Letter to the Editor: One Perspective on Diversity in ABA Abstract Our profession of applied behavior analysis is lacking in the area of diversity. We cannot overestimate the importance of perspective when dealing with the issue of diversity. What tools does one use to evaluate another person after meeting the person for the first time? How much of what you “know” about a person is based on the labels you have assigned to him or her? Can your response to meeting someone for the first time be better conceptualized as rule-governed behavior (in other words, verbal generalizations, as opposed to tacts based on previous experience with that person individually)? If your answers to these questions involve behavior that is both contingency shaped and rule governed, then as behavior analysts, we would seem to have an opportunity to affect this behavior in a positive way. If our applied science is to be useful and truly comprehensive, this must be equally true of our behavior surrounding diversity. This letter to the editor includes personal experiences and practical actions we can take to move the needle on diversity (in our field) in the right direction. There is much work to be done, but I am convinced that the science of behavior analysis can provide us with the knowledge and determination to do it.

Beyond a Call to Action: An Introduction to the Special Issue on Diversity and Equity in the Practice of Behavior Analysis Abstract In this editorial, we provide commentary on the state of diversity and equity in the practice of behavior analysis. We describe themes from this special issue and call upon members of the field of applied behavior analysis to live a values-driven life that involves the systematic and data-driven practice of diversity and equity each and every day.

The Gender Pay Gap for Behavior Analysis Faculty Abstract We examined publicly available faculty salaries for men and women faculty members at 16 university programs accredited by the Association for Behavior Analysis International (ABAI). Overall, 52.4% of the 103 faculty members were women, although there were twice as many men as women at the full-professor level. Our data suggest that ABAI-accredited training programs pay women less than men at all academic levels. Both in absolute terms and relative to the wage gap reported in other areas of psychology, the difference in mean wages for women and men in our sample was substantial. The mean salaries of men were 13%, 6%, and 15% greater than those of women at the assistant-, associate-, and full-professor levels, respectively. At all levels, the highest salary reported was earned by a man, and the lowest salary was earned by a woman. This is an embarrassment for our discipline. It is time for a change, and we behavior analysts have the tools to make change happen. Let us put those tools to good use.

Stigma, Discrimination, Treatment Effectiveness, and Policy Support: Comparing Behavior Analysts’ Views on Drug Addiction and Mental Illness Abstract Individuals with substance use disorders (SUDs) often face discrimination. A recent study found that people in the general population hold significantly more negative views toward persons with drug addiction than those with other mental illnesses (Barry et al. in Psychiatric Services, 65(10), 1269–1272, 2014). It is possible that these negative attitudes stem from the historical view of addiction as a moral shortcoming or lack of willpower. Behavior analysts’ approach to behavior is guided by the underlying philosophy of behaviorism, which proposes that behavior is determined by genetic and environmental factors, as opposed to the free will of an individual. Because behavior analysts view behavior as determined and do not assign responsibility to an individual for his or her behavior, one would hypothesize that behavior analysts would not view individuals with SUDs more negatively than those with other mental disorders. This study surveyed 288 behavior analysts regarding their views on SUDs and mental disorders. Results showed that behavior analysts have significantly more negative attitudes toward people with SUDs than toward people with other mental disorders. Respondents reported a greater desire for social distance and greater acceptability of discrimination for people with SUDs than for people with mental disorders. They also reported less potential for recovery and lower support for policies to improve equity in insurance coverage and were less supportive of using government funding to improve treatment, housing, and job support for people with SUDs.

The Utility of a Function-Based Approach to Intimate Partner Violence and Gender Bias in Family Courts Abstract The prevalence of intimate partner violence (IPV) is alarmingly high. Leaving an abusive relationship is only part of the solution, especially for survivors who share children with a violent partner. The IPV survivor has to navigate the family court system in order to obtain protection orders and custody arrangements. The decisions made by judges in family courts are influenced by gender-biased theories that rely on myths about women, intimate domestic violence, and the effects of violence and abuse on children. This paper will describe current issues in family court and possible contributions that behavior analysts can provide.

Why WIBA? Abstract Historically, men have dominated the field of behavior analysis; however, recent trends have indicated increased participation by women. As a result of these recent changes to the field of behavior analysis, the inaugural Women in Behavior Analysis Conference (WIBA) was hosted in 2017. WIBA was initially established to highlight the accomplishments of women in the field of behavior analysis, to provide opportunities for early career behavior analysts to obtain mentorship, and to encourage meaningful discourse about gender issues in the field. Since the inaugural conference, WIBA has attempted to establish a platform for promoting gender equality but most recently has incorporated efforts related to the needs surrounding social justice and inclusiveness in the field of behavior analysis. The goal of this paper is to provide an overview of the WIBA conference. The history of WIBA is discussed, including the impetus for establishing the conference. This paper highlights existing issues on gender equality in the field of behavior analysis and the larger community, serves to demonstrate how WIBA is part of the solution, and shares accomplishments to date. Furthermore, future directions and goals are presented.

Open Educational Resources in Behavior Analysis Abstract Open educational resources (OERs) are materials that can be freely downloaded, edited, and shared to better serve all students. These resources are typically free of cost, reducing barriers to access for students and ensuring that all learners can have access to educational materials regardless of their financial status. OERs have been demonstrated to improve student performance and retention, especially for students traditionally underrepresented in higher education (e.g., first-generation, non-White students). Although there have been informal calls for additional OERs in behavior analysis, it is unclear whether behavior-analytic OERs exist. The aim of the current study was to use an OER aggregating metafinder to review what OERs are available on topics related to behavior analysis and whether sufficient resources exist to serve as primary course materials. Results indicate that OERs for behavior-analytic content exist but tend to be written by nonbehaviorists for use in survey courses in mainstream psychology. There also do not appear to be sufficient resources to support a course. Implications for promoting the development and dissemination of OERs, particularly with respect to increasing the recruitment and retention of diverse students in the field of behavior analysis, are discussed.

Delivering Home-Supported Applied Behavior Analysis Therapies to Culturally and Linguistically Diverse Families Abstract The selection and adoption of culturally appropriate targets and practices, especially for home-based or parent-supported services, is an emerging interest in the field of applied behavior analysis (ABA). Variations in cultural norms, caregivers’ ability to participate in home-based service delivery, and family and practitioner linguistic competencies are some of the areas that the culturally competent ABA therapist must consider when designing a home-based program of therapy. Given the paucity of empirical research related to cultural competency in ABA service provision, the goal of the current article is to provide practitioners, their supervisors, and researchers with information to overcome many perceived barriers to successfully working with clients whose home languages or cultures differ from that of the dominant U.S. culture. Practical examples, integration of research from ABA and allied fields, and terminology are used to support these points and provide actionable guidance grounded in empirical literature.

Cultural Humility in the Practice of Applied Behavior Analysis Abstract Applied behavior analysis (ABA) has the intent to improve the human condition in a broad range of categories of practice and for diverse groups of individuals across cultures. The data on the diversity of the professionals practicing in the field of ABA are sparse. Access to ABA intervention is inequitable, and cultural differences are not adequately addressed in many current established behavioral interventions. Cultural humility is a framework used by other professional disciplines to address both institutional and individual behavior that contributes to the power imbalance, the marginalization of communities, and disparities in health access and outcomes. This article discusses the adoption of culturally humble practices, specifically through the use of self-reflection, by the field of ABA to address disparities and improve outcomes. A specific framework from the field of social work is shared, and an adaptation to the behavior-analytic practice of self-management is provided.

Language Preference of a Multilingual Individual With Disabilities Using a Speech Generating Device Abstract Individuals with disabilities who are English learners (ELs) and communicate using speech generating devices (SGDs) may demonstrate a preference for instructional language and language output of their SGDs. The influence of interventionist language on the preference of SGD language output and frequency of mands was examined using an alternating-treatments design with an embedded concurrent-chain arrangement with a 10-year-old with Down syndrome whose heritage language was Spanish. Language preference assessment for ELs is recommended because heritage language may be preferred for children with disabilities who use SGDs.