Employee vs. Independent Contractor

Scenario
Madrid and Berne is a top-rated accounting firm with offices in Phoenix and Tucson. Madrid and Berne wanted to provide bookkeeping as an additional service to its clients. It hired Joan Newman Business Services, with offices in Phoenix, Flagstaff, Tucson, and Yuma, to perform contract bookkeeping services for Madrid and Berne clients who requested and needed such services. Madrid and Berne entered into an independent contractor agreement with Joan Newman Business Services. The contract stated that Joan Newman is an independent contractor and agrees that her business is an independent contractor of Madrid and Berne.
After entering into the agreement, Joan worked solely on jobs assigned by Madrid and Berne and was paid a commission for the work. The commission was based upon the fees determined by Madrid and Berne and paid by the clients to Madrid and Berne. Joan was paid on a weekly basis. She used available and unused office space at Madrid and Berne, along with Madrid and Berne’s equipment and supplies. This arrangement made it easier for clients to utilize Joan’s services and be familiar with the offices. Madrid and Berne reviewed Joan’s work and returned faulty work to her for corrections before delivering the completed work to the clients.
Assignment
In a 500-750 word paper, apply what you have learned about the distinctions between employees and independent contractors to the scenario by discussing the following.
Provide an explanation of why it is important to know the distinctions between employees and independent contractors when operating a business.
Discuss the key factors for determining Joan’s employee classification using the concepts that have been presented so far in the course and your own research relevant to the scenario.
Using the rules for distinguishing between employee and independent contractor, discuss whether Joan’s designation as an independent contractor was correct, and justify your designation by citing laws and federal regulations.

Sample Solution

There was a three level prompt system with a stimulus fading strategy where the teacher presented the word card(s) between the child and the item, after the child made an initiation (McGee et al., 1986). Generalization probes occurred throughout the baseline and after every fifth session, along with changes in the types of stimuli (McGee et al., 1986). For example, changes in the font style and font size were made on the card (McGee et al., 1986). The results exhibited that incidental teaching yields generalization to functional reading and comprehension skills; therefore, indicating that incidental teaching is a valid procedure to use for other skills other than vocal communication (McGee et al., 1986). McGee et al. (1983) discussed that incidental teaching is a procedure that can teach language skills and other adaptive skills concurrently. These skills could include meal preparation, leisure activities, or self-care skills (McGee et al., 1983).

Incidental teaching is a very popular procedure among communication and has been proven very effective. It expands on the child initiation, so it is a good method for the child to understand the context of the word and/or phrase. However, not all children with autism make initiations that show clearly what they prefer or want, so it is difficult to use incidental teaching. Therefore, McGee et al. (1983) developed a modified incidental teaching procedure that is based on the principles of the standard incidental procedure, but it is aimed to increase the receptive language skills of autistic children who have severe language delays. The children who have severe language delays do not initiate interaction

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