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Instructions: Review the scenario below and prepare a two- to three-page response that analyzes the information using the seven-step ethical decision model described by Bailey & Burch (2016). Responses should include: a brief summary of the legal and ethical considerations in the case, what resources the behavior analyst involved should utilize, the possible steps the behavior analyst should take in resolving the issue, and the potential side effects of the courses of action. Appropriate reference to the Professional and Ethical Compliance Code and other course resources (e.g., required readings) is expected. Additional related resources to guide your recommendations are also suggested with the scenario below. Papers should be prepared in a separate document written in APA format. This summary is worth 10% of your final course grade. See rubric attached for grading information.

Scenario: Jennifer, a 15- year old female adolescent, recently re-entered her public high school after recovering from a traumatic brain injury. Prior to Jennifer’s brain injury, she was an outgoing, typically developing teenager. Post brain injury, Jennifer now requires specialized educational services in order to access her high school’s general education curriculum. As part of her special education services, Jennifer receives speech therapy and a behavior support plan. Jennifer now has difficulty speaking in full sentences and is prone to vocal outbursts. At a recent educational team meeting, the team discussed Jennifer’s need for additional support relative to daily living skills as she is no longer demonstrating the level of independence expected given her age. Additionally, the team has to devise a support plan for Jennifer to participate in extracurricular activities offered at the school. During this meeting, a conflict arises amongst the school professionals, Jennifer’s parents and Jennifer regarding how to select daily living skill goals and extracurricular activities for Jennifer. The school professionals recommend that Jennifer focus on daily living skills that will increase her independence at school (e.g. bringing necessary materials to class, time management), while Jennifer’s parents would like her to focus on increasing her independence with hygiene (e.g. blow drying her hair, applying make-up) and housework (e.g. washing dishes, meal preparation). The school recommends academic independence so that she will increase her likelihood of attending post-secondary educational opportunities. Jennifer’s parents argue that Jennifer no longer possesses the academic skills to attend post-secondary educational courses and would rather make sure that Jennifer is able to care for herself and a home in order to increase her chances of getting married someday. While listening to these recommendations from the school professionals and her parents, Jennifer begins to display a vocal outburst and the meeting has to be terminated early. As the coordinator of Jennifer’s programming, you must reschedule a meeting to address these outstanding items. Before scheduling the next meeting, you would like to gather additional assessment data and help facilitate a more productive team meeting that results in an agreement over Jennifer’s educational goals. How would you resolve this conflict?

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