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Kyonka EGE, Subramaniam S. Tactics of just, equitable, diverse, and inclusive scientific research. J Exp Anal Behav 2024. [PMID: 39155678 DOI: 10.1002/jeab.4201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 07/15/2024] [Indexed: 08/20/2024]
Abstract
The principles of social justice, equity, diversity, inclusion (JEDI) have received increasing attention in behavior analysis circles, but the conversation has largely centered on implications for applied behavior analysis practice and research. It may be less clear to researchers who conduct basic and translational research how JEDI principles can inform and inspire their work. This article synthesizes publications from behavior analysis and other scientific fields about tactics of JEDI-informed research. We organized this scholarship across five stages of research from developing the research question to sharing findings and curated sources for an audience of behavioral science researchers. We discuss reflexive practice, representation, belongingness, participatory research, quantitative critical theory, and open science, among other topics. Some researchers may have already adopted some of the practices outlined, some may begin new practices, and some may choose to conduct experimental analyses of JEDI problems. Our hope is that those actions will be reinforced by the behavior analysis scientific community. We conclude by encouraging the leadership of this journal to continue to work toward the structural changes necessary to make the experimental analysis of behavior just, equitable, diverse, and inclusive.
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Affiliation(s)
- Elizabeth G E Kyonka
- Department of Psychology, California State University, East Bay, Hayward, CA, USA
| | - Shrinidhi Subramaniam
- Department of Psychology and Child Development, California State University, Stanislaus, Turlock, CA, USA
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2
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Beaulieu L, Kwak D, Jimenez-Gomez C, Morgan G. Implementing culturally responsive and trauma-informed practices with checklists and goal setting. J Appl Behav Anal 2024. [PMID: 38922863 DOI: 10.1002/jaba.1095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 05/16/2024] [Indexed: 06/28/2024]
Abstract
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.
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Affiliation(s)
- Lauren Beaulieu
- Special Education Department, Newton Public Schools, Newton, MA, USA
| | - Daniel Kwak
- Department of Behavioral Pyschology, Kennedy Krieger Institute and Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Gabrielle Morgan
- Department of Applied Behavior Analysis, Bay Path University, Longmeadow, MA, USA
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Li A, Hollins NA, Morris C, Grey H. Essential Readings in Diversity, Equity, and Inclusion in Behavior Analytic Training Programs. Behav Anal Pract 2024; 17:523-532. [PMID: 38966262 PMCID: PMC11219694 DOI: 10.1007/s40617-023-00856-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/30/2023] [Indexed: 07/06/2024] Open
Abstract
Cultural responsiveness is imperative for the success of behavior analysts. As topics within diversity, equity, and inclusion are emphasized within coursework and supervision, there is a growing need for resources. To date, there is limited research on suggested readings within diversity, equity, and inclusion for behavior analysts. We surveyed behavior analysts to construct a list of essential readings within diversity, equity, and inclusion and reported common publications that instructors assigned and students were assigned within behavior analytic coursework.
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Affiliation(s)
- Anita Li
- Department of Psychology, University of Massachusetts Lowell, Lowell, MA USA
| | - Nicole A. Hollins
- EdBeeConsultations, LLC; Educational and Behavioral Consultations, North Chesterfield, VA USA
| | - Cody Morris
- Department of Psychology, Salve Regina University, Newport, RI USA
| | - Hannah Grey
- Department of Psychology, Salve Regina University, Newport, RI USA
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4
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Jimenez-Gomez C. Research and mentorship in behavior analysis from a lens of cultural responsiveness and antiracism. J Exp Anal Behav 2024; 121:373-388. [PMID: 38587283 DOI: 10.1002/jeab.911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 03/07/2024] [Indexed: 04/09/2024]
Abstract
Although scientific endeavors strive to be objective, they are the work of individuals whose unique perspectives and experiences influence their research and interpretations of the world and data. Much has been said and written lately about the need to embed cultural responsiveness in behavior analysis and the need to enhance diversity in the field. In fact, similar conversations are taking place in many areas of science. Despite the current buzz, many behavioral researchers may be left wondering what they can do or whether it is incumbent on them to act. For the field of behavior analysis to move toward adopting the values of diversity, equity, inclusion, and access, members of the scientific community must actively engage in behaviors that foster inclusive and safe learning environments for students, engage in collaborative work, and incorporate culturally responsive research and mentorship practices. This article will describe some current practices, showcase exemplars of culturally responsive research and mentorship, and provide resources for researchers and mentors.
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O’Neill P, Magnacca C, Gunnarsson KF, Khokhar N, Koudys J, Malkin A. Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario. Behav Anal Pract 2024; 17:212-227. [PMID: 38405292 PMCID: PMC10890994 DOI: 10.1007/s40617-023-00825-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2023] [Indexed: 02/27/2024] Open
Abstract
Cultural responsiveness is critical to providing high-quality behavior analytic services, particularly when providers and recipients have different cultural backgrounds. The purpose of this study was to systematically replicate and extend (Beaulieu et al. (2019) Behavior Analysis in Practice, 12(3), 557-575) by investigating the diversity among applied behavior analysis (ABA) service providers and service recipients in Ontario, service providers' training and experiences in working with diverse families, and service providers' and recipients' perceptions of behavior analysts' cultural responsiveness in practice. Results from 428 participants suggest that service providers and recipients in Ontario differ in demographic characteristics; service providers report having little training in how to serve diverse families; and although service recipients rate providers' skills relatively positively, there is room for improvement. Results suggest a path forward for behavior analysis that includes education and training in cultural responsiveness as well as encouraging and fostering a bidirectional relationship between behavior analysts and the families they serve. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-023-00825-w.
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Affiliation(s)
- Paige O’Neill
- Department of Applied Disability Studies, Brock University, St. Catharines, ON Canada
- Present Address: University of Nebraska Medical Center’s Munroe-Meyer Institute, Omaha, NE USA
| | - Carly Magnacca
- Department of Applied Disability Studies, Brock University, St. Catharines, ON Canada
- Present Address: Department of Psychology, York University, Toronto, ON Canada
| | - Karl F. Gunnarsson
- Landspitali University Hospital of Iceland, Reykjavik, Iceland
- Department of Physical Therapy, University of Iceland, Reykjavik, Iceland
| | - Nazurah Khokhar
- Department of Applied Disability Studies, Brock University, St. Catharines, ON Canada
| | - Julie Koudys
- Department of Applied Disability Studies, Brock University, St. Catharines, ON Canada
| | - Albert Malkin
- Faculty of Education, Western University, London, ON Canada
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Hernandez CD, Williams Awodeha NF, Cameron MJ. Culture and Language Inclusion in the Practice of Applied Behavior Analysis: Next Steps for Improving Outcomes for Autistic Clients. Behav Anal Pract 2023; 16:1280-1289. [PMID: 38076741 PMCID: PMC10700268 DOI: 10.1007/s40617-023-00791-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/27/2023] [Indexed: 05/03/2024] Open
Abstract
As applied behavior analysis (ABA) is widely prescribed as an intervention for autistic children, ABA practitioners must have a thorough understanding of the impact of language and culture on the individuals and families they serve. The twin purposes of this article are to discuss cultural humility in ASD service delivery, and to provide an overview of practice parameters for the expansion of equity and inclusion. These efforts are guided by the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care. Readers will be provided with recommendations for incorporating culturally and linguistically appropriate services into training, practice, and supervision in ABA settings.
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Hollins NA, Morris C, Li A. Integrating Diversity, Equity, and Inclusion Readings within Coursework: Suggestions for Instructors Teaching Behavior Analysis. Behav Anal Pract 2023; 16:629-639. [PMID: 37187849 PMCID: PMC10169931 DOI: 10.1007/s40617-023-00781-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 05/17/2023] Open
Abstract
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.
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Affiliation(s)
- Nicole A. Hollins
- Department of Psychology, Western Michigan University, Kalamazoo, Michigan USA
| | - Cody Morris
- Department of Psychology, Salve Regina University, 100 Ochre Point Avenue, Newport, RI 02840 USA
| | - Anita Li
- Department of Psychology, Western Michigan University, Kalamazoo, Michigan USA
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Graber A, Graber J. Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An Ethical Analysis. Behav Anal Pract 2023:1-17. [PMID: 37363652 PMCID: PMC9979895 DOI: 10.1007/s40617-023-00780-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 03/06/2023] Open
Abstract
The behavior analytic literature on neurodiversity remains limited. This article aims to begin filling the lacuna. We will introduce the neurodiversity perspective and demonstrate an important congruence between the behavior analytic and neurodiversity perspectives on autism. Despite this congruence, applied behavior analysis is often targeted for criticism by proponents of the neurodiversity perspective. A central concern raises questions about the aims of behavior analytic interventions for clients with autism. Is it appropriate to teach clients with autism to behave as if they were neurotypical? Concerns about the aims of behavior analytic interventions mirror concerns that have been raised about the aims of language education in schools. Drawing on the literature regarding linguistically diverse classrooms, we will critically evaluate the abolitionist neurodiversity critique of ABA. We conclude by considering both concrete and theoretical implications for the ethics of behavior analytic work with autistic clients.
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Affiliation(s)
- Abraham Graber
- Division of Bioethics, Department of Biomedical Education and Anatomy, Nisonger Center Affiliate Faculty, Ohio State University, Columbus, OH USA
| | - Jessica Graber
- Nationwide Children’s Hospital, Center for Autism Spectrum Disorders, Columbus, OH USA
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Luna O, Petri JM, Nuhu N. Addressing Racial Disparities in Behavior-Analytic Services: Provider and Trainee Awareness, Competency, and Systemic Action. BEHAVIOR AND SOCIAL ISSUES 2022. [DOI: 10.1007/s42822-022-00117-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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10
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Gingles D, Watson-Thompson J, Anderson-Carpenter KD, Tarbox J, Peterson SM. Leading the Charge: A Look Inside the Behavior Analysis in Practice Emergency Series of Publications on Systemic Racism and Police Brutality. Behav Anal Pract 2022; 15:1015-1022. [DOI: 10.1007/s40617-022-00759-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
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Togashi K, Minagawa Y, Hata M, Yamamoto J. Evaluation of a Telehealth Parent-Training Program in Japan: Collaboration with Parents to Teach Novel Mand Skills to Children Diagnosed with Autism Spectrum Disorder. Behav Anal Pract 2022; 16:1-12. [PMID: 36313232 PMCID: PMC9591318 DOI: 10.1007/s40617-022-00752-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/04/2022] [Indexed: 12/04/2022] Open
Abstract
This study developed a telehealth parent-training program to teach parents of children with autism spectrum disorder the process of mand-training implementation in Japan, and to further the international dissemination of evidence-based training strategies. Parent-training sessions were based on a behavioral skills training (BST) model, combined with weekly graphic and video feedback. The sessions were conducted by a board-certified behavior analyst-doctoral residing in Japan. Four parents with children with autism spectrum disorder participated in this study. The results preliminarily support the effectiveness and social validity of the program. This study extends previous parent-training research conducted in Japan by comprising all of the following features: (1) online program design; (2) mand training; (3) BST model; (4) session-by-session data on children's behavioral changes and procedural integrity; (5) within-subject experimental design; and (6) social validity evaluation.
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Affiliation(s)
- Kohei Togashi
- Global Research Institute, Keio University, Minato City, Tokyo Japan
- Present Address: Behavior Solutions, KS Floor, 5F Resona-Kudan Bldg, 1-5-6 Kudan-Minami, Chiyoda, Tokyo 102-0074 Japan
| | - Yasuyo Minagawa
- Faculty of Letters, Keio University, Minato City, Tokyo Japan
| | - Masahiro Hata
- Global Research Institute, Keio University, Minato City, Tokyo Japan
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Perez-Lopez E, Gavrilova L, Disla J, Goodlad M, Ngo D, Seshappan A, Sharmin F, Cisneros J, Kello CT, Berhe AA. Ten simple rules for creating and sustaining antiracist graduate programs. PLoS Comput Biol 2022; 18:e1010516. [PMID: 36227841 PMCID: PMC9560489 DOI: 10.1371/journal.pcbi.1010516] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
In 2020, the combination of police killings of unarmed Black people, including George Floyd, Breonna Taylor, and Ahmaud Arbery, and the Coronavirus Disease 2019 (COVID-19) pandemic brought about public outrage over long-standing inequalities in society. The events of 2020 ignited global attention to systemic racism and racial inequalities, including the lack of diversity, equity, and inclusion in the academy and especially in science, technology, engineering, mathematics, and medicine (STEMM) fields. Racial and ethnic diversity in graduate programs in particular warrants special attention as graduate students of color report experiencing alarming rates of racism, discrimination, microaggressions, and other exclusionary behaviors. As part of the Graduate Dean's Advisory Council on Diversity (GDACD) at the University of California Merced, the authors of this manuscript held a year-long discussion on these issues and ways to take meaningful action to address these persistent issues of injustices. We have outlined 10 rules to help graduate programs develop antiracist practices to promote racial and ethnic justice, equity, diversity, and inclusion (JEDI) in the academy. We focus on efforts to address systemic causes of the underrepresentation and attrition of students from minoritized communities. The 10 rules are developed to allow graduate groups to formulate and implement rules and policies to address root causes of underrepresentation of minoritized students in graduate education.
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Affiliation(s)
- Edgar Perez-Lopez
- Department of Mechanical Engineering, University of California, Merced, California, United States of America
- * E-mail: (EPL); (LG)
| | - Larisa Gavrilova
- Department of Psychological Sciences, University of California, Merced, California, United States of America
- * E-mail: (EPL); (LG)
| | - Janice Disla
- Department of Psychological Sciences, University of California, Merced, California, United States of America
| | - Melissa Goodlad
- Department of Chemistry and Chemical Biology, University of California, Merced, California, United States of America
| | - Dalena Ngo
- Interdisciplinary Humanities Graduate Program, University of California, Merced, California, United States of America
| | - Arabi Seshappan
- Department of Physics, University of California, Merced, California, United States of America
| | - Farhana Sharmin
- Department of Mechanical Engineering, University of California, Merced, California, United States of America
| | - Jesus Cisneros
- Graduate Division, University of California, Merced, California, United States of America
| | - Christopher T. Kello
- Graduate Division, University of California, Merced, California, United States of America
- Department of Cognitive and Information Sciences, University of California, Merced, California, United States of America
| | - Asmeret Asefaw Berhe
- Graduate Division, University of California, Merced, California, United States of America
- Department of Life & Environmental Sciences, University of California, Merced, California, United States of America
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Price MA, Hollinsaid NL. Future Directions in Mental Health Treatment with Stigmatized Youth. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2022; 51:810-825. [PMID: 36007234 PMCID: PMC9835015 DOI: 10.1080/15374416.2022.2109652] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Stigma refers to societally-deemed inferiority associated with a circumstance, behavior, status, or identity. It manifests internally, interpersonally, and structurally. Decades of research indicate that all forms of stigma are associated with heightened risk for mental health problems (e.g., depression, PTSD, suicidality) in stigmatized youth (i.e., children, adolescents, and young adults with one or more stigmatized identities, such as youth of Color and transgender youth). Notably, studies find that stigmatized youth living in places with high structural stigma - defined as laws/policies and norms/attitudes that hurt stigmatized people - have a harder time accessing mental health treatment and are less able to benefit from it. In order to reduce youth mental health inequities, it is imperative for our field to better understand, and ultimately address, stigma at each of these levels. To facilitate this endeavor, we briefly review research on stigma and youth mental health treatment, with an emphasis on structural stigma, and present three future directions for research in this area: (1) directly addressing stigma in treatment, (2) training therapists in culturally responsive care, and (3) structural interventions. We conclude with recommendations for best practices in broader mental health treatment research.
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Affiliation(s)
- Maggi A. Price
- School of Social Work, Boston College, Boston, MA
- Department of Psychology, Harvard University, Cambridge, MA
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Deochand N, Costello MS. Building a Social Justice Framework for Cultural and Linguistic Diversity in ABA. Behav Anal Pract 2022; 15:893-908. [PMID: 36465600 PMCID: PMC9582066 DOI: 10.1007/s40617-021-00659-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/22/2021] [Indexed: 10/19/2022] Open
Abstract
ABA may be uniquely positioned to have broader impacts with culturally and linguistically diverse (CLD) client populations, not only due to its growth and increased social acceptability, but also because a segment of the field practices within the education system. Decades of misinformation have potentially reduced the widespread reliance on learning pedagogies derived from behavior analytic research. Disseminating ABA technologies depends on an advocacy-based approach to close gaps from research-to-practice. Social justice is both an approach and a framework that can be integrated into our strategic planning for the field. This article describes how to apply social justice guidelines when working with CLD students and families. There are culturally relevant considerations that can be included in our research, training, and service delivery, in particular if we want the field to grow in a sustainable fashion. Behavior analysts must consider it an ongoing long-term objective to engage in culturally informed assessment, culturally and linguistically relevant intervention, culturally focused advocacy and collaboration with families, and use self-assessment of their cultural competence.
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Affiliation(s)
- Neil Deochand
- Behavior Analysis Program, University of Cincinnati, 450H Teachers-Dyer Complex, Cincinnati, OH 45244 USA
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Increasing Diversity Content in Graduate Coursework: A Pilot Investigation. Behav Anal Pract 2022; 16:222-231. [PMID: 37006435 PMCID: PMC10050247 DOI: 10.1007/s40617-022-00714-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/15/2022] [Indexed: 10/18/2022] Open
Abstract
Recent data indicate that BACB certificants are largely homogenous with respect to racial and gender identity. There is also evidence that many practitioners do not receive training in culturally responsive service delivery (CSRD). Applied behavior analysis (ABA) graduate programs would therefore benefit from incorporating training on diversity and CSRD. In this pilot investigation, a pre/post design was used to evaluate the effects of providing ABA faculty members with a supplemental diversity/CRSD curriculum on the presence of diversity/CRSD content in course syllabi. Six faculty members, who were collectively responsible for teaching courses in an ABA master's program, participated in this study. All participants were provided with a general list of resources related to diversity/CRSD in ABA. The supplemental curriculum included tailored diversity course objectives and supporting resources for courses assigned to the intervention group. Results suggest that the provision of tailored objectives and supporting resources to faculty may lead to increases in diversity/CRSD content in course syllabi. Despite the methodological shortcomings of this pilot investigation, this study represents a preliminary step toward the development of a line of empirical research on ABA graduate training and diversity/CRSD. Implications for graduate training programs in ABA and future research in this area are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s40617-022-00714-8.
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A Systematic Review and Reflection on the Dimensions of Diversity Represented in Behavior Analytic Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00312-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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17
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Jimenez-Gomez C, Beaulieu L. Cultural responsiveness in applied behavior analysis: Research and practice. J Appl Behav Anal 2022; 55:650-673. [PMID: 35411945 DOI: 10.1002/jaba.920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 03/12/2022] [Accepted: 03/13/2022] [Indexed: 11/05/2022]
Abstract
The new Ethics Code for Behavior Analysts requires that certificants engage in training related to culturally responsive service delivery (BACB, 2020). There is limited work in the area of culturally responsive evidence-based practice within our field. Therefore, it is incumbent on researchers and practitioners to identify best practices for working with diverse populations. Hence, the purpose of this paper is three-fold: a) to review research within and outside the field of ABA related to culturally responsive assessment and treatment and provide practice recommendations, b) to examine the extent to which current practices in behavior assessment and treatment align with aspects of culturally responsive practices, and c) to inspire research in the areas of behavior assessment and treatment to identify best practices with regard to culturally responsive behavior analytic practices. The content of this paper is grounded in the framework described by Beaulieu and Jimenez-Gomez (2022).
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Hilton J, Syed N, Weiss MJ, Tereshko L, Marya V, Marshall K, Gatzunis K, Russell C, Driscoll N. Initiatives to Address Diversity, Equity, and Inclusion Within a Higher Education ABA Department. BEHAVIOR AND SOCIAL ISSUES 2021; 30:58-81. [PMID: 38624985 PMCID: PMC8612882 DOI: 10.1007/s42822-021-00082-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/07/2021] [Indexed: 11/18/2022]
Abstract
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.
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Willis A, Skolarus LE, Faigle R, Menon U, Redwine H, Brown AM, Felton E, Mendizabal A, Nath A, Jensen F, McArthur JC. Strengthened through Diversity: A Blueprint for Organizational Change. Ann Neurol 2021; 90:524-536. [PMID: 34236104 PMCID: PMC8478779 DOI: 10.1002/ana.26165] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 07/06/2021] [Indexed: 11/09/2022]
Affiliation(s)
- Allison Willis
- Department of Neurology, University of Pennsylvania, Philadelphia, PA
| | | | - Roland Faigle
- Department of Neurology, Johns Hopkins University, Baltimore, MD
| | - Uma Menon
- Ochsner Neuroscience Institute, Covington, LA
| | - Hannah Redwine
- University of the Incarnate Word School of Osteopathic Medicine, San Antonio, TX
| | - Amanda M Brown
- Department of Neurology, Johns Hopkins University, Baltimore, MD
| | | | - Adys Mendizabal
- Department of Neurology, University of California, Los Angeles, Los Angeles, CA
| | | | - Frances Jensen
- Department of Neurology, University of Pennsylvania, Philadelphia, PA
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Castro-Hostetler M, Greenwald AE, Lewon M. Increasing Access and Quality of Behavior-Analytic Services for the Latinx Population. BEHAVIOR AND SOCIAL ISSUES 2021; 30:13-38. [PMID: 38624718 PMCID: PMC8437337 DOI: 10.1007/s42822-021-00064-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/10/2021] [Indexed: 11/13/2022]
Abstract
Latinxs are the largest minority group in the United States, making up approximately 18% of the total population. Although there is a critical need for the behavioral health care system, including behavior analysts, to provide services to support the needs of the Latinx community, access to quality behavioral and mental health services continues to be lacking for the Black, Indigenous, and people of color populations. This article highlights some of the cultural and language factors that should be considered by behavior-analytic providers who have a shared responsibility to make culturally and linguistically appropriate services available to this population. Additionally, recommendations for systemic action across service providers, professional organizations, behavior-analytic training programs, and researchers are suggested to address these barriers. Recommendations for bringing about this systemic change are suggested across three domains: (a) increasing diversity in the behavior-analytic workforce, (b) enhancing training in cultural- and language-related issues, and (c) conducting research on cultural and language adaptations to behavior-analytic evidence-based treatments.
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Affiliation(s)
- Mariela Castro-Hostetler
- Department of Psychology, University of Nevada, MS 296, 1664 North Virginia Street, Reno, NV 89557 USA
| | | | - Matthew Lewon
- Department of Psychology, University of Nevada, MS 296, 1664 North Virginia Street, Reno, NV 89557 USA
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