| Behavior Analysis and Cultural Competence: Bridging Knowledge and Practice|
|Sunday, May 29, 2022|
|5:00 PM–5:50 PM |
|Meeting Level 2; Room 258C|
|Area: AUT/EDC; Domain: Applied Research|
|Chair: Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP))|
|CE Instructor: Dorothy Xuan Zhang, Ph.D.|
Over the past few years, there has been a growth of discussion about cultural, diversity, and inclusion (DEI) issues within the field of behavior analysis (Conner, 2019; Fong et al., 2017; Wright, 2019). It is commonly agreed upon that behavior analysts should practice with cultural awareness and humility. However, more research is needed to support such an implementation effort. This symposium contains three presentations that address DEI from the knowledge level leading to two examples of how we can turn the discussion into research-based actions to create behavior analysts who are culturally aware and competent from the lens of supervision and early intervention model development overseas.
|Instruction Level: Intermediate|
|Keyword(s): China, Cultural competence, Ethics, Supervision|
|Target Audience: |
The target audience should have knowledge about the ethics code within the field of behavior analysis.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Come up with examples relating to the ethical and practical considerations required for effective cultural competence within behavior analytic services. 2. State the essential component of a training model that promotes effective and ethical supervision. 3. State the essential component of an ethical early intervention model that can be implemented across various cultures.|
| Cultural Competence Among Behavior Analysts|
|HENRY SESSANGA (The Chicago School of Professional Psychology), Annette Griffith (The Chicago School of Professional Psychology), Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP), Kasey Bedard (The Chicago School of Professional Psychology)|
|Abstract: The United States of America is an increasingly diverse society with a minority-majority predicted by 2044 (Colby & Ortman, 2017). These changing demographics increase the likelihood that health services providers will need to work with clients who differ from themselves, across a variety of areas including ethnicity, religion, gender, and socioeconomic status, among others. As such it will be important that behavior analysts equip themselves with appropriate skills to learn about and appreciate the culture and diversity of their clients, to ensure equitable and efficient services for all. To address this important issue, the Behavior Analysts Certification Board, through the Ethics Code for Behavior Analysts (2022), emphasizes the need for behavior analysts to engage in professional development activities related to cultural responsiveness and diversity, to evaluate the biases of themselves and their trainees, and to do so while working within their scope of practice. Related to this effort, many questions may arise on how to do this effectively. The current presentation will review the literature to discuss the ethical and practical considerations required for effective cultural competence within behavior analytic services, while emphasizing attention on the importance of practicing within our scope of competence.|
From Conceptualization to Empirical Support: A Training Method for Culturally Sensitive Supervision
|MELISSA HUNSINGER-HARRIS (Bay Path University), Dorothy Xuan Zhang (The Chicago School of Professional Psychology; George Mason University; ABA Professional Committee of China Association of Rehabilitation of Disabled Persons (ABA-CARDP), Chrystal Jansz Rieken (The Chicago School of Professional Psychology), Walter Chung (Eastern University)|
Quantitative research on the manipulation of variables to increase culturally aware conversations within the field of behavior analysis, including in supervision, is emerging. The current research seeks to add data to the under-researched area of teaching culturally aware verbal behavior to supervisors. Two participants completed a self-paced online training program focusing on the use of culturally sensitive verbal behavior in supervision sessions while their verbal behavior was monitored in baseline and intervention conditions. Results were evaluated using a multiple-baseline design and showed an increase in the use of culturally sensitive verbal behavior across baseline levels to intervention levels. Additionally, social validity measures indicate the behavior acquired was important, methods were easy to use, and all participants felt they could accurately perform the skill in the absence of additional training.
Culture Export: From a School's Success to Another
|Bijun Wang (ALSOLIFE Academy), Fan-Yu Lin (ALSOLIFE), JIAXIAO LEE (ALSOLIFE Academy)|
Bridging theory and practice has the challenge for many new special education teachers, particularly in the field of early intervention. Teachers often find great difficulties in providing curriculum and instruction tailored to the child’s needs. Lack of a standardized curriculum for early intervention may result in the disagreement and even conflict in goal setting and instructional design. Moreover, inadequate pre and in-service training and supervision often lead to burnout and teacher attribution. Taking advantage of technological innovation and cumulated data, we proposed a complete system for early intervention services which include the following components: (1) pre-service training, (2) individualized evaluation and program planning, (3) continuous supervision, (4) frequent teacher-parent communication. Upon receiving the initial success in our own school sites, we implemented parts of this system in two additional early intervention centers. Through surveys and interview data, we found such a standardized system had the potential to improve teachers’ instruction. However, the different operations and dynamics in other schools proposed new challenges that should be taken into consideration when replicating any standardized systems.