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 →Behavior analysts and educators implementing explicit instruction face a choice about how deeply they integrate considerations of diversity, equity, and inclusion into their instructional design. Traditional explicit instruction focuses primarily on the technical elements of effective teaching: clear objectives, systematic presentation, active responding, and data-based decision-making. Culturally responsive explicit instruction retains all of these technical elements but adds a deliberate focus on cultural relevance, equity in access and outcomes, and responsiveness to the diverse backgrounds and needs of learners. Both approaches use the same behavioral principles, but they differ in the breadth of variables they consider when making instructional decisions.
| 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.