By Anita Li

As behavior analysts serve more populations with diverse needs and backgrounds, it is critical to engage in cultural responsiveness to best serve clients and trainees. As the field struggles with turnover and burnout, it is also important to structure supervision and mentorship in a culturally responsive manner to uplift diverse perspectives and voices in service delivery. This presentation will describe the importance of culturally responsive supervision and mentorship and types of oppressions that can manifest. Additionally, equitable and inequitable supervision practices will be discussed.

By Janet S. Twyman, PhD, BCBA, LBA

Effective instruction focuses on personalized learning goals, is explicit yet flexible, and takes advantage of the numerous technologies available to improve learning. A successful teacher provides such instruction, and also understands that students have not only different learning histories, but different histories and backgrounds altogether. Students are diverse, whether they are typical learners or those deemed as “special needs.” How do educators, therapists, or practitioners, as behavior analysts, recognize, work with, and support equity and inclusion across a population of diverse learners? While the 2020 Ethics Code for Behavior Analysts requires training in culturally responsive service delivery (BACB, 2020), there is limited research (or theory) in behavior analysis on best practices in diversity, equity, and inclusion (DEI) and culturally relevant service (CRS; e.g., assessment, treatment, consultation). This presentation will examine the current literature base in CRS and offer practical, evidenced-based practices incorporating explicit instruction to support equity, inclusion, and learning across diverse learners.

Learning Objectives:

Following the presentation, the participant will:

1. Describe ten critical attributes of explicit instruction (self-check criteria: accurately describe the attributes to another person).

2. Describe why recognition of student diversity, provision of equitable opportunities, and inclusive instruction is relevant to teaching (self-check criteria: provide rationale to another person).

3. Identify three ways in which they could provide explicit instruction in a culturally responsive manner (self-check criteria: write down the three ideas for future implementation).

By: Natalia Baires & Summer Bottini

According to the Behavior Analyst Certification Board (2020), Board Certified Behavior Analysts (BCBAs) have the ethical responsibility to broaden their knowledge and skillset related to cultural responsiveness and diversity. As humans and professionals, the cultural practices of BCBAs may differ from those of the clients they serve. When working with culturally and linguistically diverse populations, BCBAs may observe families and clients engage in behaviors that seem to interfere with behavioral services and address such behaviors without examining all variables, including the cultural context. This approach can not only impact treatment adherence, but, more importantly, social validity, rapport, and collaboration. Therefore, this presentation will review key terms related to the topic, discuss barriers that may interfere with providing culturally responsive services, introduce the dimensions of culturally responsive services, and provide several interactive opportunities to engage in self-awareness and action.

By: Janani Vaidya & Ashley Carrigan

The addition of the responsibility to obtain assent in the current ethical guidelines for behavior analysts (BACB, 2020) has spurred much-needed interest and conversation around implementing practices that honor clients’ rights to give and withdraw their assent to treatment. An assent-based practice is critical for creating a safe and respectful environment for all individuals. This involves understanding the breadth of relevant contextual variables and the conditions necessary to promote a learner’s autonomy. During this webinar, we will discuss some of the features of cultivating such a practice — where to begin, relevant contextual variables that come into play, overarching contextual functions, and active, ongoing assessment and analysis of co-created therapeutic conditions. We will also discuss the importance of rooting such a practice in shared values, shared governance, and to do so in a culturally-responsive manner.

By: Noor Syed & Sherry Serdikoff

The need for diversification within higher education institutions is paramount, and neurodiversity, including autism, is no exception. Although the call to acknowledge disability rights as civil rights has historically been acknowledged and continues to grow globally (United Nations Convention on the Rights of Persons with Disabilities, 2006, Mégret, 2017), most higher education institutions within the United States have traditionally served primarily neurotypical students. To increase inclusivity and accessibility of resources, the Center for Autism Advocacy, Research, Education, and Supports (CAARES), founded in 2020 with Empire State University, is implementing universal and tiered behavioral supports across its 80 campuses and robust online learning platforms through multi-tiered systems of support (MTSS) frameworks. While research has demonstrated that these frameworks can be successful in improving behavioral and academic outcomes for primary and secondary school students, increased investigation in a higher education setting to support students with a variety of needs, including autistic students, is needed. Of significant importance, CAARES was founded and is currently directed by doctoral level behavior analysts who collaborate with colleagues in the Neurodiversity Movement, including those who have been described as “anti-ABA,” to conceptualize and implement affirming, evidenced-based practices. In this presentation, we will discuss CAARES’ history and development, current projects, and share data collected towards a sustainable, cultural shift in universal supports for autistic, neurodivergent, and disabled students within the university. We will also explore the ethical contingencies and importance surrounding collaboration with colleagues who are “anti-ABA,” an area that has recently come under fire, and discuss how these partnerships serve to inform CAARES, our work as behavior analysts, and a graduate ABA program focused on ethical, affirming, and compassionate practices.

By: Nicole Hollins & Georgiana Koyama

BIPOC (Black, Indigenous, People of Color) students are more likely to experience inequitable discipline practices and delayed special education services compared to their peers. Many have attributed the systemic disparities to biases and the abuse of discipline policies in school settings. As biases towards BIPOC students in school settings directly impact their academic, social progress, and overall wellbeing, it is critical for school-based Board Certified Behavior Analysts to objectively measure disparities and provide objective feedback on teaching practices. While there are some comprehensive tools and interventions that attempt to address these issues, their utility and acceptability warrant further discussion. The purpose of this presentation is to discuss the impact of inequitable teacher-student interactions towards BIPOC students, highlight classroom observation tools or interventions focused on equity, and emphasize the importance of school-based Board Certified Behavior Analysts providing culturally humble services in school settings. Future research endeavors are discussed.

By Simone Soo Lum presented by Kinark Child & Family Services

The science of ABA is premised on understanding how the environment influences our behaviour. Culture is a critical component of our external and private environments that may be ignored when establishing relationships with clients and stakeholders, assessing behaviour, and selecting interventions. BACB ethics codes now emphasize that diversity, equity, and inclusion (DEI) be considered when providing ABA services. Dr. Pamela Hays’ ADDRESSING model (Hays, 2001; Hays, 2022) is a guide for developing a culturally sensitive and responsive therapeutic relationship between counselling psychologists and their clients. This model may also serve as a useful tool for developing more culturally sensitive and responsive ABA practices.

Learning Objectives:

Participants will be able to:

1. Recognize culture as a part of the environmental context that can influence human behaviour.

2. Identify 10 cultural factors that influence our behaviour.

3. Pose 3 possible questions from each of the 10 cultural factors to consider when working with clients and stakeholders.

4. Answer 7 poll questions evoked by Hays' (2001) ADDRESSING framework and model.

5. Understand 7 key elements of “personal work” and “interpersonal work” components of developing a culturally responsive ABA practice.