Encouraging Multiculturalism and Diversity within Organizational Behavior Management

Culture and Language Inclusion in the Practice of Applied Behavior Analysis: Next Steps for Improving Outcomes for Autistic Clients

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.

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.

Inclusion in the university: Who assumes responsibility? A qualitative study

Society challenges higher education institutions and their members to generate inclusive communities to enable the full development of all members. This study aims to analyze who is responsible for generating inclusion according to community members from a traditional Chilean University. We carried out qualitative research based on the Grounded Theory. We collected data through focus group and semi-structured Interviews, involving 14 undergraduate students, two post-graduate students, 17 faculty members, five non-teaching staff members, and nine executives officers. All of thembelonging to the three campuses of the University. We analyzed data using ATLAS.ti 7.5.7, using the constant comparison method and reaching an axial codification level. From the data analysis, 25 subcategories emerged, grouped into six categories. Later we organized them under the codification paradigm. Results highlighted the perception of the interaction and influence of the social, institutional, and personal fields in the inclusion phenomenon. Also, that inclusive practices must be a responsibility shared among different educational community members.

Sustaining Personal Activism: Behavior Analysts as Antiracist Accomplices

One pervasive social issue that has received little attention within the behavior-analytic community is racism and the systemic oppression of Black, Indigenous, and non-Black people of color. The present article offers guidance and examples of how each of us as behavior analysts might build individualized self-management behavior change plans that support initiating and sustaining socially significant antiracism work as we move from allies to accomplices within our own sphere of influence. This article introduces the concept of self-managed antiracism behavior change plans that (a) operationally define antiracist action using measurable outcomes and strategies for data collection on specific antiracist and support actions, (b) provide choices to improve engagement and reduce barriers to adherence, and (c) use effective behavioral interventions to alter the availability of discriminative stimuli or reduce their influence, and increase the availability of reinforcers that are compatible with the goal of the behavior change plan for increasing antiracism behavior and dismantling structures perpetuating racial inequities.

Beyond tokenism and objectivity: theoretical reflections on a transformative equity, diversity, and inclusion agenda for higher education in Canada

Universities, the sites for objective knowledge, apolitical and legitimized to contribute to human and intellectual capacity, find themselves in a tenuous position on issues of merit, equality, and fairness. On one hand, social forces have demonstrated how universities have been institutions for the production and reproduction of systemic inequality. On the other hand, universities maintain that they are well positioned, as part of their institutional renewal practices, to address contemporary calls for Equity, Diversity, and Inclusion (EDI). Since universities are now eager to embrace EDI principles, it is appropriate to demonstrate their historical failures and provide some recommendations towards institutional renewal. Drawing on critical pedagogy, the paper examines selected academic contributions and knowledge claims that have reproduced systemic inequality, specifically on the discourse on human classification. The broader question is whether universities are simply going through the motions and hope EDI is a fad or are serious about institutional renewal and transformative changes. The study offers some ideas on how universities can pursue transformative changes grounded on EDI principles.

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.

Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students

INTRODUCTION

During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities.

METHOD

The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements.

RESULTS

From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922.

CONCLUSION

The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.

The relationship between job satisfaction and affective commitment toward organizational behaviour

The aim of this study looks at the function of leadership (LE) in mediating the link between job satisfaction and affective commitment toward organizational behavior in Jordan. The concept of commitment and its different relations have been widely studied in the organizational behavior literature, either as employees’ commitment to organizations (Sumarsi & Rizal, 2022; Khraiwish, Al-Gasawneh, Joudeh, Nusairat, & Alabdi, 2022). The study looks at this issue by gathering information from 208 employees in Jordanian companies, which were analyzed using SmartPLS. According to the findings of the study, leadership use and affective commitment support are critical to increasing the efficacy of organizational behavior, but leadership use and job satisfaction are noncritical to increasing the efficacy of organizational behavior. The findings indicate that there is a considerable association between affective commitment and organizational behavior. Additionally, leadership has a key role in mediating the link between affective commitment and the success of organizational behavior. Future studies may examine managerial support on the relationship between job satisfaction and affective commitment toward organizational behavior