The relationship between diversity, clinical supervision, and higher education in behavior analysis is one of the field's most pressing developmental challenges. BCBAs increasingly report that their training — however technically rigorous — left them inadequately prepared to serve clients and supervisees from backgrounds that differ from their own, and to navigate the ways in which their own cultural identities shape their clinical and supervisory practice.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →Board Certified Behavior Analysts (BCBAs) indicate that cultural diversity training is important for professional development but report having received little or no culture-specific training (Beaulieu, Addington, & Almeida, 2018). As the population becomes more diverse, it is clear that BCBAs will need to be prepared to address the needs of individuals from under-represented populations, including supervisees receiving clinical supervision and students pursuing higher education. This panel will include the perspectives of six BCBAs from various identities to discuss personal challenges and opportunities they experienced as students and supervisees. Further, panelists will provide recommendations for supporting diverse behavior analysts in training.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
Dr. Natalia Baires (pronounced "by-res") earned her B.A. in Psychology and Chicano/a Studies from California State University Northridge, went on to complete her M.S. in Counseling/Applied Behavior Analysis from California State University Los Angeles, and earned her Ph.D. in Psychology/Behavior Analysis and Therapy from Southern Illinois University.An English-Spanish bilingual, doctoral-level Board Certified Behavior Analyst (BCBA-D), Dr. Baires' research interests include culturally responsive interventions/service delivery, social justice and equity within and outside the field of behavior analysis, compassionate approaches within behavior-analytic services and supervision/mentorship, the role of language and cognition from a Relational Frame Theory framework, and the use of Acceptance and Commitment Training (ACT) to ensure sustainable behavioral flexibility and psychological well-being.As a scholar, Dr. Baires regularly conducts symposia, panels, and invited presentations at national and international conferences within behavior science in both English and Spanish. Her scholarly work includes publications on the importance of distinctions between open- and closed-ended indirect assessments, sexism, observational learning, the importance of listening (from a Skinnerian perspective) and intercultural communication to combat racism, stimulus-stimulus pairing, an intersectional examination of disability and race models in behavior-analytic practice, pay equity among practitioners who serve children, a contextual behavioral framework for enhancing culturally responsive services for Latino families, and a cultural adaptation of ACT for Spanish-speaking parents of children with autism.Dr. Baires is also serving as a co-guest editor for Behavior Analysis in Practice's special issue on Latin American women in behavior analysis. To find out more about Dr. Baires and her work, click the links below.Research Gate | LinkedIn
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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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.