Cultural and Linguistic Diversity in Recent Verbal Behavior Research on Individuals with Disabilities: a Review and Implications for Research and Practice
- 447 Downloads
The number of individuals from various culture and language backgrounds who are receiving behavior-analytic services is growing. Therefore, a behavioral understanding of the role of cultural and linguistic diversity (CLD) in language acquisition may be warranted. We searched recent editions of The Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis to determine the degree to which researchers report the CLD of individuals with disabilities who participate in verbal behavior research. Our results indicate that researchers in these journals rarely report the culture and language background of their participants. Given these results, we provide a conceptual analysis and describe implications for research and clinical practice. A further understanding of the role of CLD may aid in the development of better behavioral interventions and culturally sensitive treatments. Finally, research that explores the role of CLD in language acquisition may add to the generality of behavior-analytic research and practice.
KeywordsLanguage Verbal behavior Diversity The Analysis of Verbal Behavior Journal of Applied Behavior Analysis
The authors thank Hannah M. Brodhead and Joe Lambert for their help in developing the organizational structure of this paper.
- American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: AuthorGoogle Scholar
- Behavior Analysis Certification Board (2010). Behavior Analysis Certification Board guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/Downloadfiles/BACBguidelines/1007GuidelinesFpdf.pdf. Accessed July 2012.
- Brodhead, M. T., & Higbee, T. S. (2012). Teaching and maintaining ethical behavior in a professional organization. Behav Anal Pract, 5, 86–92.Google Scholar
- Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. J Appl Behav Anal, 35, 213–231. doi: 10.1901/jaba.2002.35-213.PubMedCentralPubMedCrossRefGoogle Scholar
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. New Jersey: Person Education.Google Scholar
- Coutinho, M. J., & Oswald, D. P. (2006). Disproportionate representation of culturally and linguistically diverse students in special education: measuring the problem. Tempe: National Center for Culturally Responsive Educational Systems.Google Scholar
- Daly, E. J., Bonfiglio, C. M., Matrson, T., Persampieri, M., & Foreman-Yates, K. (2006). Refining the experimental analysis of academic skills deficits: part II. Use of brief experimental analysis to evaluate reading fluency treatments. J Appl Behav Anal, 39, 323–331. doi: 10.1901/jaba.2006.13-05.PubMedCentralPubMedCrossRefGoogle Scholar
- Frost, L., & Bondy, A. (2002). The picture exchange communication system. Pyramid Educational Consultants.Google Scholar
- Goldstein, B. (2012). Bilingual language development & disorders in Spanish-English speakers (2nd ed.). Baltimore: Brookes Publishing.Google Scholar
- Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: inducing and expanding new verbal capabilities in children with language delays. Boston: Pearson and AB.Google Scholar
- Greer, R. D., & Speckman, J. (2009). The integration of speaker and listener responses: a theory of verbal development. Psychol Rec, 59, 449–488.Google Scholar
- Hammer, C., & Rodriguez, B. (2012). Bilingual language acquisition and the child socialization process. In B. Goldstein (Ed.), Bilingual language development & disorders in Spanish-English speakers (pp. 31–46). Baltimore: Brookes.Google Scholar
- Hayes, S., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: a post-Skinnerian account of human language and cognition. New York: Kluwer Academic/Plenum Publishers.Google Scholar
- Padilla Dalamau, Y. C., Wacker, D. P., Harding, J. W., Berg, W. K., & Schiettz, K. M. (2011). A preliminary evaluation of functional communication training effectiveness and language preference when Spanish and English are manipulated. J Behav Educ, 20, 233–251. doi: 10.1007/s10864-011-9131-z.CrossRefGoogle Scholar
- Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: a handbook on bilingualism and second language learning. Baltimore: Paul H. Brookes Pub.Google Scholar
- Passel, J., & Cohn, D. (2008). U.S. population projections: 2005–2050. Washington, DC: Pew Hispanic Center. Retrieved from http://pewhispanic.org/files/reports/85.pdf. Accessed Apr 2011.
- Peña, E. D., Kester, E. S., & Sheng, L. (2012). Semantic development in Spanish-English bilinguals: theory, assessment, & intervention. In B. Goldstein (Ed.), Bilingual language development & disorders (pp. 131–152). Baltimore: Paul H. Brooks.Google Scholar
- Rehfeldt, R., & Barnes-Holmes, Y. (2009). Derived relational responding: applications for learners with autism and other developmental disabilities: a progressive guide to change. Oakland: New Harbinger.Google Scholar
- Skinner, B. F. (1953). Science and human behavior. New York: The Macmillan Company.Google Scholar
- Skinner, B. F. (1971). Beyond freedom and dignity. Indianapolis: Hackett Publishing Company.Google Scholar
- Sundberg, M., & Partington, J. (1998). Teaching language to children with autism and other developmental disabilities. Pleasant Hills: Behavior Analysts.Google Scholar