This comparison draws in part from “Supporting Diversity, Equity, and Inclusion with Explicit Instruction” by Janet Twyman, Ph.D, BCBA, LBA (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 supporting diversity, equity, and inclusion with explicit instruction, 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 |
|---|---|---|
| Instructional Content | Examples and materials selected for instructional clarity without specific attention to cultural representation | Examples and materials deliberately drawn from diverse cultural contexts to reflect the learner population |
| Learner Assessment | Standardized assessments and curriculum-based measurement with standard interpretation | Assessments interpreted in the context of the learner's cultural, linguistic, and experiential background |
| Mastery Criteria | Criteria based on normative standards that may reflect dominant cultural expectations | Criteria evaluated for cultural bias and adjusted to reflect the norms of the learner's community |
| Family Collaboration | Families informed about instructional goals and progress | Families actively consulted about educational values, cultural context, and communication preferences to inform instructional design |
| Language Considerations | Instruction delivered in the dominant language with standard supports | Linguistic diversity addressed through bilingual materials, visual supports, and home language integration |
| Equity Monitoring | Progress monitoring focused on individual learner performance | Progress monitoring includes disaggregated data analysis to identify and address group-level disparities |
| Practitioner Self-Examination | Focus on technical competence in instructional delivery | Technical competence plus ongoing examination of personal biases, cultural assumptions, and their impact on instructional decisions |
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 supporting diversity, equity, and inclusion with explicit instruction 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.
Supporting Diversity, Equity, and Inclusion with Explicit Instruction — Janet Twyman · 1.5 BACB Ethics CEUs · $30
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.
280 research articles with practitioner takeaways
256 research articles with practitioner takeaways
224 research articles with practitioner takeaways
1.5 BACB Ethics CEUs · $30 · 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.