Abstract
The US continues to transition toward a majority-minority composition and this trend has advanced most rapidly for school-aged children. Clinical work with diverse populations, and their families, calls for specialized skills and training experiences; however, these are not yet strongly reflected in most pre-service training programs in applied behavior analysis (ABA). A systematic review was conducted to evaluate the scope and range of the dimensions of diversity included in the behavior analytic literature (e.g., race/ethnicity, gender, sexuality) as well as to compile recommendations for improving culturally responsive practices in ABA (PROSPERO Registration: CRD42020181227). The search yielded a total of 58 unique publications that featured one or more dimensions of diversity. These works were summarized in terms of the dimension(s) of diversity featured, the goal(s) of the research, the types of demographics reported, and the recommendations put forth for improving culturally responsive practices in ABA. A reflection on the current state of diversity research in the field is provided and discussed in the context of current and future recommendations for culturally responsive behavior analysis.
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Notes
We wish to note that a revised form the BACB Code of Ethics has been put into effect for the year 2022.
This statement serves to emphasize the behavior analytic preference for terms derived from basic research (i.e., low-level terms rather than higher level terms, such as identity).
We note here that this work was one of several included in a special issue of diversity in behavior analysis in practice (BAP). We encourage interested readers to consult this special issue on diversity in behavior analysis.
We note here that hand searches were not conducted for non-behavior analytic journals to preserve a focus on publications that were primarily behavior analytic in nature (e.g., not from the Journal of Autism and Developmental Disorders).
Note: Hand searches were restricted to the initial four journals to ensure the content included in the review was primarily behavior analytic in nature. Although behavior analytic work had been found in journals such as Journal of Autism and Developmental Disorders through the ancestral search, works from these generally are seldom purely behavior analytic in design and in interpretation.
We make a note here that issues affecting cisgender women in the practice of behavior analysis were relevant to gender-related diversity. Specifically, women in behavior analysis comprise the majority of certificants but have historically been less represented in positions of leadership Li, A., Curiel, H., Pritchard, J., & Poling, A. (2018). Participation of women in behavior analysis research: Some recent and relevant data. Behavior Analysis in Practice, 11(2), 160–164. https://doi.org/10.1007/s40617-018-0211-6.
A more in-depth discussion of gender and gender-related terms is available at: https://www.apa.org/pi/lgbt/programs/safe-supportive/lgbt/key-terms.pdf
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Jodie A. Waits (she/he/they) is a White queer student in the Louisiana State University School Psychology graduate program. Their work focuses on culturally and linguistically diverse children with autism. Kwon Choi (he/him) is a Korean American student at Louisiana State University majoring in Music with a minor in Psychology pursuing a pre-medical path. He served as the undergraduate research assistant on this project. Shawn P. Gilroy (he/him) is a White assistant professor in Louisiana State University’s School Psychology program. All materials necessary to replicate this work have been included as supplemental materials.
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Waits, J.A., Choi, K. & Gilroy, S.P. A Systematic Review and Reflection on the Dimensions of Diversity Represented in Behavior Analytic Research. Rev J Autism Dev Disord 10, 643–659 (2023). https://doi.org/10.1007/s40489-022-00312-y
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DOI: https://doi.org/10.1007/s40489-022-00312-y