A Self-Assessment Tool for Cultivating Affirming Practices With Transgender and Gender-Nonconforming (TGNC) Clients, Supervisees, Students, and Colleagues

Implementing culturally responsive and trauma-informed practices with checklists and goal setting

We discuss the use of two empirically validated behavior-change methods-checklists and goal setting-and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of culturally responsive and trauma-informed practices in behavior support plans designed for students in a public school. The training package was effective for both participants, and the participants' weekly goals corresponded to the observed changes in their behavior plans. Moreover, both participants strongly agreed that the checklist was valuable and easy to use and reported increases in their perceived abilities to implement culturally responsive and trauma-informed practices posttraining.

Disability-Affirming Supervision: Future Directions in Applied Behavior Analytic Supervision

Various disciplines have undergone a shift towards increasing diversity, multiculturalism, and cultural humility in the past few years. In 2019, a Behavior Analysis in Practice special issue raised a collective call to action for increased diversity and representation within the field at both organizational and individual levels. Since that time, articles, discussions, and reports have been published providing heightened attention to cultural humility toward clients, stakeholders, and practitioners. However, little attention has been directed toward the diversity of individuals supervised by behavior analysts. In particular, effective and compassionate supervision of people with disabilities has not been addressed in the field. Practitioners and supervisors need to have the necessary knowledge and skills to be able to inclusively and effectively train and shape the behavior of supervisees with disabilities. The present article reviews the literature, research, and practices from the field of psychology and makes recommendations of tools to create a disability-affirming environment for supervision in the field of applied behavior analysis.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00846-5.

Integrating Diversity, Equity, and Inclusion Readings within Coursework: Suggestions for Instructors Teaching Behavior Analysis

Behavior analysis graduate programs must train their students to be culturally responsive so that they are prepared to effectively serve a diverse clientele. One important strategy for helping students gain a culturally responsive repertoire is embedding diversity, equity, and inclusion materials into behavior analysis graduate course sequences. However, little guidance exists for selecting content related to diversity, equity, and inclusion within behavior analysis to include in behavior analytic coursework. This article provides suggested readings for diversity, equity, and inclusion within behavior analysis that can be embedded into typical course structures in behavior analysis graduate programs. Each course requirement in the Association for Behavior Analysis International's Verified Course Sequence is given specific recommendations.

Pay Equity Among Behavior-Analytic Practitioners Who Serve Children

Pay disparities have numerous adverse effects upon organizations, employees, and clients, which can affect the organization's ability to deliver services, including culturally responsive services. Evidence is accumulating that pay inequity, particularly among females and males, is present within the field of behavior analysis (Li et al., 2018; Vance & Saini, 2022). The purpose of the present study was to examine the annual income of Board Certified Behavior Analysts (BCBA) and doctoral-level BCBAs (BCBA-Ds) who work with children, with a particular focus on the impact that salary practices have on the provision of services to this age group. A survey was distributed to collect information regarding annual income, demographics, and various aspects of service delivery. The sample included 236 (96.7%) BCBAs and eight (3.3%) BCBA-Ds who had been in the field an average of 11.3 years (N = 244). Annual income for female BCBAs and male BCBAs was $74,888 and $79,140, respectively. For those who served children and adolescents, female respondents earn an annual average of $75,840, while male respondents earn an average of $74, 673. The annual incomes of female BCBAs that served urban, rural, and combined rural and urban regions were $76,931, $69,198, and $77,199, respectively. The observed differences between service regions were statistically significant, whereas the difference observed between females and males was not. Considering this, females made less than male counterparts in nearly every comparison, which is alarming. The present study adds to the growing list of observations indicating that a change in salary practices is needed to improve behavior-analytic service delivery to clients.

Updated Strategies for Making Regular Contact With the Scholarly Literature

The Ethics Code for Behavior Analysts (Behavior Analyst Certification Board, 2020a) states that behavior analysts must provide services based on the published scientific evidence (Code 2.01, "Providing Effective Treatment") and maintain competence by reading relevant scholarly literature (Code 1.06, "Maintaining Competence"). Carr and Briggs (2010) acknowledged several potential barriers that might prevent behavior analysts from pursuing this obligation and offered helpful recommendations for circumventing these barriers. Although the nature of these barriers has primarily stayed the same since the publication of Carr and Briggs, the profession and field have grown more complex over the past decade, and several additional barriers have emerged. Luckily, technological advances and resources recently made available offer additional solutions for behavior analysts to consider adopting. Therefore, the purpose of this article is to provide an update to the strategies described by Carr and Briggs for overcoming barriers related to searching the literature, accessing journal content, and contacting the contemporary literature. In addition, we conclude with how leaders might incorporate the proposed strategies into their organization at a systems-wide level.

Into Inclusion: Increasing Trans-Inclusive Practices with Behavior Analysis

Promoting an inclusive culture can be critical to the progression of diverse groups. Practicing inclusive behavior is one important step toward fostering inclusion. Applied behavior analysis can contribute much to this topic given its use of practical methods to encourage socially significant behavior change (Baer et al., 1968). Proper pronoun use is one inclusive behavior that helps support gender minorities. Whereas self-assessment has been recommended to increase cultural awareness, this has not been confirmed through research. Thus, the purpose of the present study was to assess the effects of a specific approach to self-assessment (behavioral self-monitoring; BSM) on the percentage of correct pronouns used by graduate students during a simulated work task. Results indicate that BSM was effective in promoting proper pronoun use when it followed BSM training, and the effects maintained over time.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-021-00669-2.

Cultural Responsiveness Framework in BCBA® Supervision

Behavior analytic supervisees need to master technical and conceptual skills in their fieldwork and training. Recently, the profession has recognized the need for cultural responsiveness to be emphasized and woven throughout clinical practice and supervision. However, findings from research within applied behavior analysis (ABA) yield limited information on specific methods to increase one's cultural responsiveness, as well as few tools to identify areas of development. This paper highlights challenges BCBA®s face in providing culturally responsive supervision. The authors also make recommendations for specific areas of focus in the pursuit of culturally responsive training and skill development through the introduction of the Culturally Responsive Supervision Self-Assessment (CRSS) tool. Cultural constructs that could be addressed using the CRSS tool include, but are not limited to, race, religion, gender conformity, and intersectional paradigms of culture.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-022-00688-7.

The Treatment of LGBTQ+ Individuals in Behavior-Analytic Publications: A Historical Review

The purpose of this article is to review behavior-analytic publications to understand the field's history of including lesbian, gay, bisexual, transgender, and/or queer (LGBTQ+) individuals in research publications. Twelve articles met the inclusionary criteria for review. The results of the review suggested that the representation of LGBTQ+ individuals is lacking in behavior-analytic literature. Of the 12 articles identified, two were categorized as experimental, three as commentaries, three as survey research, two as conceptual, and two as calls to action. The most prominent period for related publications was between 1973 and 1977, with long periods between other articles that were published in 1990, 1996, 2018, and 2019. Experiments published in the 1970s were associated with conversion therapy, to attempt to change an individual's sexual or gender identity. However, other behavior analysts in the 1970s opposed these experiments. Since these early experiments, there have been no other interventions targeted at affecting the lives of gender and sexual minorities. Behavior analysts must address issues of significance faced by LGBTQ+ individuals through increasing affirming practices, reducing health disparities, increasing safety in schools, and more.

Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department

Recent events have highlighted the need for behavior analysis to address issues of diversity, equity, and inclusion (DEI) in service provision and in higher education. There has been a call to action issued, noting the need for cultural humility and cultural responsiveness. An opportunity exists within training programs to ensure that students of behavior analysis are instructed in ways that promote cultural responsiveness and that equip them to serve diverse populations. Additionally, more needs to be done to engineer environments where students of behavior analysis are treated with respect and compassion, and to ensure that educational environments promote the comfort and success of all students. This article outlines the initiatives of an applied behavior analysis department to gather information about DEI on the local level, identify goals, implement change, and evaluate progress toward these goals.

"Why don't behavior analysts do something?"1 Behavior analysts' historical, present, and potential future actions on sexual and gender minority issues

For thousands of years, societies actively practiced the oppression, persecution, and dehumanization of sexual and gender minority (SGM) people (e.g., lesbian, gay, bisexual, transgender, and queer individuals). Rekers and Lovaas' (1974) study is part of that history within behavior analysis. Following requests for retraction, the Society for the Experimental Analysis of Behavior and LeBlanc (2020) issued a formal Expression of Concern about the work. Continued conversation and debate have followed. First, we contextualize debate around retraction of Rekers and Lovaas and the history of behavior analysts' work on SGM issues. Second, we propose 5 steps that leaders in behavior analysis can take with relative immediacy, and we describe 5 research areas that individual behavior analysts could pursue. We conclude that behavior analysts can contribute much toward the liberation of SGM individuals if we begin to bring our science to bear on pressing, socially significant issues facing SGM communities.

LGBTQ+ conversion therapy and applied behavior analysis: A call to action

The term conversion therapy refers to any practices intended to alter a person's sexual orientation, gender expression, gender identity, or any combination thereof. The present-day scientific consensus is that such practices are not only ineffective, but highly harmful and fundamentally unethical. However, historical connections exist between applied behavior analysis and the design and dissemination of conversion therapy practices. The purpose of this paper is to highlight these connections and to call for further attention and action from contemporary behavior analysts on this matter. Specifically, we call for continued discussion and review of previously published conversion therapy papers according to present-day guidelines for ethical research, position statements from professional organizations, additional ethics guidelines for behavior-analytic practice, and future behavior-analytic research and practice efforts that support LGBTQ+ people.

A Look in the Mirror: How the Field of Behavior Analysis Can become Anti-Racist

Sparked by recent events, discussions of systemic racism and racial inequalities have been pushed to the foreground of our global society, leading to what is being called the largest modern-day civil rights movement (Buchanan et al., 2020). In the past, Black, Indigenous, and People of Color (BIPOC) activists and scholars, among others, have evaluated and critiqued systems and organizations within our society. Nonetheless, it was not until recently that this movement was truly noticed by a greater number of people, some of whom are now further assessing how BIPOC are viewed and treated within their organization and by society as a whole (Worland, 2020). This is not only due to the increase in video evidence (e.g., released body cam footage, social media postings), but also the previous administration's rhetoric and political agenda (Hubler & Bosman, 2021). Police departments, educational institutions, and large companies have, for decades, been under scrutiny for their systems and practices that promote racism, inequality, and inequity. The field of behavior analysis, with its Eurocentric roots and observed lack of diversity, equity, and inclusion, is not exempt from such evaluations. It is time that we take a look in the mirror and evaluate our own professional, research, educational, and clinical practices, and work towards creating a new, more inclusive, field of behavior analysis that promotes anti-racism and cultural humility.