Humble Behaviorism Redux

Tactics of just, equitable, diverse, and inclusive scientific research

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.

Essential Readings in Diversity, Equity, and Inclusion in Behavior Analytic Training Programs

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.

Professional Skills for Behavior Analysts: A Survey on the Proficiency and Importance of Hard and Soft Skills

Individuals seeking certification as board certified behavior analysts (BCBAs) require training in both hard and professional (soft) skills. Trainees seeking certification complete coursework, supervised fieldwork experience, and a BCBA exam that assesses mastery of hard skills. However, training and mastery of soft skills is not as defined. BCBAs are also expected to maintain these skills throughout their career. Previous research has shown that soft skills are viewed as important by clients and their caregivers but are not consistently demonstrated from those providing services. Research also suggests that BCBA trainees may not consistently receive training on soft skills. The current study presents the results of a survey distributed to individuals who supervise BCBAs on the proficiency of hard and soft skills demonstrated by their supervisees. The results suggest future directions for the research and training of soft skills for current and future BCBAs.

Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario

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.

A Contextual Behavioral Framework for Enhancing Cultural Responsiveness in Behavioral Service Delivery for Latino Families

In recent years, the field of behavior analysis has shifted its attention to issues of diversity, social justice, and cultural responsiveness. With various cultural groups in the United States, behavior analytic practitioners increasingly find themselves serving clients of diverse cultural backgrounds. One of the populations that continue to face underrepresentation is Latinos. In the current article, a cultural understanding of the Latino culture is provided to support cultural responsiveness in behavioral service delivery. This article explores the Latino identity of individuals receiving behavioral services, systemic barriers faced by Latinos, the use of acceptance and commitment training for Latino families and clients, and Latino cultural values and their role in behavioral service delivery. Most important, a shift in perspective to account for the barriers perceived by practitioners within the context of Latino cultural values is offered through a contextual behavioral framework, the literature, and the authors' personal and professional experiences as Latino behavior analysts. Recommendations in the areas of assessment, treatment design, service delivery, and collaboration when working with Latinos are also discussed.

Peer Feedback: Recommendations for Behavior Analysts' Training and Supervision

The increase in demand for behavior analysts in recent years has also increased the importance of effective supervision practices in the field of behavior analysis. A critical supervisory skill is performance feedback, which entails proficiency with two distinct, yet inseparable repertoires of technical and nontechnical skills. Supervisors report never receiving explicit training in feedback (Sellers et al., 2019) and graduate training programs provide little to no training in nontechnical skills (LeBlanc, Taylor et al., 2020b; Pastrana et al., 2018). As with any skill, to develop proficiency with feedback delivery and reception, trainees may require ample practice opportunities. One mechanism to provide trainees routine practice opportunities is to use peers as behavior change agents and peer feedback as an instructional method. The utility of peer feedback has been recognized in the organizational behavior management (OBM) literature (e.g., behavior-based safety interventions; Lebbon et al., 2012; Wirth & Sigurdsson, 2008), and has been used successfully in medical student training and evaluation for several decades. In the context of behavior analytic training and supervision peer feedback has yet to be established as a training method. Similarities in the behavioral and medical fields (e.g., significance of professional and interpersonal skills for successful therapeutic relationships) make the medical field a good model from which behavior analysts can learn. Using peer feedback in training and supervision for behavior analysts may provide trainees with similar benefits to those reported in medical student training literature.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-022-00761-1.

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.

Behavioral community psychology in the Amazon rainforest: Suggestions for when behavior analysts meet alterity

The present paper aimed to discuss and interpret methodological issues and contributions arising mainly from professional field work conducted by a behavior analyst working as a behavioral community psychologist in the Amazon rainforest, in northern Brazil. We looked at such a professional's day-to-day circumstances and challenges within a semi-isolated Indigenous community, and systematized impressions and implications for practice with diverse verbal communities and social groups. We believe that looking at experience with those specific social contexts enables us to critically examine behavior analysis community practice more generally. We provided examples of said practices and examined their explicit and more subtle consequences. In light of that, we discussed features of a collaborative methodological stance while working in the field that we wish to foster and encourage. We conclude by pointing out advantages of more in-depth and intensive relational methods for behavior analysts in community practice.