Abstract
Our goal as applied behavior analysts that interventionists is to contribute to the betterment of the lives of all the children and families we serve. If culture is not cherished and honored, there is risk that cultural differences may produce tensions, avoidance, or exclusion. These difficulties set the occasion for close examination of evidence-based intervention practices. The greater the differences between the cultures of the people involved – the interventionist, the child, the family, and the community – the greater the potential for misunderstandings, conflicts, and harm. At the same time, if we bring a posture of humility, learning, and care, there are also opportunities for deeply meaningful and progressive outcomes for everyone involved. The purpose of this chapter is to explore ways in which behavior analysts can increase cultural responsiveness in their evidence-based practices.
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Alai-Rosales, S., Pritchett, M., Linden, A., Cunningham, I., Syed, N. (2022). Be Humble, Learn, and Care: Culturally Responsive Evidence-Based Practice. In: Leaf, J.B., Cihon, J.H., Ferguson, J.L., Weiss, M.J. (eds) Handbook of Applied Behavior Analysis Interventions for Autism. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-96478-8_9
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