Instructive feedback to expand listener skills in a second language in children with autism spectrum disorder

Jimenez‐Gomez, Corina; Pichardo, Jessebelle; Ryan, Victoria

doi:10.1002/bin.1843

Cited by 4 publications

(2 citation statements)

References 22 publications

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“…There are several key terms related to diversity. We briefly define the key terms in Table 1, but we encourage readers to refer to Beaulieu and Jimenez‐Gomez (2022) for a thorough discussion on the dimensions of cultural competence to gain a foundation on this topic with an emphasis on self‐assessment—a fundamental step to providing culturally responsive services. We have chosen to use the term culturally responsive , which is aligned with the terminology used in the new Ethics Code (BACB, 2020).…”

Section: Term Definition Citationmentioning

confidence: 99%

“…This finding demonstrates the impact of one cultural variable on treatment outcomes. In another study, Jimenez‐Gomez et al (2022) taught listener skills to three boys with autism whose primary language in the home was Spanish. The researchers arranged learning trials to deliver the initial instruction in English while delivering instructive feedback in Spanish, allowing researchers to promote learning of skills that would be socially significant in the clinical (English) and home (Spanish) environments.…”

Section: Culturally Responsive Treatmentmentioning

confidence: 99%

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Cultural responsiveness in applied behavior analysis: Research and practice

Jimenez‐Gomez

Beaulieu

2022

J of App Behav Analysis

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The new Ethics Code for Behavior Analysts requires that certificants engage in training related to culturally responsive service delivery (BACB, 2020). There is limited work in the area of culturally responsive evidence-based practice within our field. Therefore, it is incumbent on researchers and practitioners to identify best practices for working with diverse populations. Hence, the purpose of this paper is three-fold: a) to review research within and outside the field of ABA related to culturally responsive assessment and treatment and provide practice recommendations, b) to examine the extent to which current practices in behavior assessment and treatment align with aspects of culturally responsive practices, and c) to inspire research in the areas of behavior assessment and treatment to identify best practices with regard to culturally responsive behavior analytic practices. The content of this paper is grounded in the framework described by Beaulieu and Jimenez-Gomez (2022).

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Section: Term Definition Citationmentioning

confidence: 99%

Section: Culturally Responsive Treatmentmentioning

confidence: 99%

Cultural responsiveness in applied behavior analysis: Research and practice

Jimenez‐Gomez

Beaulieu

2022

J of App Behav Analysis

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Implementing culturally responsive and trauma‐informed practices with checklists and goal setting

Beaulieu,

Kwak,

Jimenez‐Gomez

et al. 2024

J of App Behav Analysis

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We discuss the use of two empirically validated behavior‐change methods—checklists and goal setting—and designed a checklist to assist behavior analysts in improving their behavioral services to be more culturally responsive and trauma informed. We also present pilot data evaluating the use of the checklist and goal setting on the inclusion of culturally responsive and trauma‐informed practices in behavior support plans designed for students in a public school. The training package was effective for both participants, and the participants' weekly goals corresponded to the observed changes in their behavior plans. Moreover, both participants strongly agreed that the checklist was valuable and easy to use and reported increases in their perceived abilities to implement culturally responsive and trauma‐informed practices posttraining.

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