Cultural Responsiveness
Skill (list, description, examples, nonexamples)	Measurement
23. Prior to the interview: Identify which language is the interviewee’s preferred language for an interview - Example – Prior to the interview, the interviewer asks, “What is your preferred language for an interview about your goals for your son?” - Nonexample – The interviewer does not speak Spanish, but they know that the parent (who is fluent in Spanish) speaks some English, so they decide to conduct the interview in English without trying to arrange for an interpreter. - Note: Although speakers have some command of a language, there are times when things can still get lost in translation. The interviewee should try to be aware of this and check in with others who are fluent in both languages.	(+) asked the caregiver regarding their preferred language for an interview prior to interview (–) did not ask or asked after the interview started
24. Prior to the interview: Arrange for an interpreter for the interview, if needed - Description - If the interviewee states that they would rather conduct an interview in a language that the interviewer is not fluent in, arrange an interpreter to be present during the interview. - Example – The behavior analyst is fluent in English and Russian. The parent is fluent in Czech and is proficient in English. When the interviewer asks for language preference, the parent states that they would feel more comfortable answering questions in Czech. The behavior analyst uses a translator service to obtain a translator. - Nonexample – Same situation as above; however, interviewer has seen a lot of similarity between Russian and Czech. Instead of finding an interpreter, the interviewer decides to conduct the interview using a combination of English and Czech/Russian - Note: Google Translate and similar resources should be avoided, if possible, due to translation issues	(+) if the caregiver identified that they preferred a language other than one in which the participant was fluent, stated that they would arrange for an interpreter (–) did not state that they would arrange for an interpreter in the context listed above, or arranged for an interpreter when the caregiver chose English (N/A) the caregiver chose English and arranging for an interpreter was not applicable
25. Prior to the interview [or during – see description]: Complete “an analysis of cultural identity with stakeholders immediately after service initiation with the client and/or family” (Fong et al., 2016, p. 88) - Description – Obtain information regarding the client’s cultural identity upon service initiation, if possible. If you are not able to obtain this information prior to the interview, you can obtain this information during the interview - Example – Upon starting services, the clinician sends out a brief questionnaire/form to obtain information about the client, including their cultural background. During the interview, the clinician says, “I noticed that Paulo was born in Brazil. Can you tell me a little more about how the Brazilian culture may play a role in your family’s life?” - Nonexample – The clinician does not ask about the client’s culture throughout the assessment or treatment process. - Note: While it is important to include cultural considerations through the assessment treatment process, it is crucial not to overgeneralize	(+) asked the caregiver regarding the role of their culture in their/their child’s life (–) did not ask any questions regarding the family’s culture and the role that it plays in their life
26. Refrain from using any technical jargon/ABA terminology. If any technical language is used, translate everything into everyday language. - Example – The interviewer uses no technical jargon or ABA terminology throughout the whole interview. Another option - the interviewer says, “What are some your son’s reinforcers, or in other words, items or activities that the student enjoys and is motivated for?” - Nonexample – The interviewer says, “Does your son have any antecedent interventions in place right now?” - Note: Some caregivers may want to learn ABA terminology, while other caregivers may only want to use everyday language and avoid using technical language. As you get to know each caregiver, you will be able to better gauge this.	(+) used no technical jargon/ABA terminology, or, if technical jargon was used, immediately translated the terminology into everyday language (–) used technical jargon/ABA terminology at least once without translating the terminology into everyday language
27. The interviewer should not use terminology/phrases that may be confusing or culturally irrelevant such as idioms or expressions that are specific to the interviewer’s culture. - Example – The interviewer uses no idioms or expressions during the interview - Example – The interviewer says, “Can you describe what it looks like when they’re waiting their turn?” - Nonexample – The interviewer says “Does the student jump the gun in class rather than waiting their turn” or “It sounds like she is always flying by the seat of her pants”	(+) used no idioms or expressions throughout the interview (–) used an idiom and/or expression or other confusing or culturally irrelevant terminology at least once during the interview
28. Do not use words, phrases, statements that may be offensive - Description: Do not use words, phrases, statements that may be offensive, such as stating cultural stereotypes or using slurs (e.g., making comments about cultural differences in a negative or judgmental way or stating assumptions that are negative, including microaggressions (defined by Merriam-Webster as “a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group”). - Example – The interviewer does not use any slurs/state stereotypes during interview. - Nonexample – During conversation, the interviewer says, “People in this area are surprisingly really nice” implying that the person might have expected people in that community to not be nice.	(+) used no words, phrases, or statements that may be offensive to the caregiver (–) used a word, phrase, or statement that may be offensive to the caregiver at least once during the interview
29. When the interviewee describes behaviors or skills, ask clarifying questions to follow up when information provided is global or vague. - Example – The BT says that the student engages in “tantrums.” The interviewer asks, “When they have tantrums, what does that typically look like? What do you typically see happening?” - Nonexample – The BT says that the student engages in aggression. The interviewer assumes that they meant physical aggression against others and does not ask any clarifying questions, although the BT later states that they meant verbal aggression and self-injury. - Nonexample – The BT says that the student engages in self-injury. The interviewer does not ask what the self-injury looks like, what the intensity is, if the self-injury causes damage, etc.	(+) asked clarifying questions whenever the caregiver gave information that was vague or not specific enough (–) did not ask for clarification in the context described above
30. When discussing any potential skills or challenging behaviors to target, refrain from making assumptions about the acceptability and/or importance of targeting a given behavior (unless the behavior poses a clear risk/injury to self or others and ethically must be addressed). - Example – The interviewer notices that the client hugs all of her teachers and other classmates. The interviewer asks, “Is there anything in the way that the client interacts with adults or peers that might differ from the expectations of the client’s family, community, or school?” - Nonexample – The interviewer says, “Do you really think she should be hugging everyone? It seems inappropriate for her age and gender.” - Note: Cultures may differ in what is deemed acceptable and appropriate in terms of the conditions of eye contact, interactions with strangers, physical contact, gender expectations, comfort/discomfort with stereotypic behavior, common expectations within the school setting, etc.	(+) did not suggest targeting behaviors without confirming the acceptability and/or importance of targeting that behavior with the caregiver (–) suggested at least one behavior to target without confirming the information listed above (N/A) only discussed the behaviors that the caregiver independently mentioned
31. Ask the interviewee about the roles of family members/other people in the client’s life. - Example – The interviewer asks about which family members participate in raising and discipling the client or which community members the client regularly interacts with and under what conditions. - Nonexample – The interviewer asks, “How does mom react to the behavior?” not knowing the client’s mom only sees the client once a month and that the client is being raised by their grandparents. - Note: In all cases, it is good to know there are very many different ways for groups of people to raise a healthy child. In the most extreme and traumatic cases, there are regions of the world that have experienced war, genocide, earthquakes, tsunamis, etc. and that the resulting outcomes could be parents have passed away or there are other factors related to trauma that affect ability to provide childcare.	(+) asked the caregiver regarding the roles of family members and other people in their child’s life (–) did not ask any questions regarding the roles of family members and other people in their child’s life