Association for Behavior Analysis International

Recent changes in the curricular requirements for graduate programs leading to certification as a behavior analyst promote inclusion of topics of diversity, equity, and inclusion (DEI) within several required courses. Disability is an important feature of diversity and must be included in efforts to promote DEI within behavior analytic curricula in pursuit of equity and inclusiveness. Neurodiversity- or disability-affirming applied behavior analysis is ethical behavior analysis that ensures client rights and dignity and is responsive to all forms of client self-advocacy. These practices inform goal selection, assessment, intervention, and analysis to promote behavior analysis that is socially valid and maximizes Neurodivergent client choice, autonomy, and quality of life (Lestremau Allen et al., 2024). Graduate coursework and supervision experiences shape student learning and inform future behavior analysts’ clinical and professional repertoires. Education and training that overlooks disability within DEI initiatives are unlikely to develop the needed repertoires to engage in behavior analytic services delivery and/or research in a manner that is compassionate, culturally responsive, and which affirms Neurodivergent client identities. The symposium will address how higher education faculty can promote neurodivergent-affirming practices, providing specific examples from two graduate programs on how neurodivergent-affirming practices are embedded within coursework and field experiences.

The target audience for this symposium includes behavior analysts who have some experience supervising, training, or teaching aspiring behavior analysts.

With over 80% of Behavior Analyst Certification Board (BACB) certificants declaring an emphasis in “autism spectrum disorders” in 2023, it is critical that ABA training programs align with Applied Behavior Analysis (ABA) principles while embracing neurodiversity and intersectionality. Autism presents a broad spectrum of traits, making it essential to understand the unique developmental trajectories of autistic individuals. In the course 'Lifespan Development of the Autism Spectrum' at SUNY New Paltz, students are introduced to developmental psychology through the lens of lived autistic experiences. This foundation is key to understanding how to apply single-subject design in real-world settings, which is central to ensuring individualized interventions that reflect both the applied nature of ABA and the diverse needs of autistic individuals. Social validity, as defined by Wolf (1978), emphasizes that interventions must be not only effective but also “acceptable, meaningful, and useful” to clients. By integrating intersectional discussions of race, gender, and culture, the course prepares students to develop culturally competent, neurodiversity-affirming interventions that meet the applied dimension of ABA, ensuring interventions are socially valid and rooted in the principles of single-subject design.