Beyond a Call to Action: An Introduction to the Special Issue on Diversity and Equity in the Practice of Behavior Analysis

Zarcone and colleagues wrote an editorial. They asked the field to treat diversity and equity like any skill we teach.

They said we should define, measure, and change equity behaviors every day. The paper is a call to action, not a data report.

The authors found no data. Instead they offered a framework. They want BCBAs to pick equity goals, collect data, and adjust plans just like we do with clients.

Leng et al. (2024) answered the call. They gave a vetted list of DEI readings so training programs can assign concrete lessons.

Hugh-Pennie et al. (2022) moved the idea into schools. They mapped culturally relevant teaching onto ABA tactics like BST and self-monitoring.

Deochand et al. (2022) added a social-justice lens. They spelled out steps for culturally and linguistically diverse families, turning the broad goal into a service-delivery checklist.

Allen et al. (2024) stretched the equity frame to neurodiversity. They told BCBAs to use identity-first language and secure ongoing assent, showing the same measure-and-act cycle applies here too.

You already write operational definitions and graph data. Do the same for equity. Pick one diversity goal this month—maybe bilingual materials or assent checks—define it, count it, and change it. That turns a lofty ideal into everyday practice.