| 1 | Review of PBS-related prior literature | • Analysis of PBS components (Horner et al., 2010; Sugai & Horner, 2002) |
| 2 | Derivation and unitization of PBS components (Unitization) | • Derive a list of Tier 1/2/3 components |
| • Define each component item as an “ethical application unit” |
| 3 | Extraction of ethics code provisions and pre-coding | • Establish seven ethical domains (axes) (a) Information provision and accuracy (b) Confidentiality and consent (c) Nondiscrimination and protection of rights (d) Harm avoidance and least restrictive practices (e) Assessment, data, and documentation/record-keeping (f) Supervision, training, and role clarity (g) Conflicts of interest and multiple relationships |
| • Assign preliminary codes: search for and extract relevant provisions from the BACB and QABA ethics codes according to each ethical domains |
| 4 | Primary mapping | • Conduct initial mapping of ethics-code provisions to each ethical application unit (PBS component) |
| • Mapping criterion (clarity of applicability): whether the behavioral requirements of the provision clearly apply in the implementation context |
| 5 | Refinement | • Reclassify provisions into “core provisions” and “supplementary provisions” |
| • Adjust for duplication, omission, and over-mapping |
| 6 | Output generation | • Output 1: Integrated table of ethics-code provisions by PBS component (BACB-QABA) |
| • Output 2: Narrative implementation guidelines applicable to school settings, organized by the seven ethical domains |