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Abstract: Critical Race Theory (CRT) and its potential contributions to K–12 public education is under scrutiny by lawmakers and parent groups across the United States. Banning the tenets of CRT will produce even less equitable outcomes for our most vulnerable student populations. Interdisciplinary collaboration is critical for behavior analysts working alongside educators in public schools. This paper will unite educators and behavior analysts in a scholarly discussion of the origins, definition, and opposition to CRT; highlight current inequities and disparities in educational systems; outline the effectiveness of culturally relevant pedagogical practices; and propose a call to action for behavior analysts to collaborate with educators to improve equitable student outcomes. PubDate: 2023-05-24
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Abstract: Ardila-Sánchez and Hayes (2023, this issue) discuss how differing philosophical assumptions might reflect on differing metacontingency terminology and debate some of the arguments presented by Sampaio and Haydu (2023). We respond by restating the urgent need to clarify the definition of cultural milieu, which is illustrated by an argument about discriminative stimuli as components of the cultural milieu. We clarify that the differences in metacontingency terminology that we did not emphasize were related to interlocking behavioral contingencies (IBCs) and cultural consequences, and not to cultural milieu and group-rule generation. We question any rigid separations of “Skinnerian” and “Kantorian views” of cultural phenomena, insisting that we focus on a unified culturo-behavior science. We elucidate that verbal responses and stimuli may participate in IBCs, cultural antecendents, or selecting environment variables; answer some questions about the latter two concepts; and clarify that the we presented a COVID-19 psychological support project not to empirically validate the concept, but to illustrate and test the conceptual coherence of the terms and theory. PubDate: 2023-05-18
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Abstract: The impacts of climate change present numerous risks to the present and future state of teaching and learning. Natural disasters such as hurricanes, heat waves, flooding, blizzards, wildfires, sea level rise, and droughts threaten our ability to produce the learning outcomes promised to our pupils. Taking action to adapt to imminent climate-related challenges and mitigating measures that provoke and prolong ecological challenges is critical to the survival of these cultural institutions. Paradoxically, centers of teaching and learning can be seen as both victims of climate change as well as an instrumental part of the solution. Providing an efficient and effective education to the world’s youth is a catalyst for the innovations that future generations of skilled professionals will use to combat climate change. Educational settings are also crucial venues for raising social awareness about anthropogenic climate change to undermine the complacency and denialism that have stagnated the global response to this crisis thus far. This paper incorporates suggestions from climate scientists and learning scientists about how to change how we teach, where we teach, and what we teach to ensure teaching enterprises survive and thrive in the face of a changing climate. PubDate: 2023-05-12
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Abstract: Current food production methods in the United States (US) contribute to environmental degradation as well as food insecurity. Food production by means of community gardens has the potential to reduce the deleterious effects of current production methods. However, many community gardens face challenges that hinder their longevity, thereby reducing the likelihood of the support they might provide for environmentally sustainable food production and decreased food insecurity for community members. Researchers conducted a literature review regarding best practices for community gardens, and used ethnographic research methods to inform a culturo-behavioral systems analysis using the Total Performance System and matrix (systems interdependency) analysis to better understand the cultural practices of two established community gardens in the southwest region of the US. The results of the analyses are presented in terms of recommendations to support each community garden’s sustainability. Recommendations regarding future research include environmental manipulations to identify functional relations and potential outcome measures for improving the longevity of community gardens. PubDate: 2023-05-12
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Abstract: Sampaio and Haydu (2023) reconceptualize the cultural milieu based on a Skinnerian view of cultural phenomena. We contend, however, that important differences among the multiple meanings of the cultural milieu have been offered in the literature (Ardila-Sánchez et al., 2019; Houmanfar et al., 2010; Houmanfar & Rodrigues, 2006). The elements included within the cultural milieu illustrate the pitfalls of employing multiple logics that compromise the definition of “stimulus functions.” What seem to be completely different issues are grouped together, generating confusion in the application of this construct and a lack of specificity in the conception of cultural phenomena. We suggest that (Sampaio & Haydu) analysis exemplifies the issues encountered in the application of the cultural milieu and argue that constructs, such as the cultural milieu, cannot play multiple roles in a theory without risking conceptual incoherence. We offer one clarification concerning the philosophical assumptions upon which (Sampaio & Haydu) offer their conceptual analysis, one question regarding their analytic aims, and one disagreement concerning their conclusions. PubDate: 2023-04-24
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Abstract: This study uses qualitative storytelling methodology to explore the culturally responsive practices of five educators in Hawaiʻi. Part of a larger study on a place-based resilience and sustainability graduate certificate program at The University of Hawaiʻi at Mānoa, more broadly, we trace how their experiences as kumu both shape the program and are shaped by it. Their expertise and practices provide actionable examples of how responsive educational approaches, rooted in cultural practice, place, and community, can transform educational experiences for historically marginalized students and communities. PubDate: 2023-04-24
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Abstract: Poverty continues to pose a threat to children’s development of behavioral regulation skills, which can impact students’ academic readiness and achievement. Self-management has been studied throughout the literature to teach student independence and self-regulation skills, both of which are critical for learning in the classroom. To date, there has been no systematic review of self-management strategies for low-income students in general education settings. Thus, the purpose of this review was to examine the efficacy of self-management strategies with this population. A systematic review of the literature identified 10 studies that implemented self-management strategies with low-income students. Across the 10 studies, interventions varied in design features and recording modality. Common self-management strategies to increase student academic performance or on-task behavior included self-monitoring, graphing, error correction, and self-evaluation. Results support the use of several variations of self-management with low-income students in general education settings. This review highlights essential features when designing self-management strategies to promote academic achievement and regulation of classroom behaviors. PubDate: 2023-03-28
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Abstract: Adolescents living in residential juvenile justice facilities often receive mental health services during their stay to address committed offenses, yet some display challenging behavior during moments of conflict within the facility. These challenging behaviors could result in risk of harm to self or others, or the individual may experience punishment from facility staff. The purpose of this study was to explore the effects of an additive voluntary focused intervention for individuals who continued to display challenging behavior despite participation in “treatment as usual” in a juvenile justice facility. We implemented a self-management intervention, supported through interprofessional collaboration, via telehealth with four male adolescents. Using Behavior Skills Training, we taught participants to self-monitor precursors for challenging behavior and identify an alternative behavior to engage in to prevent overt challenging behavior events. Alternative behaviors were responses incompatible with the challenging behavior, or served as a rule to prompt self-management of further behavior. Results show all four participants increased their selection of alternative behaviors when presented with an evocative situation and a precursor for a severe behavior event during simulations. In addition, three participants stated they would use alternative behaviors across precursors not presented during teaching; however, two participants required booster sessions to maintain appropriate responding during simulations. Outside of simulated sessions, facility staff reported modest decreases in participants’ challenging behavior during and after the intervention. PubDate: 2023-03-22
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Abstract: The elaborated account of the metacontingency explicitly incorporated the role of antecedent events (with the concept of cultural milieu or cultural-organizational milieu) and verbal behavior (clearly related to what was termed group-rule generation). We argue that the cultural milieu encompasses two functionally distinct entities: antecedent environmental variables affecting the culturant (the organization members’ activities)—what we termed cultural antecedents; and variables affecting the selecting environment or the consumer practices (members external to the organization responsible for producing cultural consequences)—what we termed selecting environment variables. Besides that, we propose that group-rule generation is not an element of a metacontingency distinct from the culturant, but that it describes verbal components of the interlocking behavioral contingencies; and that these verbal components are not present in all culturants but are especially important in more complex ones. We illustrate this conceptual analysis with reference to a COVID-19 psychological support project undertaken at a public university in Brazil and conclude by suggesting theoretical and methodological implications. PubDate: 2023-03-22
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Abstract: In Engineering the Upswing, H. S. Pennypacker and F. I. Perez begin by placing the cultural malaise currently afflicting the United States (U.S.) in the context of longitudinal data showing progressive change over a 60 year period in the U.S. Pennypacker and Perez then use the findings of social scientists to identify some dimensions of current cultural problems and they argue, with examples, for the power of behavioral science to engineer solutions. Their book inspires confidence in the possibility of a better future. PubDate: 2023-03-14 DOI: 10.1007/s42822-023-00121-w
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Abstract: Culturo-behavior science addresses many of the world’s most significant problems and therefore has potential to create world-changing outcomes. Before systems level changes that improve the world can be implemented, however, it is first necessary for the public to know about and take interest in the accomplishments of culturo-behavior science. Measurable evidence that this kind of influence is being achieved is a component of “dissemination impact,” an important but often overlooked form of accountability on sciences that target real-world problems. We describe a method for quantifying some aspects of dissemination impact and present data on how much of this impact has been earned by articles published in Behavior and Social Issues. The results provide considerable food for thought about how culturo-behavior science can proceed toward making the strategic pursuit of dissemination impact a component of its evidence-based practices. PubDate: 2023-03-14 DOI: 10.1007/s42822-022-00120-3
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Abstract: By definition, foster youth have unique histories that often include extreme deprivation. In this paper, we propose that this unique history may impact patterns of responding observed during behavioral preference assessments. We explore the interpretative possibility that preference assessments conducted with foster youth could reveal either proximal or distal susceptibilities to reinforcement as a social-behavioral marker of their histories. As an example of the former, foster youth may show indifference for tangible items, which may diminish the utility of preferences assessments and their related intervention outcomes. As an example of the latter, a lack of discerning preference among social consequences may increase the vulnerability of foster youth to exploitation by adults. As an exploratory first step into this line of inquiry, this paper presents a comparison between assessments conducted in clinical practice with foster youth and those published in standard behavioral outlets. We compared data sets for published (N = 25) and foster youth (N = 30) data sets with percentage selection as the dependent measure. Results indicate the number of graphs depicting a clear hierarchy was significantly lower for foster youth data sets, suggesting foster youth could be more likely to show preference indifference. We suggest future directions and considerations for using preference assessments with foster youth. PubDate: 2023-02-08 DOI: 10.1007/s42822-023-00122-9
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Abstract: Pay disparities have numerous adverse effects upon organizations, employees, and clients, which can affect the organization's ability to deliver services, including culturally responsive services. Evidence is accumulating that pay inequity, particularly among females and males, is present within the field of behavior analysis (Li et al., 2018; Vance & Saini, 2022). The purpose of the present study was to examine the annual income of Board Certified Behavior Analysts (BCBA) and doctoral-level BCBAs (BCBA-Ds) who work with children, with a particular focus on the impact that salary practices have on the provision of services to this age group. A survey was distributed to collect information regarding annual income, demographics, and various aspects of service delivery. The sample included 236 (96.7%) BCBAs and eight (3.3%) BCBA-Ds who had been in the field an average of 11.3 years (N = 244). Annual income for female BCBAs and male BCBAs was $74,888 and $79,140, respectively. For those who served children and adolescents, female respondents earn an annual average of $75,840, while male respondents earn an average of $74, 673. The annual incomes of female BCBAs that served urban, rural, and combined rural and urban regions were $76,931, $69,198, and $77,199, respectively. The observed differences between service regions were statistically significant, whereas the difference observed between females and males was not. Considering this, females made less than male counterparts in nearly every comparison, which is alarming. The present study adds to the growing list of observations indicating that a change in salary practices is needed to improve behavior-analytic service delivery to clients. PubDate: 2023-01-18 DOI: 10.1007/s42822-022-00118-x
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Abstract: At least 80% of the world’s population has been significantly impacted by climate change; the most vulnerable around the world are already facing dramatic, severe costs due to emissions produced by wealthy nations. In fact, “climate change is not just an environmental issue—it is an economic issue, a social issue, a security issue, and, above all, a moral issue” (Freer-Smith et al., 2007, p. xiii; see also Shue, 2020, “Distant Strangers and the Illusion of Separation”). Despite decades of work, none of the current models for mitigating climate change offers a realistic route toward stable end-state solutions, even in the wealthiest nations, much less the world (Brooks, 2020; Bordoff & O’Sullivan (2022). Efforts to affect climate change have typically been viewed as the province of engineers and policy makers, but achieving timely and adequate cultural shifts as required to support global climate justice (GCJ), is a question of behavior, and thereby calls out to our science. Taking a constructional approach, behavior science is in a position to offer and construct conceptual and experimental tools for understanding, studying, and contributing to cultural systems that have the potential to lead to meaningful climate change responses. Drawing on what is known about (a) contingencies of reinforcement; (b) delay and probability discounting, and related levels of demand; (c) firmly embedded, widely established patterns of derived relational responding, (d) emerging conceptual models of strategic cultural-systems analysis, and (e) what is now known about the power of narrative, behavior science offers intriguing systemic possibilities for engaging in strategic, science-based social action supporting GCJ. Included in the possibilities explored here are community and societal interventions, policy advocacy, and other forms of activism, framed in behavior science terms. The paper ends with an example of how our discipline can contribute to climate change mitigation through narrative and activism supporting forests and other natural ecosystems. PubDate: 2023-01-18 DOI: 10.1007/s42822-022-00119-w
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Abstract: There are currently gaps in the training and provision of behavior-analytic services for appropriately acknowledging and responding to the racial and cultural context of children and families receiving services. The values and common training practices in applied behavior analysis (ABA), lack of diverse providers (from differing backgrounds and racial and ethnic identities), and omission of racially and ethnically diverse populations and variables in our research contribute to striking racial disparities in behavioral services (e.g., barriers in accessing and obtaining equally high-quality services). This paper is a call for action, based on the premise that systemic change toward cultural responsivity and reduction of racial disparities in ABA is made up of the individual awareness and actions of ABA instructors and supervisors. To this end, we first illustrate the extent of this problem and its personal and psychological toll on children and families in terms of experiences of racial stress, differential access to services, and unequal quality of care. Second, we outline actionable steps for instructors and supervisors to reduce racial disparities and promote culturally responsive behavior-analytic practice. We call for specific advocacy for and changes to graduate program coursework and requirements, experiential practice opportunities for trainees, culturally responsive supervision, and recruitment and support of diverse trainees in ABA. PubDate: 2022-12-28 DOI: 10.1007/s42822-022-00117-y
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Abstract: Behavioral science has a long history of engaging in efforts to understand and address socially important issues. Poverty and inequities in health and development are among the most important and complex social issues facing the world today. With its Sustainable Development Goals (SDGs), the United Nations (2015) has focused attention and guidance on addressing key global challenges, including to “end poverty” (SDG 1), “ensure good health and well-being for all” (SDG3), and “reduce inequality within and among countries” (SDG 10). In this paper, we provide a framework and illustrative examples of contributions of behavioral science to these issues. We feature illustrative behavioral interventions at the individual, relationship, community, and societal levels. We highlight the diversity of issues, intervention methods, and settings reflected in applications of behavioral science. By joining methods from behavioral science, public health, and other disciplines—and the experiential knowledge of those most affected by inequities—behavioral methods can make significant contributions to collaborative efforts to assure health and well-being for all. PubDate: 2022-12-02 DOI: 10.1007/s42822-022-00114-1
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Abstract: The purpose of this study was to identify and learn about the cultural and language barriers that Latino families face when accessing applied behavior analysis (ABA) services for their children with autism spectrum disorder (ASD). We administered a survey to gather basic descriptive information regarding language and cultural barriers faced by Latino families, specifically from a sample of families living in Nevada. We then conducted follow-up interviews and focus groups to collect detailed accounts of the barriers that these families faced. We used qualitative research methods to provide a detailed analysis that captured the voices of the families who participated in this study. The information provided from the survey and focus groups provides preliminary information for practitioners to help bridge gaps and provide more effective and quality services for the Latino population. Results of the focus groups and interviews are summarized and implications for future research are discussed. PubDate: 2022-12-02 DOI: 10.1007/s42822-022-00115-0
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Abstract: In drought-stricken areas, water consumption has become a significant sustainability issue, as water is a vital need. Research, outside of behavior analysis, has targeted this area far more. They have used efforts such as information campaigns, social comparisons, rebates, and fines. Within behavior analysis, energy reduction has also been targeted with a focus on electricity reduction. Feedback has been highly effective. However, there is limited research, except for Geller et al. (1983; Population and Environment, 6(2), 96–112), that has evaluated feedback on reducing water consumption. With an increase in smart technology and a drought crisis throughout California, this is a call to action to revisit effective behavior analytic interventions in reducing household water consumption. PubDate: 2022-11-07 DOI: 10.1007/s42822-022-00108-z
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