Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


11th International Conference; Dublin, Ireland; 2022

Event Details

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Paper Session #82
A Conversation Around Equity in the Educational Environment
Saturday, September 3, 2022
8:00 AM–8:25 AM
Meeting Level 1; Liffey Meeting 1
Area: EDC
Chair: Douglas Robertson (Florida International University)

Preventing Academic Deficits With Supplemental Interdependent Rewards: Educational Equity, Academic Standards, and Countercontrol

Domain: Service Delivery
CHRISTOPHER SKINNER (The Univesity of Tennessee), Robert Richardson (The University of Tennessee), Jade Bennett (The University of Tennessee), James Martinez (The University of Tennessee), Katelyn Scott (School Psychology Doctoral Student at University of Tennessee Knoxville ), Tara Moore (University of Tennessee)

Behaviorally trained professionals who have been involved with developing and installing individual contingencies designed to remedy individual student’s academic deficits, can also contribute to broader efforts to prevent learning problems with group-oriented contingencies. Perhaps because they are considered fair, independent group-oriented contingencies are frequently used in school settings to enhance learning by rewarding academic performance and criteria for earning rewards are typically high (e.g., score 90% or higher and receive extra privileges). Both basic and applied research on choice, effort, and ratio strain suggests overreliance on these ubiquitous contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students who are most in need of effective contingency management – those with weaker academic skills. Class-wide (i.e., elementary general education class and middle school class for students with EBD) findings are presented which suggests that providing supplemental interdependent group-oriented bonus rewards may allow educators to maintain their academic standards and enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards. Recommendation are provided for mitigating concerns over fairness and enhancing classroom climates when applying interdependent group rewards in classrooms.


Centering De-Centered Students and Universities: Problematical Equity Messages From the Organizational Environment

Domain: Service Delivery
DOUGLAS ROBERTSON (Florida International University), Martha Pelaez (Florida International University)

This paper extends an 11-year line of research on intentional systemic change in large organizations, specifically, US public metropolitan research universities (e.g., Robertson, 2019, 2020, in press; Robertson & Pelaez, 2016, 2018; Robertson, Pelaez, & Santiago Perez, 2021; also relevant as context, Robertson, 1992). Based on two previous national studies, this paper examines three US public metropolitan research universities that have intensively pursued ultra-rapid improvement in Neoliberal-influenced performance metrics related to funding and rankings. These three universities have achieved significant advancement on these selected variables in a short period. All three universities are Minority Serving Institutions (MSIs)—Hispanic Serving Institutions (2) or Predominantly Black Institutions (1). Yet notwithstanding the significant minoritized student populations and the designation as MSIs, the faculty and administrations are predominantly White. The literature clearly shows that having faculty, staff, and administrators who look like them makes a positive difference in students' college experience. This paper discusses the phenomenon (a mismatch between the Race/Ethnicity of students and their faculty) and related equity issues.




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