Association for Behavior Analysis International

Over the last several years, there has been a push for the field of applied behavior analysis ABA to become more inclusive to individuals from culturally and linguistically diverse (CLD) backgrounds and to adapt evidence-behavioral interventions to meet the needs of individuals from such groups. To address these issues, the field must (a) identify racial and ethnic groups that have been historically underrepresented in behavior analytic research, and (b) identify methods for adapting evidence-based behavioral interventions to meet the needs of individuals from CLD backgrounds and their families. Therefore, the purpose of this symposium is to present a series of research studies that examine the representation of individuals from CLD backgrounds in the behavioral intervention research and methods for adapting such interventions based on the cultural values and preferences of the individual and their families. Major findings of each study will be presented and discussed. Additionally, presenters will provide attendees with strategies to enhance the cultural relevance of behaviorally-based interventions in practice.

Participants should have a basic understanding of single-case experimental research and behaviorally-based interventions

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice, 2013), that is an evidence-based literacy curriculum designed to prepare young children’s school readiness on Korean Dual language learners’ English literacy skill. Adopting a multiple probe design, eight Korean Dual language learners received online synchronous daily instructions over 2 months during the summer before their entering to the Kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension and oral fluency.

Interventions based on the principles of applied behavior analysis (ABA) have been shown to be effective in reducing challenging behavior and improving academic, social, and functional skills for students with disabilities. While some reviews have summarized participant demographics, the reviews have been limited to specific populations or interventions. Thus, the purpose of this systematic review was to analyze all single-case intervention studies that implemented behaviorally-based interventions for individuals across all disability categories disabilities between the ages of 6-22. Over 600 peer-reviewed articles were obtained via a systematic database search and were coded for specific demographic information. Demographic information, including race, gender, language intervention was delivered in, disability diagnosis, socioeconomic status, was extracted from each study and analyzed. Data were also extracted on the dependent variable, intervention setting, and intervention agent to determine the contexts in which the interventions were implemented. Additionally, the methodological quality of each included study was evaluated against the What Works Clearinghouse design standards. Results of the systematic review revealed major gaps in the implementation of behaviorally-based interventions for several racial and ethnic groups, transgender and non-binary students, and students who receive intervention in languages other then English. Implications for future research and recommendations for adapting behaviorally-based interventions based on individual participant characteristics will be discussed.