Association for Behavior Analysis International

Diversity, Equity, Inclusion, and Belonging initiatives have become a priority within the field of Applied Behavior Analysis. Specifically, sensitivity to DEIB issues has fueled discussions and been associated with strong calls to action for change within the field. There is convergence and consensus regarding the need for more attention to these matters. The field is at a critical juncture; it is time to move such aspirations into actions. In this panel, specific strategies for the integration of DEIB goals into clinical practice, teaching and training, supervision, and organizational practices will be reviewed. Specific attention will be given to the operational definitions of key terms, in order to facilitate the collection of objective data and the measurement of progress. Strategies will be reviewed within the lenses of cultural responsiveness and cultural humility; specifically, the panel will discuss how to embed such values into professional work. Panelists will share ways to assess individual skills and the climate of the organization, identify goals, determine progress, obtain social validity measures, and develop long-term strategic initiatives. Panelists will also share tools and methods for addressing obstacles, developing consensus, and ensuring authentic and sustainable change.

This panel is classified as intermediate instructional level. It is assumed that attendees have a basic understanding of cultural responsiveness and humility. It is best suited for those seeking to advance the integration of these values into professional practice in concrete ways.

There are several strategies to teach children a vocabulary in two languages. For example, the one-person one-language (OPOL) approach (i.e., each parent speaks a different language to the child) is often suggested by professionals and parents. However, limited comparative research was conducted to support its effectiveness and efficiency while controlling for language exposure from both caregivers. We taught college students to tact pictures in two languages using the OPOL approach (e.g., one experimenter taught tacts in Mandarin, and the other one taught tacts in Japanese) and the mixing approach (e.g., a third experimenter taught tacts in both Mandarin and Japanese). In the 1st experiment, we taught tacts in Mandarin and Japanese. Because all the participants reported that learning tacts in Japanese was easier than in Mandarin, we taught Mandarin and Cantonese in the 2nd experiment. We also probed for the emergence of bidirectional intraverbals after the participants demonstrated mastery in tacts. Data indicated that both approaches were effective in teaching tacts and promoting untrained intraverbals in both experiments. The OPOL approach promoted quicker tact acquisition for 10 out of 14 comparisons. Future research should evaluate the external validity of this line of research with other populations, such as children.

Essential for Living (EFL) is a treatment model that assesses essential skills needed for independent, functional daily living. This intervention aims to analyze the alignment between the skills acquired through EFL and improvements in the quality of life (QoL) of students with moderate to severe disabilities. The sample consisted of 10 students diagnosed with autism, aged between 5 and 10 years. Each participant was assessed using EFL, focusing on areas such as functional communication, autonomy in daily activities, and social interaction management. QoL was measured through questionnaires completed by parents and practitioners, as well as direct observations in various daily contexts (home, school, social settings). The results showed a positive alignment between progress in functional skills and perceived improvements in QoL. Participants who improved in functional communication and daily autonomy reported higher family satisfaction, reduced problem behaviors, and greater social participation. Specifically, enhanced communication and increased independence were key factors contributing to emotional well-being and overall QoL. These findings highlights the importance of an integrated approach that considers both functional development and its overall impact on psychological and social well-being, significantly contributing to participants' QoL.

As the field of Applied Behavior Analysis and the need for services continue to grow, clinicians and staff will increasingly work with individuals and families from diverse cultural backgrounds. Integrating diversity, equity, inclusive, and accessibility (DEIA) practices allow clinicians to better serve the needs of diverse clientele by addressing disparities to service access and improving health quality and outcomes. Initiatives aimed at increasing cultural responsiveness not only improve client outcomes but also foster a more inclusive and positive workplace environment. Starting in 2027, the BACB will require clinicians to complete CEUs on cultural responsiveness and diversity connected to ethical practices and DEIA-focused initiatives. This symposium addresses the importance of DEIA initiatives in behavior analytic organizations and their relevance to global professional practices. Speakers will provide organizational leaders and associates with strategies to incorporate cultural considerations into their practice across all levels of the organization. Speakers will highlight opportunities that exist within organizational leadership and staff to ensure that practitioners are equipped with knowledge of cultural humility and considerations in their interactions with co-workers and clients. Finally, lived experiences that can contribute to understanding and addressing workplace inclusion challenges will be shared.

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Implementing Diversity, Equity, Inclusion, and Accessibility (DEIA) practices in the workplace creates an environment in which associates feel supported, respected, and empowered. Organizational DEIA practices aid in addressing and reducing biases and increasing cultural responsiveness within the workplace and in clinical practice. Other positive outcomes resulting from DEIA initiatives include better communication and collaboration among staff, an environment that promotes psychological safety, and higher job satisfaction and retention. Ultimately, fostering an inclusive and positive workplace environment results in better outcomes for those receiving services from the organization. This talk will provide a framework for ABA organizations seeking to create impactful DEIA programs for their associates to work towards a more inclusive workplace environment. We will provide actionable plans to implement DEIA programs including career advisement and counseling, mentorship, and trainings to celebrate diversity and increase cultural humility. Implementing DEIA initiatives results in a more diverse workforce, associates who feel supported in their academic and professional pursuits, and clinicians who are more culturally responsive to the diverse needs of their clientele and connected to their co-workers.

This panel highlights the urgent need for culturally adaptable supervision processes to support new behavior analysts in acquiring and documenting essential competencies. As Applied Behavior Analysis (ABA) continues its global expansion, supervisors must navigate the dual challenge of ensuring rigorous skill development while honoring the unique cultural contexts in which they work. Panelists will present innovative strategies for designing supervision systems that integrate cultural responsiveness with international ethical and professional standards. The session emphasizes the use of evidence-based methodologies such as Behavioral Skills Training (BST), performance-based competency assessments, and digital tools, all tailored to meet the specific needs of diverse populations. Practical examples will illustrate how culturally sensitive supervision practices can bridge gaps in understanding, build trust, and enhance the professional growth of practitioners across varied cultural settings. Attendees, including company owners, supervisors, program directors, and educators, will gain actionable insights to implement scalable, culturally relevant supervision systems that promote ethical decision-making and competency development. This panel equips participants with tools to adapt supervision frameworks for global applicability, ensuring inclusive, high-quality mentorship. By addressing the cultural dimensions of supervision, this session reinforces the importance of diversity, equity, and inclusion in sustaining the growth and success of ABA professionals worldwide.

As the demand for Applied Behavior Analysis (ABA) services continues to rise in emerging markets, new ABA businesses face the unique challenge of creating effective supervision systems that support both operational and clinical excellence. This presentation offers a comprehensive guide to developing structured, competency-based supervision frameworks designed to train ethical and highly skilled practitioners while fostering sustainable growth. Participants will gain access to actionable tools for implementing efficient documentation processes, rigorous competency assessments, and well-defined training pathways. Panelists will provide insights into overcoming common challenges faced by ABA startups, such as balancing resource constraints with the need for high-quality services. Through real-world examples and data-driven approaches, attendees will explore strategies for bridging the gap between business operations and clinical integrity. This session emphasizes the importance of integrating supervision systems that align with ethical standards and evidence-based practices, ensuring the development of competent practitioners who can deliver exceptional care. By addressing the specific needs of ABA businesses in emerging markets, this presentation aims to equip company owners, supervisors, and administrators with the knowledge and tools necessary to establish scalable, high-quality supervision systems that promote organizational success and elevate the standards of service delivery in diverse settings.

Outside of the United States, regions are plagued with applied behavior analysis (ABA) misinformation, fragmented ABA knowledge, and questionable behavioral practices. As a result, locally-driven projects are developing. This symposium explores such innovative approaches for disseminating and implementing sustainable ABA-based practices across diverse international contexts. Specifically, three distinct models for expanding access to high-quality behavioral services in traditionally underserved regions are explored. The first presentation examines the Ready4School Training Program, which enhanced preschool educators' competencies in supporting autistic children's school transitions across European countries through culturally-adapted ABA-based strategies. Results demonstrate improvements in educator knowledge and self-efficacy. The second presentation evaluates the P.E.rfect Training Package, which equipped physical education teachers in Czechia with ABA-based skills for creating inclusive environments for autistic students. Data suggest positive outcomes in teacher competencies and attitudes. The final presentation investigates a multi-component supervisory training program in Australia focused on enhancing behavior analysts' application of social validity principles. Findings indicate improvements in supervisees' ability to develop socially meaningful interventions. Together, these studies illustrate effective models for disseminating ABA-based practices through home-grown approaches with high standards of implementation. The symposium contributes to our understanding of strategies for sustainable capacity building in behavior analysis across diverse contexts.

This presentation will use terminology and examples that should be accessible to all attendees.

This study evaluated the effectiveness of a locally-driven applied behavior analysis (ABA)-based Ready4School Training Program, developed through an EU Erasmus+ project across six European countries. The training program aimed to enhance preschool educators' competencies in supporting autistic children's transition to school through ABA-based assessment and intervention strategies. Following a two-day train-the-trainer workshop, the package was piloted with 20 inclusive pre or inservice preschool educators across ABA-impoverished locales in Czechia and Cyprus. The program was supported by a freely-accessible online educational kit containing culturally and linguistically adapted materials, including a digital assessment application and lesson plans. Using a pre-post design with follow-up, the study assessed changes in participants' knowledge of autism and ABA and self-efficacy in providing education to autistic students via the Autism Self-Efficacy Scale for Teachers (ASSET). Additionally, feasibility and acceptability were evaluated post-intervention through social validity questionnaires. Data analysis incorporated descriptive statistics for comparisons and social validity assessment of the training package. This pilot study, being replicated across partner countries, contributes to the dissemination of ABA-based strategies for use by inclusive educators in areas often plagued with a lack of ABA-based services and empirically-validated learning resources for supporting school transitions for autistic children.

In Czechia, autistic children are being supported in the inclusive physical education (PE) classroom at increasing rates. However, educators are increasingly underprepared to provide meaningful instruction grounded in the science of applied behavior analysis (ABA). As a result, the ABA-based P.E.rfect Inclusive Physical Education Practitioner Training Package, developed through an EU Erasmus+ collaborative project across seven European countries, was piloted aiming to enhance physical educators' ABA competencies and attitudes in including autistic children in PE settings. Eleven participants completed the program, which consisted of an in-person workshop supplemented by a freely-accessible website containing culturally and linguistically adapted ABA-based inclusive PE materials. Using a pre-post no-control design, the study assessed changes in participants' knowledge, self-efficacy, and perceived challenges through quantitative measures administered before and after the main training session. Training satisfaction was evaluated post-intervention through questionnaires, while selected follow-up interviews provided qualitative insights into participants' attitudes and experiences. Data analysis incorporated descriptive statistics for pre-post comparisons, alongside thematic coding of interview responses to identify and quantify primary attitudes expressed by participants. Overall, this pilot study shares strategies for disseminating ABA-based training in underserved regions while evaluating physical educators' capacity to create inclusive PE environments for autistic students.