Cultural Responsiveness Framework in BCBA® Supervision

Assessing Growth of BACB Certificants (1999-2019)

Geographic distribution patterns of board certified behavior analysts may be useful in analyzing the growth of the field. First, we present an international snapshot of Behavior Analyst Certification Board (BACB) certificants, then analyze relative growth rates between countries from 1999 to 2019. This is followed by an in depth review of certificant distribution patterns in the United States and Canada, as well as the ratios of experienced behavior analysts to new certificants. These data highlight regions with a potential deficit of qualified supervisors. There are factors that influence different dispersal patterns, and without drilling deeper into the data we may be unable to effectively identify or influence them in order meet the specific needs of a geographic region.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40614-023-00370-5.

Putting Concepts Into Action: A Brief Description of 2022 BACB Ethics Code Standard 1.07 & Actionable Recommendations for Evolving Practices of Behavior Analysts

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.

Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario

Cultural responsiveness is critical to providing high-quality behavior analytic services, particularly when providers and recipients have different cultural backgrounds. The purpose of this study was to systematically replicate and extend (Beaulieu et al. (2019) Behavior Analysis in Practice, 12(3), 557-575) by investigating the diversity among applied behavior analysis (ABA) service providers and service recipients in Ontario, service providers' training and experiences in working with diverse families, and service providers' and recipients' perceptions of behavior analysts' cultural responsiveness in practice. Results from 428 participants suggest that service providers and recipients in Ontario differ in demographic characteristics; service providers report having little training in how to serve diverse families; and although service recipients rate providers' skills relatively positively, there is room for improvement. Results suggest a path forward for behavior analysis that includes education and training in cultural responsiveness as well as encouraging and fostering a bidirectional relationship between behavior analysts and the families they serve.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00825-w.

A Systematic Review of Supervision Research Related to Board Certified Behavior Analysts

Supervision is paramount within applied behavior analysis. This is particularly true in the case of Board Certified Behavior Analysts® (BCBAs®) and trainees (i.e., those accruing hours and experience to become BCBAs). Given the importance of supervision in shaping future BCBAs (and subsequently the field of applied behavior analysis), researchers have emphasized supervision practices as they relate to BCBAs and trainees. However, what type of work is occurring in this area, such as empirical intervention studies or provision of supervisory recommendations through discussion-style articles, needs to be clarified. Therefore, we conducted the first and most comprehensive systematic review of supervision research related to BCBAs and trainees. Results indicated that most of the articles and work pertaining to BCBA supervision are discussion-style articles, with several survey studies and few empirical intervention studies. We discuss implications and areas for future supervision research.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00805-0.