Delivering Home-Supported Applied Behavior Analysis Therapies to Culturally and Linguistically Diverse Families

Abstract

The selection and adoption of culturally appropriate targets and practices, especially for home-based or parent-supported services, is an emerging interest in the field of applied behavior analysis (ABA). Variations in cultural norms, caregivers' ability to participate in home-based service delivery, and family and practitioner linguistic competencies are some of the areas that the culturally competent ABA therapist must consider when designing a home-based program of therapy. Given the paucity of empirical research related to cultural competency in ABA service provision, the goal of the current article is to provide practitioners, their supervisors, and researchers with information to overcome many perceived barriers to successfully working with clients whose home languages or cultures differ from that of the dominant U.S. culture. Practical examples, integration of research from ABA and allied fields, and terminology are used to support these points and provide actionable guidance grounded in empirical literature.

A systematic review of cultural adaptations in the global application of ABA‐based telehealth services

“…Future research is needed to understand the manner in which behavioral interventions (both in person and via telehealth) should be adapted to CLD families within the United States. Dennison et al (2019) offer an excellent guide to the perceived barriers in service provision to CLD families and propose actionable steps to address these barriers. We also posit that intercontinental collaborations have the potential to teach U.S.‐based behavior analysts about the factors that should be considered in local service provision to CLD families.…”

Towards the Development of Antiracist and Multicultural Graduate Training Programs in Behavior Analysis

“…Clinicians must first evaluate their own cultural influence, the historical impact of that influence, and how their cultural upbringing evokes their overt and covert behavioral patterns, especially as it relates to others (Dennison et al, 2019) to practice cultural humility. They must become aware of faulty information about theirs and others' cultures (Funchess, 2014) and create self-management programs to establish culturally humble repertoires (Wright, 2019).…”

“…When possible, behavior analytic content can be translated into the family's native language to support treatment implementation (Conners et al, 2019) and intervention should conform to the language of the client, as the inability to communicate often leads to problem behaviors. Actively seeking bilingual translators or supervisors early in the intake process can increase rapport between the clinician and the caregivers and ensures needs are being accurately communicated and met (Dennison et al, 2019). This also includes Black clinicians using African American Vernacular English (AAVE) to communicate with families who use this language (Lyiscott, 2018).…”

“…Additionally, a skilled clinician takes the extra time to listen and acknowledge the disparities a family may express and seeks to overcome the sociocultural differences between them and the family (Dennison et al, 2019). Oftentimes, this can include asking specifically if their training programs interfere with anything in regard to their client's culture.…”

Solidarity: The Role of Non-Black People of Color in Promoting Racial Equity

“…There have been several discussion pieces published to promote cultural understanding and humility geared toward practice, such as self-reflection, developing awareness, and reiterating the ethical obligations in working with clients of diverse backgrounds (e.g., Dennison et al, 2019;Fong, Catagnus, Brodhead, Quigley, & Field, 2016;Fong, Ficklin, & Lee, 2017;Kornack, Cernius, & Persicke, 2019;Wright, 2019). These are important contributions that promote the advocacy for and considerations of culturally diverse clients; however, the central tenet is geared toward educating White practitioners-understandably so, as the fields of behavior analysis, education, and psychology at large are predominantly White (Dennison et al, 2019;Lin, Stamm, & Christidis, 2018). Fazil, Wallace, Singh, Ali, and Bywaters (2004) suggest that the advocacy movement has been mainly a "White" phenomenon, resulting in more Westernized concepts of advocacy.…”