Equity-focused behavior analytic research in schools represents one of the most consequential developments in our field over the past decade. BIPOC students, particularly Black and Indigenous youth, continue to experience disproportionate rates of exclusionary discipline, delayed referrals for special education evaluation, and reduced access to evidence-based behavioral supports.
Provider: BehaviorLive — via Tennessee Association for Behavior Analysis
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Join Free →BIPOC (Black, Indigenous, People of Color) students are more likely to experience inequitable discipline practices and delayed special education services compared to their peers. Many have attributed the systemic disparities to biases and the abuse of discipline policies in school settings. As biases towards BIPOC students in school settings directly impact their academic, social progress, and overall wellbeing, it is critical for school-based Board Certified Behavior Analysts to objectively measure disparities and provide objective feedback on teaching practices. While there are some comprehensive tools and interventions that attempt to address these issues, their utility and acceptability warrants further discussion. The purpose of this presentation is to discuss the impact of inequitable teacher-student interactions towards BIPOC students, highlight classroom observation tools or interventions focused on equity, and emphasize the importance of school-based Board Certified Behavior Analysts providing culturally humble services in school settings. This article is divided into five sections (i.e., Systemic Inequities, Perceptions Influence Interactions, Prejudice and Biases in Schools, Equity Research in Schools, and Impact of Equity Analyses). Future research endeavors are discussed.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Ethics |
Dr. Nicole Hollins (BCBA-D, LBA) holds a M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Dr. Hollins completed her Post-Doctoral Fellowship at the University of Kansas, Juniper Gardens Children’s Project. Subsequently, she assumed the role of a Research Program Manager for a R01-NIH grant at the University of Virginia and currently is the Assistant Director of Virginia Multi-Tiered Systems of Supports at Virginia Commonwealth University Research Implementation Center.Her research and clinical work are focused on training pre-and in-service teachers, evidence-based instructional practices for students with and without disabilities, school wide positive behavior interventions, and toilet training. Dr. Hollins sits on the Board of Editors for the Journal of Education and Treatment of Children, has published her research in peer-reviewed journals and book chapters, and has presented her research at local and national conferences. She has provided services and developed efficient systems across various applied settings including public schools, private schools, universities, autism treatment centers, Head Start programs, family homes, and group homes. As for community partnerships, Dr. Hollins has coordinated several grants that focused on evaluating teacher instructional practices while providing systemic recommendations for improving equity in the classrooms. Dr. Hollins consulting agency, EdBee Consultations, provides evidence-based, individualized, and transparent services with a mission to support school districts and school-based Behavior Analysts.
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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.