Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD

Building a Social Justice Framework for Cultural and Linguistic Diversity in ABA

ABA may be uniquely positioned to have broader impacts with culturally and linguistically diverse (CLD) client populations, not only due to its growth and increased social acceptability, but also because a segment of the field practices within the education system. Decades of misinformation have potentially reduced the widespread reliance on learning pedagogies derived from behavior analytic research. Disseminating ABA technologies depends on an advocacy-based approach to close gaps from research-to-practice. Social justice is both an approach and a framework that can be integrated into our strategic planning for the field. This article describes how to apply social justice guidelines when working with CLD students and families. There are culturally relevant considerations that can be included in our research, training, and service delivery, in particular if we want the field to grow in a sustainable fashion. Behavior analysts must consider it an ongoing long-term objective to engage in culturally informed assessment, culturally and linguistically relevant intervention, culturally focused advocacy and collaboration with families, and use self-assessment of their cultural competence.

From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology

This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice to illustrate the critical need for inclusion of Black thought and Black people in school psychology. Next, the article offers a brief review of extant research related to the recruitment and retention of Black people in school psychology. The article concludes with implications for the recruitment, retention, and inclusion of Black people in school psychology.