Abstract and Learning Objectives

Behavior analysts are just beginning to operationally define cultural competence, cultural humility, and cultural sensitivity in service provision. It is important for behavior analysts to understand the ways in which cultural variables broadly and specifically impact the development of collaborative relationships with families, and impact all of our professional interactions and relationships. In this talk, we will review how the Professional and Ethical and Compliance Code for Behavior Analysts guides practitioners in this important realm. We will also review resources from other fields that help identify core commitments, aspirational ideals, and target behaviors to develop a repertoire of cultural humility skills. In addition, the skills needed for successfully navigating these challenges will be discussed. Implications for teaching, training, and supervision will be highlighted. Learning Objectives include: 1. Participants will identify sections of the Code that specify the need for cultural humility and sensitivity in service provision 2. Participants will identify core skills necessary for the development of competence in multicultural service provision and for the development of a repertoire of culturally humble professional behavior 3. Participants will apply concepts and procedures to sample scenarios regarding service provision in this context 4. Participants will be introduced to samples of tools from other fields, and will consider how we can approach training and supervising behavior analysts in this area.

Course Curriculum

  • 1

    Course Materials

    • Course Materials
  • 2

    Course Introduction

    • Course Introduction

    • Learning Objectives

    • Thank You to Mentors and Students
  • 3

    BACB® Professional and Ethical Compliance Code for Behavior Analysts and Culture

    • Examining the BACB® Professional and Ethical Compliance Code for Behavior Analysts
  • 4

    Defining Terms Related to Culture

    • A Discussion on Terminology
  • 5

    Examining Cultural Skills

    • Cultural Skills for Behavior Analysts
  • 6

    Cultural Self-Assessments

    • NASP Self-Assessment Tool

    • ASHA Self-Assessment Tool

    • Vancouver Self-Assessment Tool

    • Static Diversity Self-Assessment Tool

    • ASHA Policies and Procedures Self-Assessment Tool

    • ASHA Service Delivery Self-Assessment Tool

    • Georgetown Self-Assessment Tool
  • 7

    What We Know in ABA

    • What We Currently Know

    • Compassionate Care and Cultural Humility

    • Teaching Skills in Compassionate Care and Cultural Humility
  • 8

    Practice Scenarios

    • Introduction to Ethics Scenarios and Cultural Issues

    • Scenario 1

    • Scenario 1 Answer/Explanation

    • Scenario 2

    • Scenario 2 Answer/Explanation

    • Scenario 3

    • Scenario 3 Answer/Explanation

    • Scenario 4

    • Scenario 4 Answer/Explanation

    • Scenario 5

    • Scenario 5 Answer/Explanation
  • 9

    Closing and Final Thoughts

    • Closing Remarks
  • 10

    Quiz

    • Directions for Quiz

    • Final Quiz
  • 11

    Participant Survey

    • Directions for Participant Survey

    • Ensuring Cultural Competence, Cultural Humility and Sensitivity Participant Survey

Course Instructor

Mary Jane Weiss, Ph.D., BCBA-D

Professor, Endicott College

Mary Jane Weiss, Ph.D., BCBA-D, LABA is a Professor at Endicott College, where she has been for 9 years, and where she serves as the Executive Director of ABA and Autism Programs, including the master’s programs in ABA and the Ph.D. Program in ABA. Dr. Weiss also does research with the team at Melmark. She has worked in the field of ABA and Autism for over 35 years. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and she became a Board Certified Behavior Analyst in 2000. She previously worked for 16 years at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, exploring ways to enhance the ethical conduct of practitioners, teaching social skills to learners with autism, training staff to be optimally effective at instruction and at collaboration, and maximizing family members’ expertise and adaptation. She serves on the Scientific Council of the Organization for Autism Research, is on the board of Association for Science in Autism Treatment, is a regular contributor to the ABA Ethics Hotline, and is an advisor to the Cambridge Center for Behavioral Studies. She is a regular reviewer for several professional journals, and is a frequent member of service committees for a variety of organizations.