Abstract
When rural school districts employ Board Certified Behavior Analysts (BCBAs) to assist in meeting the needs of students with disabilities, it is important that they be aware of the ethical and professional guidelines to which BCBAs are required to adhere. This article describes the role of these guidelines within the practice of BCBAs and presents several fictitious scenarios depicting ethical dilemmas faced by BCBAs working in school settings. The authors present specific guidelines from the Behavior Analyst Certification Board’s Professional and Ethical Compliance Code related to each scenario and provide a response to each scenario that identifies some of the key ethical and professional considerations.
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