Association for Behavior Analysis International

Behavior analysts are increasingly called to serve culturally and linguistically diverse populations. However, it is unclear the extent to which race, gender, and linguistic diversity are addressed in ABA practice (Talk 1). In addition, it is unclear the extent to which language of instruction affects skill acquisition for individuals from dual language households (Talk 2). After focusing on the role of diversity and language in practice, we will present the results of two studies. The first study evaluates the effect of interventionist’s language on speech generating device language output and challenging behavior for a child with Down syndrome. The second study presents the results of a culturally adapted behavioral consultation framework for the Latino population. Finally, as a leader in this area of Behavior Analysis, Dr. Jeannie Aguilar, will discuss the studies, findings, and implications for research and practice.

Researchers in Applied Research (graduate students, doctoral students, post-doctoral and professors) and practioners working with culturally and linguistically diverse populations.

Diversity may be defined along a number of dimensions including, but not limited to the presence of a variety of genders, races, ethnicities, languages, and socio-economic statuses (Silverman, 2010). As a field, ABA has made great strides in some areas of diversity. This study investigates the results of survey polling individuals in the field of ABA related to racial and gender identity, linguistic diversity (e.g., primary language), and presence of diversity related coursework in training programs either in progress or completed. Results related to formal training on diversity training within programs (e.g., BACB Verified Course Sequences), recruitment of traditionally underrepresented populations, and continuing education will be discussed, as well as recommendations to address areas of need.

Recent research has suggested language of instruction may have an effect of the behavior of children with autism spectrum disorder during instructional sessions. This study aims to add to the literature base by evaluating effects of instructional language on skill acquisition during instructional settings. There were two participants for this study. Both of the children were diagnosed with autism spectrum disorder. Both of the participants came from a Spanish speaking family but received instruction primarily in English. Skill acquisition was evaluated using novel responses in both English and Spanish with the schedule of reinforcement held constant. Results indicate that language of instruction did not have an impact for the participating students. Potential moderating factors will be discussed

Individuals with disabilities whose family members speak a language other than English and communicate using speech generating devices (SGDs) require assessment of instructional language and programmed language output of the SGD. In this study, an alternating treatment design was used to examine the effect of interventionist language as a putative motivating operation (English or Spanish) on the (a) choice of SGD language output, (b) frequency of mands, and (c) frequency of challenging behavior for a 10-year old non-verbal child with Down syndrome. Results indicated a slight increase in manding when the interventionist spoke Spanish compared to the English or control conditions. The participant also manded most frequently in Spanish on the SGD, suggesting a preference for Spanish output. These results indicate a potential preference for instructional language and expressive language using an SGD. Challenging behavior was observed more frequently in the English and control conditions. The implications of this research were discussed in the context of potential motivating operations for communication. The ethical practices and standards of Board Certified Behavior Analysts (BCBAs) and educators were also addressed.

Behavior analytic service is highly demanded as indicated by an exponential increase in certified behavior analysts (Deochand & Fuqua, 2016). Although the American Psychological Association requires graduate programs to train students in cultural competence, this type of training is not a requirement in the verified course sequence to certify behavior analysts. The need to integrate cultural assessments into the functional behavior assessment will increase as services are delivered to a broader community. Unfortunately, there is a dearth of data on the demographics served by behavior analysts in practice and in research. Li, Wallace, Erhart, and Poling (2017) indicate that only 10.7% of behavior analytic research reports racial or ethnic characteristics. This issue coupled with the paucity of guidelines regarding training cultural competent practitioners requires the community to start building the framework for such initiatives. This panel will define social justice, discuss how we meet the needs of an evolving consumer base while developing successful cultural and linguistic competency training programs. The field of applied behavior analysis could be uniquely positioned to lead discussions regarding culturally competent services due to its focus on individualized client-centered treatment.

Board Certified Behavior Analysts, Graduate students, verified course sequence program coordinators

Though behavior analysis has its own theoretical framework for the concept of culture, low efforts have been made to apply it to addressing macro-level, social issues, such as creating measures to avoid discrimination and bias. As a science and practice dedicated to behavior change, there is an obligation to be well-informed in how to effectively service vulnerable populations with multicultural competence. Given that behavior analytic technologies have produced effective cultural change, diversity and inclusion strategies are able to be addressed by behavior analysts as topics of interest. Furthermore, these strategies should be systematically integrated into supervision, academia, and service delivery to ensure that we are seeking to improve the social validity of our field. This panel attempts to help offer some insight on how to define bias and discrimination, as well as strategies to incorporate diversity and inclusion within various roles. Panelist Chair:

The target audience is any individual practicing or teaching applied behavior analysis, or in an otherwise supervisory role in the field of behavior analysis.

Gender inequality can be defined as girls or women not having equal access to education, health care, protection, well-being, or opportunities in the labor market. Despite some progress, society and science remain institutionally sexist. Women face gender-related problems worldwide and are still underrepresented in important areas. In light of the importance of the topic, the status of women in behavior analysis has been investigated. Although female representation has increased substantially over time, women continue to face serious challenges. The purpose of this panel is to empower women by discussing the gender gap and what can be done to close it. Three prominent behavior analysts will share their experiences as successful women and leaders in both academia and clinical settings. Panelists will also discuss strategies to handle barriers imposed by the gender gap, achieve goals, and manage professional and personal life.

Behavior analysis has addressed issues of social justice since the early formation of its field. Early basic and theoretical work provided promise for addressing such issues, while the advent of applied behavior analysis explicitly demonstrated the power of behavioral science in addressing issues of societal concern. Despite the celebrated social validity of behavior analysis, issues of diversity and inclusion persist. This panel features three scientists who have effectively addressed issues of diversity and inclusion in their own laboratories. The discussion will highlight ways to foster diversity and inclusion in the operations and makeup of lab groups, in addition to discussing ways behavior analysis can leverage its science to answer research questions regarding issues of diversity and inclusion in broader cultural contexts. Questions from the audience will be welcomed and encouraged.

Board certified behavior analysts; licensed psychologists; graduate students.

Dr. Jomella Watson-Thompson is an Associate Professor in the Department of Applied Behavioral Science, a Senior Faculty Associate with the Center for Service Learning. and an Associate Director for the Center for Community Health and Development at the University of Kansas.  She attained a Ph.D. in Behavioral Psychology and a Masters of Urban Planning from the University of Kansas. She applies behavioral science methods and interventions to improve how communities address issues related to community health and development. Her research has focused on neighborhood development, substance abuse prevention, and youth and community violence prevention. Dr. Thompson uses a community-based participatory approach to address social determinants or factors that may contribute to disparities, particularly for marginalized groups and communities. She has researched the effects of community-based processes and interventions to promote mobilization and change in communities.  Dr. Thompson has co-authored articles on community capacity-building, youth development, and prevention and received numerous federal, state and local funding awards.  She is as an Associate Editor with Behavior and Social Issues.  Dr. Thompson serves as a Principal with Ad Astra Community Innovations Group, and has extensive experience providing training, technical support and evaluation for coalitions and community-based initiatives.