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 Scholarly Contributions to Diversity, Equity, and Inclusion Paper Competition Winners |
| Sunday, May 28, 2023 |
| 5:00 PM–5:50 PM |
| Convention Center Four Seasons Ballroom 1 |
| Area: DEI; Domain: Translational |
| Chair: Daniel Kwak (Kennedy Krieger Institute) |
| CE Instructor: Daniel Kwak, Ph.D. |
| Abstract: This competition is designed to encourage, promote, and reward behavior analytic scholarship on topics and issues in DEI, both in the field of behavior analysis and more broadly. Students (graduate or undergraduate) and post-graduate professionals who have completed empirical or conceptual papers relevant to DEI that are informed, at least in part, by a behavior-analytic perspective were invited to submit. |
| Instruction Level: Basic |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe the cultural and linguistic diversity, and related training and experiences, of applied behavior analysis service providers and service recipients; (2) describe areas for growth with respect to training and education in cultural responsiveness for behavior analysts and trainees; (3) Evaluate areas for optimization with traditionally-applied computer-based instruction for staff training; (4) Identify examples of potential prerequisite skills to be trained before training complex skills related to DEI; (5) Recognize the current barriers that may impede culturally and linguistically diverse individuals with autism from learning a second language; (6) Use the generalization tactics from this study to promote the development of tacts across multiple languages with other individuals with autism or other developmental disabilities. |
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| Cultural Responsiveness in Behavior Analysis: Provider and Recipient Perceptions in Ontario |
| (Service Delivery) |
| PAIGE O'NEILL (University of Nebraska Medical Center - Munroe-Meyer Institute) |
| Abstract: Cultural responsiveness is critical in 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) 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 positive, 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. |
 Paige O’Neill is a doctoral student at the University of Nebraska Medical Center’s Munroe-Meyer Institute (MMI) studying under the advisement of Dr. Catalina Rey. She obtained her master’s degree in applied disability studies with a specialization in applied behavior analysis from Brock University in Ontario, Canada under the mentorship of Dr. Julie Koudys. Paige is a BCBA in the Early Intervention program at MMI where she works with early learners and supervises trainees. Her research interests include topics related to mediator training and treatment integrity; teaching procedures to promote skill acquisition for early learners; and diversity, equity, and inclusion in the field of behavior analysis. |
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| Diversity Term Accuracy: A comparison of SAFMEDS and Computer-Based Instruction Training Models |
| (Service Delivery) |
| CANDACE R FAY (Florida Institute of Technology) |
| Abstract: Promoting diversity and inclusion can impact a variety of different groups. Many organizations rely on various training methods to help ensure diversity in the workplace. However, little research has compared the effects of different training approaches on increasing recall of specific cultural terms. Thus, the present study employed an adapted alternating treatment design to explore the effectiveness of two different training approaches. A SAFMEDS training model was compared to a traditionally-applied. Computer-Based Instruction, to determine which is more efficient at promoting cultural fluency. The number of correct definitions for diversity terms across various demographic categories, served as the dependent variable. Participants mastered a higher number of diversity terms when trained with SAFMEDS, compared to the computer- based instruction procedures. During maintenance sessions, participants exhibited sustained performance. SAFMEDS may be ideal for improving precision when training terms to be used in conversations about diversity, and culturally-related topics. These skills will aid in building more culturally-relevant social skills that include more complex response requirements. |
 Candace Fay is a BCBA and a Ph.D. student at the Florida Institute of Technology (FIT). Her core values include authenticity, balance, competence, and growth. Throughout her education, research, and practice, she has worked in areas such as ABA service delivery, training and development, performance management, behavioral systems analysis, instructional design, DEI, and intimacy and sexual behaviors. Candace currently practices within the scope of behavior-analytic instruction, research, operations consulting, and program management for ABA service delivery. |
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| Evaluation of Instructive Feedback and Multiple-Exemplar Training as Strategies for Generalizing Tacts Across English and Spanish Responses |
| (Service Delivery) |
| PATRICIO ERHARD (University of Texas at Austin) |
| Abstract: Research has indicated that bilingual learners with autism have difficulty accessing culturally responsive interventions. Emerging research has shown that people with ASD have benefited from the use of instructive feedback and serial multiple-exemplar training for promoting the generalization of tacts. However, to date no study has examined the effects these combined strategies have on the emergence and generalization of tacts across multiple languages. We used a nonconcurrent multiple baseline design across participants to teach children from heritage language homes tacts in English and Spanish. The results demonstrated that instructive feedback and serial multiple-exemplar training were effective at producing generalization across novel stimuli exemplars in primary and secondary languages for two of the four participants. Additional training components (i.e., rehearsals and no-no prompts) were effective in producing the same generalization outcomes with the remaining two participants. |
 Patricio Erhard is a Board Certified Behavior Analyst (BCBA), PhD candidate, and assistant instructor in the autism and developmental disabilities program at the University of Texas at Austin. Prior to UT Austin, Patricio attended the autism/ABA program at Texas State University where he earned his Master's in Education. His current research interests include multiple exemplar training, instructive feedback, dual language development, verbal behavior, social skills training, and equivalence-based instruction. Patricio is also currently teaching Trastorno del Espectro Autista at UT Austin, a Spanish course about autism. |
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