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Sullivan AL, Weeks M, Miller FG, Nguyen T, Kulkarni T, Williams S, Kim J. No "Top of the triangle kids": Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice. J Sch Psychol 2024; 106:101325. [PMID: 39251324 DOI: 10.1016/j.jsp.2024.101325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 05/13/2024] [Accepted: 05/14/2024] [Indexed: 09/11/2024]
Abstract
Schools have increasingly adopted multitier systems of support to address a variety of educational aims. Despite their grounding in behavioral science and the public health model of prevention, in many settings there has been a shift from a foundational focus on behavioral principles to emphasize categorization and treatment of "top of the triangle" or "Tier 3" students. Herein, we first discuss how such emphasis on situating individuals, rather than behaviors, within the continuum of supports is counter to the principles and goals of MTSS, as well as undermining efforts to support prevention and social justice. Next, we apply a critical lens to review the related literature on problem-solving, labeling, marginalization of disabled students, and discipline disparities to provide a rationale for equity-centered MTSS with corresponding recommendations for practice.
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Affiliation(s)
| | - Mollie Weeks
- University of Minnesota - Twin Cities, United States
| | | | - Thuy Nguyen
- University of Minnesota - Twin Cities, United States
| | - Tara Kulkarni
- California State University, Monterey Bay, United States
| | - Shay Williams
- University of Minnesota - Twin Cities, United States
| | - Jiwon Kim
- University of Minnesota - Twin Cities, United States
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Uher A, Dunnigan M, Fisher MH. Putting Concepts Into Action: A Brief Description of 2022 BACB Ethics Code Standard 1.07 & Actionable Recommendations for Evolving Practices of Behavior Analysts. Behav Anal Pract 2024; 17:1-12. [PMID: 38405280 PMCID: PMC10891010 DOI: 10.1007/s40617-023-00818-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/28/2023] [Indexed: 02/27/2024] Open
Abstract
For over a decade, behavior analysts have been calling for more culturally responsive practices. Within the newest edition of the Ethics Code for Behavior Analysts, one addition in particular was Standard 1.07 Cultural Responsiveness and Diversity (Behavior Analyst Certification Board, 2020b). The inclusion of this new standard shows positive movement but there is more to unpack. This article seeks to contextualize the relevance and necessity of Standard 1.07 both at a societal level and within the field of applied behavior analysis (ABA). A timeline of previous calls to actions and changes within ABA that align with the inclusion of this standard is discussed along with the obstacles that hindered progress. Lastly, directions are provided for how to make behavior analytic practices more culturally responsive through confronting our personal biases, using culturally responsive pedagogies, updating and adapting our practices regarding the selection of target skills and assessment administration, and collaborating with our clients and their teams. Through an understanding of its urgency and direct applications into our work, this article seeks to aid behavior analysts in shifting our practices to being more culturally responsive.
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Affiliation(s)
- Alyssa Uher
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI USA
| | - Mikeya Dunnigan
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI USA
| | - Marisa H. Fisher
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI USA
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Baires NA, Cañón LF, García-Zambrano S, Guerrero-Wickham P, Castro-Hostetler M. A Contextual Behavioral Framework for Enhancing Cultural Responsiveness in Behavioral Service Delivery for Latino Families. Behav Anal Pract 2023; 16:938-962. [PMID: 38076756 PMCID: PMC10700274 DOI: 10.1007/s40617-023-00788-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/27/2023] [Indexed: 04/22/2024] Open
Abstract
In recent years, the field of behavior analysis has shifted its attention to issues of diversity, social justice, and cultural responsiveness. With various cultural groups in the United States, behavior analytic practitioners increasingly find themselves serving clients of diverse cultural backgrounds. One of the populations that continue to face underrepresentation is Latinos. In the current article, a cultural understanding of the Latino culture is provided to support cultural responsiveness in behavioral service delivery. This article explores the Latino identity of individuals receiving behavioral services, systemic barriers faced by Latinos, the use of acceptance and commitment training for Latino families and clients, and Latino cultural values and their role in behavioral service delivery. Most important, a shift in perspective to account for the barriers perceived by practitioners within the context of Latino cultural values is offered through a contextual behavioral framework, the literature, and the authors' personal and professional experiences as Latino behavior analysts. Recommendations in the areas of assessment, treatment design, service delivery, and collaboration when working with Latinos are also discussed.
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Affiliation(s)
- Natalia A. Baires
- School of Psychological and Behavioral Sciences, Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA
| | - Luisa F. Cañón
- Institute for Effective Behavioral Interventions/ACT to Thrive, Encino, CA USA
| | - Sebastián García-Zambrano
- School of Psychological and Behavioral Sciences, Behavior Analysis and Therapy Program, Southern Illinois University, Carbondale, IL 62901 USA
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Graber A, Graber J. Applied Behavior Analysis and the Abolitionist Neurodiversity Critique: An Ethical Analysis. Behav Anal Pract 2023; 16:1-17. [PMID: 37363652 PMCID: PMC9979895 DOI: 10.1007/s40617-023-00780-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 03/06/2023] Open
Abstract
The behavior analytic literature on neurodiversity remains limited. This article aims to begin filling the lacuna. We will introduce the neurodiversity perspective and demonstrate an important congruence between the behavior analytic and neurodiversity perspectives on autism. Despite this congruence, applied behavior analysis is often targeted for criticism by proponents of the neurodiversity perspective. A central concern raises questions about the aims of behavior analytic interventions for clients with autism. Is it appropriate to teach clients with autism to behave as if they were neurotypical? Concerns about the aims of behavior analytic interventions mirror concerns that have been raised about the aims of language education in schools. Drawing on the literature regarding linguistically diverse classrooms, we will critically evaluate the abolitionist neurodiversity critique of ABA. We conclude by considering both concrete and theoretical implications for the ethics of behavior analytic work with autistic clients.
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Affiliation(s)
- Abraham Graber
- Division of Bioethics, Department of Biomedical Education and Anatomy, Nisonger Center Affiliate Faculty, Ohio State University, Columbus, OH USA
| | - Jessica Graber
- Nationwide Children’s Hospital, Center for Autism Spectrum Disorders, Columbus, OH USA
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Baires NA, Boydston PS, Redner RN. Pay Equity Among Behavior-Analytic Practitioners Who Serve Children. BEHAVIOR AND SOCIAL ISSUES 2023; 32:1-26. [PMID: 38625237 PMCID: PMC9848708 DOI: 10.1007/s42822-022-00118-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/30/2022] [Indexed: 01/20/2023]
Abstract
Pay disparities have numerous adverse effects upon organizations, employees, and clients, which can affect the organization's ability to deliver services, including culturally responsive services. Evidence is accumulating that pay inequity, particularly among females and males, is present within the field of behavior analysis (Li et al., 2018; Vance & Saini, 2022). The purpose of the present study was to examine the annual income of Board Certified Behavior Analysts (BCBA) and doctoral-level BCBAs (BCBA-Ds) who work with children, with a particular focus on the impact that salary practices have on the provision of services to this age group. A survey was distributed to collect information regarding annual income, demographics, and various aspects of service delivery. The sample included 236 (96.7%) BCBAs and eight (3.3%) BCBA-Ds who had been in the field an average of 11.3 years (N = 244). Annual income for female BCBAs and male BCBAs was $74,888 and $79,140, respectively. For those who served children and adolescents, female respondents earn an annual average of $75,840, while male respondents earn an average of $74, 673. The annual incomes of female BCBAs that served urban, rural, and combined rural and urban regions were $76,931, $69,198, and $77,199, respectively. The observed differences between service regions were statistically significant, whereas the difference observed between females and males was not. Considering this, females made less than male counterparts in nearly every comparison, which is alarming. The present study adds to the growing list of observations indicating that a change in salary practices is needed to improve behavior-analytic service delivery to clients.
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Affiliation(s)
- Natalia A. Baires
- Behavior Analysis and Therapy Program, Southern Illinois University Carbondale, Illinois 62901 Carbondale, USA
| | - Paige S. Boydston
- Behavior Analysis and Therapy Program, Southern Illinois University Carbondale, Illinois 62901 Carbondale, USA
| | - Ryan N. Redner
- Behavior Analysis and Therapy Program, Southern Illinois University Carbondale, Illinois 62901 Carbondale, USA
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Morris EK. Teaching a Course on the History of Behavior Analysis. Perspect Behav Sci 2022; 45:775-808. [PMID: 36467852 PMCID: PMC9685156 DOI: 10.1007/s40614-022-00357-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/10/2022] [Indexed: 11/24/2022] Open
Abstract
Teaching the history of behavior analysis can be approached in many ways. One is to embed history in courses on the field's discipline and subdisciplines (e.g., its basic and applied sciences and their conceptual foundations) and practice. Another is to teach courses on the histories of the discipline and subdisciplines and practice. Still another is to teach a stand-alone course that includes these approaches and more (e.g., their integration, relations with other sciences, the influence of U.S. history and culture). The purpose of this article is to foster teaching the stand-alone course. It has four sections. The first addresses structural considerations: course titles, catalog descriptions, curricula, certification, and accreditation. The second addresses contextual considerations: purposes of teaching history; distinctions between history and historiography; and starting points in selecting textbooks. The third addresses functional considerations: course content organized by topics and their required and recommended readings. The fourth discusses how the course might be revised by eliminating topics (e.g., the Middle Ages), expanding topics and subtopics (e.g., the behaviorisms, philosophy of science) and adding topics and subtopics (e.g., institutional history; diversity, inclusion, and equity). Given the field's continuing development as a science, system, and practice and the rapid growth in its number and variety of its members, its history is becoming its common core-and a means of teaching it. The course elucidates the field's integrity; incorporates the entirety of its community of students, scientists, scholars, and practitioners; and advance its coherence as a cultural practice.
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Affiliation(s)
- Edward K. Morris
- Department of Applied Behavioral Science, Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS 66045 USA
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Oda FS, Lechago SA, da Silva BE, Hunt JC. An experimental analysis of gender-biased verbal behavior and self-editing using an online chat analog. J Exp Anal Behav 2022; 118:24-45. [PMID: 35505582 DOI: 10.1002/jeab.763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 02/21/2022] [Accepted: 03/03/2022] [Indexed: 11/11/2022]
Abstract
The current study investigated the effects of female and male audiences on gender-biased verbal behavior and self-editing using an online chat environment analog. The chat analog allowed access to self-editing behaviors, which are frequently covert, thus providing additional information about verbal episodes. We examined whether the strength and the dimensions of verbal responses differentially varied across the female and male audience conditions using visual inspection and statistical analysis. Participants were 28 typically developing adults. Overt responses were recorded for interrupting, and both overt and covert responses were recorded for disagreeing, pressuring, and self-editing. Visual inspection revealed differentiated overt and covert disagreeing, pressuring, and interrupting for some participants, while statistical analysis using Fisher's exact test did not reveal significant differences in the dependent variables between audience's perceived gender and participants' gender. Differentiated responding between female and male audiences suggests that perceived gender can exert stimulus control over a speaker's behavior. Although we didn't observe consistent gender-biased responding for all the participants, our experimental evaluation functions as a proof-of-concept study that can encourage the use of this methodology to study complex social behavior.
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A Systematic Review and Reflection on the Dimensions of Diversity Represented in Behavior Analytic Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00312-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Johnson AH. The weight of harm: A Response to “Editor’s Note: Societal changes and expression of concern about Rekers and Lovaas’ (1974) Behavioral Treatment of Deviant Sex-Role Behaviors in a Male Child”. Behav Anal Pract 2022; 15:971-979. [DOI: 10.1007/s40617-022-00683-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2022] [Indexed: 11/24/2022] Open
Abstract
AbstractIn 1974, Rekers and Lovaas published an article in the Journal of Applied Behavior Analysis (JABA) wherein the authors coached a 4-year-old child’s parents to ignore and physically abuse him when he engaged in behaviors that were identified by the authors as inappropriate for a child whose sex assigned at birth was male. In October 2020, a Statement of Concern regarding Rekers and Lovaas (1974) was published in JABA (SEAB & LeBlanc, 2020), which described concerns regarding the paper and then provided justification for the journal’s decision to not retract this paper. In this current response, I provide a counterpoint to the Statement of Concern, arguing that (a) the available evidence strongly suggests that the original study was unethical and misaligned with the principles of Applied Behavior Analysis (ABA), and (b) the evidence presented to support its contemporaneous ethicality is insufficient. I end with an argument that Rekers and Lovaas (1974) should be retracted and discuss the critical role of ethics and social significance for the field of ABA.
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Jimenez‐Gomez C, Beaulieu L. Review of
Multiculturalism and Diversity in Applied Behavior Analysis
, edited by Conners and Capell. J Appl Behav Anal 2022. [DOI: 10.1002/jaba.903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Morris C, Goetz DB, Gabriele-Black K. The Treatment of LGBTQ+ Individuals in Behavior-Analytic Publications: A Historical Review. Behav Anal Pract 2021; 14:1179-1190. [PMID: 34868821 PMCID: PMC8586111 DOI: 10.1007/s40617-020-00546-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2020] [Indexed: 11/25/2022] Open
Abstract
The purpose of this article is to review behavior-analytic publications to understand the field's history of including lesbian, gay, bisexual, transgender, and/or queer (LGBTQ+) individuals in research publications. Twelve articles met the inclusionary criteria for review. The results of the review suggested that the representation of LGBTQ+ individuals is lacking in behavior-analytic literature. Of the 12 articles identified, two were categorized as experimental, three as commentaries, three as survey research, two as conceptual, and two as calls to action. The most prominent period for related publications was between 1973 and 1977, with long periods between other articles that were published in 1990, 1996, 2018, and 2019. Experiments published in the 1970s were associated with conversion therapy, to attempt to change an individual's sexual or gender identity. However, other behavior analysts in the 1970s opposed these experiments. Since these early experiments, there have been no other interventions targeted at affecting the lives of gender and sexual minorities. Behavior analysts must address issues of significance faced by LGBTQ+ individuals through increasing affirming practices, reducing health disparities, increasing safety in schools, and more.
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Affiliation(s)
- Cody Morris
- Department of Psychology, Salve Regina University, 144 Metro Center Blvd., Warwick, RI 02886 USA
| | - Dana B. Goetz
- Department of Psychology, Western Michigan University, Kalamazoo, MI USA
| | - Kaitlin Gabriele-Black
- Department of Psychology, Salve Regina University, 144 Metro Center Blvd., Warwick, RI 02886 USA
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12
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Capriotti MR, Donaldson JM. "Why don't behavior analysts do something?" 1 Behavior analysts' historical, present, and potential future actions on sexual and gender minority issues. J Appl Behav Anal 2021; 55:19-39. [PMID: 34633066 DOI: 10.1002/jaba.884] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 09/16/2021] [Accepted: 09/17/2021] [Indexed: 11/11/2022]
Abstract
For thousands of years, societies actively practiced the oppression, persecution, and dehumanization of sexual and gender minority (SGM) people (e.g., lesbian, gay, bisexual, transgender, and queer individuals). Rekers and Lovaas' (1974) study is part of that history within behavior analysis. Following requests for retraction, the Society for the Experimental Analysis of Behavior and LeBlanc (2020) issued a formal Expression of Concern about the work. Continued conversation and debate have followed. First, we contextualize debate around retraction of Rekers and Lovaas and the history of behavior analysts' work on SGM issues. Second, we propose 5 steps that leaders in behavior analysis can take with relative immediacy, and we describe 5 research areas that individual behavior analysts could pursue. We conclude that behavior analysts can contribute much toward the liberation of SGM individuals if we begin to bring our science to bear on pressing, socially significant issues facing SGM communities.
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14
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Conine DE, Campau SC, Petronelli AK. LGBTQ+ conversion therapy and applied behavior analysis: A call to action. J Appl Behav Anal 2021; 55:6-18. [PMID: 34407211 DOI: 10.1002/jaba.876] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 07/22/2021] [Accepted: 07/23/2021] [Indexed: 11/10/2022]
Abstract
The term conversion therapy refers to any practices intended to alter a person's sexual orientation, gender expression, gender identity, or any combination thereof. The present-day scientific consensus is that such practices are not only ineffective, but highly harmful and fundamentally unethical. However, historical connections exist between applied behavior analysis and the design and dissemination of conversion therapy practices. The purpose of this paper is to highlight these connections and to call for further attention and action from contemporary behavior analysts on this matter. Specifically, we call for continued discussion and review of previously published conversion therapy papers according to present-day guidelines for ethical research, position statements from professional organizations, additional ethics guidelines for behavior-analytic practice, and future behavior-analytic research and practice efforts that support LGBTQ+ people.
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Affiliation(s)
| | - Sarah C Campau
- Department of Curriculum and Instruction, University of Arkansas
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Kranak MP, Rooker GW, Carr CJ, Bradtke P, Falligant JM, Hausman NL. Evaluation of accepted and rejected submissions in the Journal of Applied Behavior Analysis: Gender and experience. J Appl Behav Anal 2021; 54:1175-1187. [PMID: 33740282 DOI: 10.1002/jaba.828] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 02/12/2021] [Accepted: 02/12/2021] [Indexed: 11/08/2022]
Abstract
Researchers have examined factors of authors such as sex of author, gender identity, and seniority within the field of behavior analysis to determine if any biases towards a certain group existed. Most recently, Kranak et al. (2020) found that women and new authors are well-represented in the Journal of Applied Behavior Analysis (JABA). However, that analysis included only published manuscripts. Thus, the degree to which these subpopulations are proportionally represented is unknown, because that analysis was unable to determine how often these subpopulations are submitting manuscripts. Therefore, the purpose of the current investigation was to extend Kranak et al. and analyze all accepted and rejected manuscripts submitted to JABA from 2015 - 2019. Results indicated that women and men had nearly identical acceptance rates during this time period, whereas veteran authors' acceptance rate was nearly 2.5 times greater than that of new authors. Implications for publishing, reviewing, and research mentorship practices are discussed.
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Affiliation(s)
| | - Griffin W Rooker
- Kennedy Krieger Institute.,Johns Hopkins University School of Medicine
| | - Codey J Carr
- Journal of Applied Behavior Analysis Editorial Office.,Occidental College
| | | | | | - Nicole L Hausman
- Kennedy Krieger Institute.,Johns Hopkins University School of Medicine
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