This comparison draws in part from “A Black Female Behavior Analyst and a White Female Behavior Analyst Walk into a Conference” by Dana Meller, BCBA (BehaviorLive), and extends it with peer-reviewed research from our library of 27,900+ ABA research articles. The decision framework, BACB ethics code references, and cross-links below are synthesized by Behaviorist Book Club.
View the original presentation →One of the most consequential decisions a behavior analyst makes is not just what intervention to use, but how to approach the clinical question in the first place. For a black female behavior analyst and a white female behavior analyst walk into a conference, the difference between an evidence-based, individualized approach and a traditional, protocol-driven one can significantly impact outcomes.
This guide lays out the key factors side by side to support your clinical decision-making.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Response to Racial Incidents | Performative: Posts a public statement of solidarity on social media, attends a single workshop, then returns to business as usual | Active: Examines organizational policies and practices for systemic inequities, advocates for structural changes, and commits to sustained engagement over time |
| Professional Development | Performative: Attends one diversity training session to meet a continuing education requirement and considers the topic addressed | Active: Engages in ongoing self-education through reading, consultation, mentorship, and participation in communities focused on racial equity in behavior analysis |
| Hiring and Advancement | Performative: Expresses desire for a more diverse team but does not change recruitment practices or address barriers to advancement for practitioners of color | Active: Restructures recruitment to reach diverse candidate pools, examines promotion criteria for bias, mentors practitioners of color, and advocates for equitable compensation |
| Responding to Feedback | Performative: Becomes defensive when a colleague of color provides feedback about racial dynamics, centers own feelings, or dismisses the concern as a misunderstanding | Active: Receives feedback with openness, reflects genuinely on the behavior described, takes responsibility for impact regardless of intent, and makes concrete changes |
| Client and Family Engagement | Performative: Acknowledges the importance of cultural competence in theory but does not adapt assessment, goal selection, or communication practices for families of color | Active: Conducts cultural inquiries with each family, adapts clinical practices based on cultural context, seeks consultation when needed, and monitors for biased decision-making |
| Use of Professional Power | Performative: Supports diversity in conversations with peers but does not challenge inequitable policies, practices, or leadership structures within the organization | Active: Uses positional authority to advocate for policy changes, equitable resource allocation, and diverse representation in leadership and decision-making roles |
| Attribution and Credit | Performative: Takes credit for diversity initiatives or positions self as an expert on racial equity without centering the contributions of colleagues of color | Active: Amplifies the voices, scholarship, and leadership of colleagues of color, ensures proper attribution, and supports rather than co-opts equity efforts |
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Use this framework when approaching a black female behavior analyst and a white female behavior analyst walk into a conference in your practice:
Does the data support a need for intervention? Is there a meaningful impact on the individual's quality of life, safety, or access to reinforcement?
YES → Proceed to assessment NO → Document reasoning, monitor
A functional assessment should guide intervention selection. Avoid defaulting to standard protocols without individual analysis. Consider environmental variables, setting events, and private events.
YES → Select evidence-based approach matched to function NO → Complete assessment first
Goals should be co-developed. Assent and informed consent are ethical requirements. The individual's preferences and values matter in selecting both goals and methods.
YES → Proceed with collaborative plan NO → Engage in shared decision-making
This course covers the clinical and ethical dimensions in detail with structured learning objectives and CEU credit.
A Black Female Behavior Analyst and a White Female Behavior Analyst Walk into a Conference — Dana Meller · 1 BACB Ethics CEUs · $19.99
Take This Course →We extended this decision guide with research from our library — dig into the peer-reviewed studies behind each approach, in plain-English summaries written for BCBAs.
252 research articles with practitioner takeaways
183 research articles with practitioner takeaways
183 research articles with practitioner takeaways
1 BACB Ethics CEUs · $19.99 · BehaviorLive
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.