A healthy relationship means a person can talk to another, especially the parents, without fear of repercussion or being labeled as dumb. Some cultures dictate how people relate; for example, daughters are not allowed to be too close to their fathers in Islamic cultures, which is a sign of respect. Also, Muslim and Asian females cannot show any physical affection, including simple gestures such as holding hands with male relatives, as this is considered as lacking moral values. Healthy relationships are encouraged among other families, including whites, blacks, and Hispanics, and public display of affection is encouraged as long as the display is appropriate; for example, a female can hug a male relative and be considered endearing.

However, in the textbook reading, teens from immigrant families have a propensity to rebel against their restrictive cultures and will want to defy their cultural expectations. While there are those that will keep some of their cultures, most will opt to fit into the host country’s culture (Berk, p. 1149-1151).

Question 4: How can you tell when it’s time to change the nature of the romantic relationship (moving in together, marriage, children, etc.)? Are there signs that indicate it’s time to end a relationship?

The best indicator is when you find that two people are spending a lot of time together; more sleepovers especially are an indicator that one can move in with their partner. One of the teens said that the nature of the relationship changes when two people realize that they have the same goals in life, are happy with each other, and are already investing in each other more. For example, when important decisions are made based on the dynamics of the relationship. A case in point is when two people are willing to compromise to get to a neutral agreement; for example, one person willingly moving with their partner to a new city where the partner gets a new job opportunity. Making such decisions signifies that the couple is ready to move to the next level of their relationship, such as marriage. Some of the signs that can indicate it’s time to end a relationship are constant quarreling, unwarranted secrecy, evasion from one’s partner, and infidelity. Another sign would be when one partner becomes passive and disinterested in the relationship.

In the readings, however, a person’s propensity to move a relationship to the next level is influenced heavily by the type of parenting they have had. For example, a person from a controlling parent relationship will be less likely to move to the next level in a relationship even when the couple has shared life goals. A person from an autonomous parent relationship will have better chances of making independent decisions with their partner on when and how to move to the next level of their relationship (Berk, p.1312).

Question 5: What is the best way to establish a healthy work-life balance? How do you establish boundaries?

A person should have mandatory alone-time. A person should respect their workspace and home space in that they should not carry their work to the home. A person should establish that any issues related to work do not interfere with their lives once at home. Also, a person should have one day when they can take absolute time out from work and house chores to rejuvenate simply. One effective way of establishing boundaries is to have a private phone number and a work-related phone number; once a person gets home, they should switch off their work-related phone number.

According to Berk (p. 1376), when employers allow their employees to have flexible working hours, especially for new parents, the employees are more productive. Such employees also reported fewer work conflicts and less absenteeism was reported as well. Berk (p. 1376) supports the point given by the interviewees, suggesting that an employee needs to critically evaluate the time one devotes to work in reference to one’s family priorities, and if the work is too much, then one needs to cut back.

Conclusions on the transition to adulthood and establishing a healthy lifestyle

Transitioning to adulthood should not be a cookie-cutter process. Every teen has their own pace of transitioning and needs to be encouraged by their parents to move into adulthood so that it does not cause unnecessary teen pressure to conform to societal expectations. On the other hand, the parents should be firm enough to discourage avoidable delays and indecisions by the teen on the life course to take (Schneider et al., 2016). A parent should encourage a teen to complete their personal life goals and life maps with reasonable timelines on when and how to achieve set goals. To the best of their ability, the parents should then offer support to their teen as it transitions to adulthood.

Reference

Berk, L. E. (2017). Exploring life span development (International Edition).

McPhee, J. S., French, D. P., Jackson, D., Nazroo, J., Pendleton, N., & Degens, H. (2016). Physical activity in older age: perspectives for healthy ageing and frailty. Biogerontology, 17(3), 567-580.

Schneider, B., Klager, C., Chen, I. C., & Burns, J. (2016). Transitioning into adulthood: Striking a balance between support and independence. Policy Insights from the Behavioral and Brain Sciences, 3(1), 106-113.

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Psychology-Early Adulthood

In the transition into adulthood people take on new responsibilities including taking care of themselves and others. For this project interview three young adults ask the following:

• If you had a chance to talk to a teen, what would you recommend they do to establish and maintain their physical health? Do you follow these recommendations yourself?
• At what point was it absolutely clear that you had entered adulthood? When do people in your family recognize someone as an adult?
• What defines a healthy relationship? What roles do culture and values play in healthy relationships?
• How can you tell when it’s time to change the nature of the romantic relationship (moving in together, marriage, children, etc.)? Are there signs that indicate it’s time to end a relationship?
• What is the best way to establish a healthy work-life balance? How do you establish boundaries?
• After the conclusion of the interviews summarize the responses and identify any patterns that have emerged. Compare the responses to some of the data in the textbook and explain how the text supports or refutes some of the responses from your interviews (be sure to cite your sources).

Based on the interviews and the textbook data, draw your own conclusions on the transition to adulthood and establishing a healthy lifestyle.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Persuasive Health Campaign

The Advert

	Over 24,000 Americans from poor underserved regions die every year due to lack of access to quality care. You can make a change by donating 10 dollars towards the MOBILE SCREENING BUS project that will ensure people in rural and underserved regions access health. SAVE A LIFE, DONATE

The above advert appeals to Americans to donate towards the Mobile Screening Bus project. It begins by alerting the audience to the situation on the ground by giving statistics on the number of people who die due to a lack of quality health. Below that statement is an image of a sick child in a sorry state in need of medication. From the image, one can tell that she is not in a hospital. Then, below the image, there is an appealing message aimed at convincing the audience to donate money to this initiative to help save the lives of rural people who cannot access health services. Within this persuasive health campaign, three strategies are used to appeal to the audience.

The first strategy is the use of fear appeal. The fear appeal is a strategy used in communication. According to Perloff (2017), the fear appeal is a persuasive message that shows the potential dangers of something or the dangers of not taking a certain action. This appeal is used in the first line of the persuasive campaign. Fear is induced in the audience of this campaign poster when they see the number of people who die because of a lack of access to quality healthcare. The fear becomes an underlying catalyst for concern. Then, the image of the sick child in a needy situation acts as a guilty appeal. This appeals to the audience, especially those who can access quality health, to do something to change the situation.

The last strategy is using the Door-In-The-Face (DITF) approach to convince the audience to donate. This is an approach used to ask for donations where one begins by asking the donors to give a large sum of money and then changing strategy and asking for little (Perloff, 2017). The opposite is the Foot-In-The-Door (FITD), where one asks for small donations and little donations afterwards. The DITF approach was chosen because of its ability to help the campaign achieve its goals much faster. By asking the well-wishers to donate the amount in the advert, it is expected that the figure is enough to help the project proceed before returning to ask for a slightly lower amount (Perloff, 2017). These strategies are used excellently to make the appeal more effective.

References

Perloff, R. M. (2017). The dynamics of persuasion: Communication and attitudes in the 21^st century.

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Discussion: Persuasive Health Campaign Message
In our busy world of constant communication, where we are bombarded by information and messages and needs, how do you cut through that noise to get people’s attention? How do you influence people to watch and listen to what you have to say, even if the topic is not one they have thought about before? How do you persuade them to take the action you request? That is your challenge and goal for this Discussion.

The issue is healthcare in rural areas of the United States. Your first task will be to educate yourself on the needs of people in these areas. If you live in an urban area, you may not be aware of the degree to which place informs resources available and access to those resources. Being poor and underserved in a rural area increases the needs of these residents. Consider this finding from the 2010 National Healthcare Quality and Disparities Reports: “Despite improvements, differences persist in health care quality among racial and ethnic minority groups. People in low-income families also experience poorer quality care.” (AHRQ, 2014, para.1)

Put on your advocacy hat, and remember the Walden University outcome to facilitate positive social change. The media message that you develop could impact services in a rural county where you live or in your state, now or in the future.

For this Discussion, you will respond to the following scenario:

Imagine that you are an employee in the Health and Human Services Agency (HHSA) of your county. Your department is launching a campaign to increase quality services to the underserved in your community. You are tasked with developing a media message that HHSA will disseminate to the public, with the goal of persuading people to donate money for a mobile screening bus that can travel to rural areas of the county and reach underserved individuals and families.

To prepare:

Review Chapters 15 and 16 in the textbook and all of the required readings in the Learning Resources. Consider the strategies and techniques you learned this term. Be prepared to use at least one strategy/technique from the Week 6 Resources and at least two strategies/techniques from the course material from earlier in the term for a total of three strategies and/or techniques in your initial post.
Consider the wording of the media message to include in your Discussion.
Review this website from Week 2: Synder, W. S. (2011). Principles and practices for advertising ethics. Institute for Advertising Ethics. Retrieved from https://instituteforadvertisingethics.org/s/IAEPrincipalsandPractices.pdf
Review the codes of ethics for various professional organizations from the Week 1 Learning Resources. Consider the ethics of your message. Think about how it adheres to the standards for human services professionals and/or to ethical principles for advertising and/or other standards/principles of ethics that are relevant to the work you are doing or want to do.
By Day 3
Post responses to the following:

Present the text of your media message.
Consider the influence techniques and strategies you learned all term as well as those in the Week 6 Required Readings. Explain how you used a minimum of 3 strategies, techniques and/or principles (at least one from Week 6 Required Readings) to develop your message. Evaluate your reasoning for choosing these techniques.
Justify how your media message is ethical by referencing specific codes of ethics and other resources.
Note: Be sure to support the responses within your initial Discussion post (and in your colleague reply) with information obtained from the assigned Learning Resources, including in-text citations and a reference list for sources used. For information regarding how your Discussion will be evaluated, please review the Rubric, located in the Course Information area of the course.

resources

Perloff, R. M. (2021). The dynamics of persuasion: Communication and attitudes in the 21st century (7th ed.). Routledge.

Chapter 15, “Advertising, Marketing, and Persuasion”
Chapter 16, “Health Communication Campaigns”
These chapters, of your text, cover the focus for the week. Complete the reading to prepare for your Discussion posts.

https://archive.aessweb.com/

https://www.researchgate.net/publication/230584128_The_Legitimization_of_Paltry_Favors_Effect_A_Review_and_Meta-Analysis

https://archive.ahrq.gov/research/findings/nhqrdr/nhqrdr10/minority.html

-Synder, W. S. (2011). Principles and practices for advertising ethics. Institute for Advertising Ethics. Retrieved from https://instituteforadvertisingethics.org/s/IAEPrincipalsandPractices.pdf

Ethics Code Presentation

Hello, and welcome to this presentation about the Ethics Code in relation to supervising others. I will use real-life scenarios and how we, as professionals, are expected to act in such scenarios.

My name is Juliet Anozie, and I am a Board Certified Behavior Analyst (BCBA). I have worked for several years in different sectors, including an inpatient unit for adults and elementary school, and now I am privileged to work with adolescents diagnosed with autism at a small ABA clinic. I will take you through the code of ethics that governs the work of BCBAs. In every profession, there are ethical codes or principles that guide the work of professionals. This field is not an exception. The ethics code for behaviour analysts guides the work of behaviour analysts and every individual under the jurisdiction of the Behavior Analyst Certification Board. All these persons use this code to evaluate their behaviours when working with colleagues and clients, assess compliance and non-compliance, and determine how it is applicable in our field of work. We shall focus on how supervisors are expected to conduct themselves with the role of supervision in accordance with this code.

There are four key principles based on which behaviour analysts are expected to embody as they serve in their profession (BACB, 2023). They need to use these principles to apply and interpret the standards stipulated in the code of ethics. First, behaviour analysts are expected to work towards benefiting others and not do harm. They can do this by protecting the rights and welfare of clients and actively identifying possible factors that can result in a conflict of interest, among others. Second, they are expected to treat people with respect, dignity, and compassion, for example, by respecting clients’ confidentiality and privacy. Third, behaviour analysts are expected to behave with integrity. They can do this by being accountable for their actions and work and behaving in a trustworthy and honest way (BACB, 2023). The last principle is ensuring their competence. This entails things like sticking to the scope of practice and remaining up to date in best practices and knowledge, among others.

In the scenario, the behaviour analyst is assumed to be competent within their expertise as they are hired as a board-certified professional who would supervise supervisees based on their scope of competence. Therefore, this scenario adheres to code 4.02, supervisory competence. However, it also violates the code by asking students to conduct supervision and bill insurance. In this case, students are not well trained to supervise others or certified by the board to take that role; thus, they act outside their scope of competence. Code 4.03 is also violated. The code stipulates taking a reasonable number of supervisees for effective training and supervision. However, in the scenario, 20 supervisees seem to be too much volume for one supervisor. This may have contributed to the compromise of care that furthered clients’ behaviours. According to code 4.09, tasks should be delegated to competent supervisees/trainees; in this case, the students selected have not even graduated from school. Code 4.10 is also violated since the CEO does not take time to evaluate the impact of supervisory work as the code stipulates. The CEO does not evaluate what exactly caused the poor quality of care and increased undesired behaviours in clients. Rather, the CEO makes more recommendations that violate code 5.01 and the principle of working with integrity. According to the principle of working to benefit others, the employees and the CEO are expected to consider the rights of clients first, as well as stakeholders, supervisees, and trainees, as indicated in code 5.01. However, the CEO prioritizes saving time and money at the cost of the client’s well-being and the well-being of other parties mentioned. This automatically violates the principle of integrity as the CEO does not work based on the organization’s purpose. Besides, according to code 5.04, the behavior analyst is expected to prevent the CEO from making deceiving statements about the organization’s work, including hiring incompetent supervisees to make money. The behavior analyst does not correct the CEO and therefore, violates code 5.04.

In this case scenario, the RTB violates the principle of ensuring competence by not being aware or not constantly evaluating his competence boundaries based on service delivery and cultural responsiveness to diverse groups (BACB, 2023). In this case, the RTB ignores the client’s cultural practices and delivers services that are insensitive to the client’s culture. He does not put the care of the clients before others as expected of behavior analysts (Bailey & Burch, 2016). This is shown when he tells the BCBA that he will work towards ensuring the client eats with utensils. He also does not evaluate his boundary of competence and how it affects the client. By being insensitive to the client’s cultural background of eating with hands, he violates the principle of treating others with respect, dignity, and compassion (Beaulieu, Addington, & Almeida, 2019). Nonetheless, the BCBA adheres to code 4.06, which requires analysts to deliver evidence-based supervision that brings positive reinforcement. By engaging the RTB, the BCBA ensures that the RTB understands the client’s cultural aspect before implementing a goal. This also shows that the BCBA respects the client’s background and culture as he consults with the client’s parents to seek further evidence/information. He, therefore, adheres to code 4.07. Next, code 4.08 requires behaviour analysts to engage in the evidence-based collection of data and monitoring of supervisees. In this case, the BCBA collects information from the client’s parents and then engages with the RTB to have constructive feedback.

According to the principle of working towards maximizing benefits for others, behaviour analysts are expected to actively identify and address factors that may result in a conflict of interest, negative effects on professional activities, and misuse of position (BACB, 2023). In this scenario, the BCBA’s colleague does not care that the client’s copy-pasted background information may affect the client’s quality of care and professional activities in the organization. Besides, using the same plan with words such as ‘restrain if they act up’ may be applicable to one client but not to another. This also violates code 6.06, which requires carrying out research based on training and preparation (BABC, 2023). This code expects behaviour analysts to act ethically based on their competence, and in the scenario, the BCBA’s colleague haphazardly pulls out previously used plans and does not use reinforcement systems, which may compromise the quality of care given to clients. Nevertheless, the BCBA adheres to code 6.07 by addressing the conflict of interests, such as the client’s copy-pasted intervention plans and background information and the services proposed by the colleagues. The BCBA does this by taking the issue to the supervisor. Further, the colleague violates code 6.09, which discourages plagiarism. Instead, the colleague uses previously used behavior intervention plans and does not effectively edit the plans to suit the needs of the clients. In the process, the colleague does not act according to the principle of benefiting the clients and the organization. The colleague proves they cannot be trusted with original work and thus does not act per the principle of integrity.

Based on code 1.07, Cultural responsiveness and diversity, behavior analysts are expected to evaluate their own biases so that they can objectively determine the needs of others. For example, terminating employment based on religious reasons would be against multiculturalism. Also, based on code 1.08, Non-discrimination, behaviour analysts should act in an inclusive and equitable manner. For instance, they can ensure all races and genders are included in a project. Lastly, in accordance with code 4.07, Incorporating and addressing diversity, behaviour analysts can ensure that topics discussed streamline cross-cutting matters such as an individual’s age, gender, and nationality, among others.

In all the scenarios, one key principle stands: BCBAs must work towards benefiting others and not doing harm. All the dishonesty, out-of-competence scope, and prioritizing of other things like money practices work towards harming the clients. As Bailey & Burch (2016) argue, a client should come first in the BCBAs’ work activities. Therefore, supervisors, trainees, and CEOs should all work towards meeting the concerns of the clients. This requires a lot of competence, integrity, and cultural intelligence to execute the roles assigned effectively.

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225 ASSIGN 9

Ethics Codes

For this week’s assignment, you are playing the role of an experienced Board Certified Behavior Analyst (BCBA) who has been working in the field for several years. You have worked in various settings, including an elementary school, and an in-patient unit for adults. You just started a new job at a small ABA clinic for adolescents diagnosed with autism.

As an experienced BCBA, you are asked to present on supervising others and the core principles from the Ethics Code for Behavior Analysts to new employees. This group of employees at the company you are working for includes a mix of RBTs, BCaBAs, and BCBAs. You will be providing them with real-life supervision scenarios that apply to the core principles as well as relevant ethical codes.

Scenario 1

When you first started working in the field, you were asked to supervise 20 supervisees at your company. This company was run by a CEO who had never worked in the field of ABA and was concerned about making a profit from the business. You realized that the number of clients was increasing at a pace that impacted the treatment of clients. The quality of care started to dip, and your clients started engaging in more behaviors due to inconsistent schedules. The CEO made a few recommendations that were questionable. One of the recommendations made was that students conduct supervision and bill insurance to save time and money. These students were in school to become BCBAs but had not yet graduated or completed their supervision hours. You were asked to sign off on these supervision notes so that billing could be approved.

Scenario 2

You were working with a 6-year-old client with autism who engages in mild problem behaviors and struggles with activities of daily living. During mealtimes, this client ate with his hands and did not know how to eat with utensils. In the functional life skills assessment, a goal stated, “Client will use utensils to eat with during mealtimes independently.” You thought about entering this goal in, as it is typically the next goal you work on based on his skill level and age. Before implementing this life skill goal, you wanted to discuss it with the parents first. The primary RBT on his case said, “He shouldn’t be eating with his hands; it is bad manners.” You spoke with the parents, and the parents informed you that culturally, they ate all meals with their hands and did not need to worry about him using utensils. You decided to discuss this with your RBT and explain your reasoning. The RBT said, “Well everyone else is eating with utensils; I will just work on this anyway.”

Scenario 3

After you had a few years of experience, you worked for one year at an in-patient behavioral health center. At this center, you were being trained by a colleague who copy and pasted behavior intervention plans, and changed the names regardless of background information. You noticed that these behavior plans were not client-specific and were the same. These plans also included wording like, “Rush to use physical prompting if needed, and restrain if they act up.” You noticed these plans were lacking reinforcement systems or least-to-most prompting. When you were asked to review these plans and edit them, you decided to bring these issues up to your supervisor.

Assignment Directions

For this assignment, you will use the Unit 9 Assignment Template to create a narrated PowerPoint® presentation to describe the core ethical principles from the Ethics Code for Behavior Analysts, applying these core principles to the case scenarios above and applying relevant codes in relation to supervision skills.

Please include the following:

Slide 1: Title

Slide 2: Ethics Code for Behavior Analysts

Briefly describe the role of the Ethics Code for Behavior Analysts.
Audio: Introduce yourself and describe, in detail, the importance of the Ethics Code for Behavior Analysts.
Slide 3: Core Ethical Principles

List each of the core principles.
Audio: Describe each core principle in detail.
Slide 4: Ethics Code and Core Principles for Supervision – Scenario 1

Identify the ethics code(s) relevant to the scenario (from Sections 4, 5, and 6).
Based on the supervision case scenario, relate the relevant core principles that apply to the situation.
Audio: Using specific information from the scenario, explain the situation, your rationale for choosing the relevant codes and core principles, and how the situation adheres to or violates the codes.
Slide 5: Ethics Code and Core Principles for Supervision – Scenario 2

Identify the ethics code(s) relevant to the scenario (from Sections 4, 5, and 6).
Based on the supervision case scenario, relate the relevant core principles that apply to the situation.
Audio: Using specific information from the scenario, explain the situation, your rationale for choosing the relevant codes and core principles, and how the situation adheres to or violates the codes.
Slide 6: Ethics Code and Core Principles for Supervision – Scenario 3

Identify the ethics code(s) relevant to the scenario (from Sections 4, 5, and 6).
Based on the supervision case scenario, relate the relevant core principles that apply to the situation.
Audio: Using specific information from the scenario, explain the situation, your rationale for choosing the relevant codes and core principles, and how the situation adheres to or violates the codes.
Slide 7: Multiculturalism

List at least three examples of multiculturalism from the Ethics Code for Behavior Analysts (age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic status).
Audio: Based on your selected examples, explain in detail how behavior analysts embrace multiculturalism and diversity in the field.
Slide 8: Conclusion

Summarize the main points of your presentation.
Slide 9: References

Include at least two sources to support your responses.

Education Options

One of the approaches of Montessori style education was self-directed learning, which she based on the wisdom that children are small adults. Montessori borrowed this approach from the influences of Piaget on cognitive development. Children are given choices and are not limited to moving from one activity to another. The role of teachers in this approach is to facilitate learning and not direct, and they could provide aid when the child requests it (Mossler, n.d). Therefore, this style entails hands-on learning and collaboration between and among children as they discover things on their own through their teachers’ facilitation. This approach is consequently child-based or student-based.

Contrary to the Montessori style of education, the traditional education format uses directing approaches. This is where a teacher directs a child through recitation and memorization techniques (Edwards, 2002). This approach is mainly teacher-centered and does not involve a child’s critical thinking or creativity. The role of the teacher in this approach is to direct, whereas the role of the student is to listen, recite, memorize, and take tests.

Benefits	Montessori	Traditional
Learning	It gives hands-on learning where the beauty of children is well-known. This way, children can comprehend complex vocabulary and detect intellectual thoughts using objects. Students can also learn, work, and grow at their own pace.	Students with strong analytical and memory abilities learn very fast in this style (Edwards, 2002).
Intelligence	It boosts a child’s creative intelligence as they learn from other children’s creativity and how they devise useful solutions to problems (Mossler, n.d.).	It encourages a child’s analytical intelligence as they memorize, analyze and practice what is taught (Mossler, n.d).
Socialization	In the mixed-age grouping, children interact and get captivated by others’ achievements, encouraging learning from each other.	The child can depend on others to achieve things, especially when help is needed.
Drawbacks
Socialization	It creates self-guided work and freedom, yet situations are not always like that because children may find it hard to work under strict authorities and cooperate.	The students may not be able to make decisions when authority is absent, especially in an emergency or about their issues.
Intelligence	Children may lack the analytical intelligence needed in other circumstances.	Children may never understand creative intelligence, classifying some as unintelligent.
Learning Environment	Interaction is spontaneous and less structured.	Classrooms are strictly structured, creating tension.

References

Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early childhood research & practice, 4(1), n1.

Mossler, R.A. (n.d). Child and Adolescent Development: Language Development.

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Prior to completing this discussion, please read Chapters 9, 10, and Section 15.1 in the textbook and the article ” A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context (Links to an external site.) article. Additionally, watch the Montessori Vs. Conventional Schools (Links to an external site.) and Exploring Borderlands–American Passages: A Literary Survey (Links to an external site.) videos.

In this post of a minimum of 300 words, you will explore the role of community agencies (more specifically, schools) in developing the optimum learning and pro-social behavior of children. Complete the following:

Explain the major approaches of Montessori-style education and of traditional education formats for children.
Then, Create a Table