New BCBA in School

You just received your BCBA certification and have been hired as a consultant in a local school district. During an observation in a middle school classroom, you notice that a student with autism engages in self-injurious behavior (SIB) when presented with math worksheets. You decide the behavior is too intense to take baseline data and hold an emergency IEP meeting, including the special education teacher and the parents, to come up with an immediate intervention plan to reduce this dangerous behavior. Your hopes is to leave this meeting with a plan in place; however, the parents express they are not concerned about the SIB and would rather focus on the student's vocal stereotypy. The teacher and you want to address the SIB as it is a priority to keep the student safe and the behavior can be triggering and distracting to other students in the class. The parents insist the stereotypy is embarrassing to them. They also mentioned that their family, who recently visited from India, also noted that these vocalizations were concerning. Upon learning this, you suspect a cultural factor and want to respect the family's beliefs, but as a behavior analyst you must keep your priorities consistent with safety and align with the code.

Who is the client?

Group of choices:

a. parents and math teacher

b. parents only

c. student only

d. student and parents

e. special education teacher, student, and parents

f. special education teacher, parents, math teacher.