|A Social Justice Framework for Intervention
|Monday, May 30, 2022
|10:00 AM–10:50 AM
|Ballroom Level 3; Ballroom East/West
|Area: EDC; Domain: Service Delivery
|Chair: Renee Hawkins (University of Cincinnati)
|CE Instructor: Tai Collins, Ph.D.
|Presenting Author: TAI COLLINS (University of Cincinnati)
As the school-age population continues to diversify, it is now more important than ever that we provide services with a social justice focus that recognizes and values individuals’ unique identities and dismantles systems of oppression and marginalization. With a particular focus on school-based intervention, we will discuss a social justice approach to service delivery. Implications for integrating an ecological-behavioral framework with a social justice approach informed by critical race theory, intersectionality, and dis/ability critical race studies will be discussed. We will discuss the adaptation of evidence-based interventions to fit various contexts, as well as the development of novel interventions built specifically for minoritized populations. We will also examine peer-mediated interventions as a promising suite of culturally relevant strategies.
|Instruction Level: Intermediate
|Target Audience: Board certified behavior analysts; licensed psychologists; graduate students; faculty members
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) ? define social justice and articulate a social justice framework for intervention; (2) integrate the ecological-behavioral model with a social justice framework; (3) discuss the importance of theoretical foundations (e.g., critical race theory; intersectionality; dis/ability critical race studies) in the social justice framework; (4) identify methods of adapting evidence-based interventions to fit various populations; (5) identify interventions developed for specific populations.
|TAI COLLINS (University of Cincinnati)
|Tai A. Collins received his Ph.D. from Louisiana State University in 2013. Dr. Collins is primarily interested in the development of time- and resource-efficient behavioral interventions to support Black students in urban schools with limited resources. Dr. Collins has focused on developing peer-mediated interventions to improve the academic, behavioral, social, and emotional functioning of students within multi-tiered systems of support. Dr. Collins is also interested in applications of a social justice framework in school psychology research, practice, and training. He currently teaches graduate courses including the Applied Behavior Analysis sequence, Advanced Behavioral Research Methods, and Working with Cultural and Linguistic Diversity in Schools.