Essential Readings in Diversity, Equity, and Inclusion in Behavior Analytic Training Programs

Abstract

Cultural responsiveness is imperative for the success of behavior analysts. As topics within diversity, equity, and inclusion are emphasized within coursework and supervision, there is a growing need for resources. To date, there is limited research on suggested readings within diversity, equity, and inclusion for behavior analysts. We surveyed behavior analysts to construct a list of essential readings within diversity, equity, and inclusion and reported common publications that instructors assigned and students were assigned within behavior analytic coursework.

In 2019, Zarcone et al. introduced the special issue on diversity and equity in the practice of behavior analysis by saying, “as a field, we have lost sight of the importance and study of the social context in which human behavior occurs” (p. 741). Diversity, equity, and inclusion (DEI) has been identified as a crucial topic that needs to be embedded within training programs (Hilton et al., 2021; Najdowski et al., 2021) and clinical practice (Beaulieu et al., 2019; Fong et al., 2016) for behavior analysts. The Behavior Analyst Certification Board (BACB) has specified that DEI content must be embedded throughout graduate training curricula in addition to a dedicated ongoing continuing education requirement for certified individuals (BACB, BACB Newsletter, 2022). In addition, the Ethics Code for Behavior Analysts (BACB, 2020) now requires that DEI content be incorporated into the training and supervision of behavior analysts.

As more efforts are made to incorporate DEI and cultural humility within coursework and fieldwork, it is important to assess what behavior analysts consider essential readings within this topic. Completing assigned readings is a quintessential component of preparing students for behavior analysis. Previous articles (i.e., Frieder et al., 2018; Kazemi et al., 2019; Pastrana et al., 2018; Saville et al., 2002) have outlined essential and frequently assigned readings recommended to help educate undergraduate and graduate students studying behavior analysis. Saville et al. (2002) surveyed members of the editorial board for the Journal of Applied Behavior Analysis (JABA) and the Journal of Experimental Analysis of Behavior (JEAB) to construct a reading list for graduate students of behavior analysis. Frieder et al. (2018) expanded on the work of Saville et al. by surveying behavior analysts to identify essential readings for undergraduate students studying behavior analysis. Both Pastrana et al. (2018) and Kazemi et al. (2019) reviewed the syllabi for graduate programs to gather frequently assigned readings based on curriculum area (Pastrana et al., 2018) in addition to the experimental analysis of behavior (Kazemi et al., 2019) to assist both instructors and program coordinators. Although it is not feasible to provide exhaustive lists, such publications do provide helpful recommendations for assigned readings in high-priority areas in behavior analysis. Hollins et al. (2023) published recommendations of DEI articles and topics to incorporate into graduate programs; however, it would be prudent to assess current practices and perspectives of behavior analysts and students of behavior analysis. DEI is critical to the development of competent behavior analysts and would benefit from a similar systematic collection of relevant readings that could be recommended. Thus, the purpose of this article was to determine what behavior analysts consider essential readings in DEI that can and should be incorporated into the coursework and training for students of behavior analysis.

Method

An electronic survey was distributed to behavior analytic mailing listservs and social media groups to invite certified behavior analysts and students in behavior analysis to participate. The survey, hosted by Qualtrics, comprised a total of 5 demographic questions and 13 content questions. The content questions focused on three levels: student, supervisor, and instructor. For the student level, all respondents were asked two questions: whether readings related to DEI were assigned in their behavior analytic coursework and to provide a list of readings to the best of their ability. For the supervisory level, respondents were asked four questions: whether they are in a supervisory position, years of supervising, whether they discussed topics related to DEI during supervision, and whether they assign readings related to DEI for supervision meetings. Lastly, for the instructor level, respondents were asked six questions: whether they teach behavior analytic coursework, if they teach full-time, what level of coursework taught, years of teaching experience, whether they assigned readings related to DEI in their coursework, and to provide a list of readings related to DEI they assigned in their courses. For both supervisor and instructor-related content questions, if the respondent selected that they do not supervise others nor teach behavior analytic coursework, they were automatically advanced to the next section. All respondents were asked to indicate what readings related to DEI they felt were essential in behavior analytic coursework and/or supervision. Like previous publications on this topic, no definition of essential was provided in the survey. All questions were in multiple-choice format except three content questions that asked respondents to provide a list of readings.

A graduate student standardized citations according to American Psychological Association (APA) formatting, although 2.6% (19) of items could not be standardized due to incomplete information, resulting in ambiguity in the work cited. For example, a respondent may write Fong et al. without indicating the year. Each item was categorized as (1) book or chapters; (2) journal articles; (3) reports and gray literature; or (4) web-based materials. Reports and gray literature included government reports, technical reports, research reports, code of ethics, policy briefs, and/or press releases. Web-based materials included websites and webpages (APA, 2019). We also reviewed citation information and abstracts in order to categorize all unique citations according to diversity domains used in Ocampo et al. (2003): racial/ethnic issues, gender, sexual orientation, religion, socioeconomic status, disability, aging, and several categories. We added a domain for general content related to DEI, which was defined as content that discussed practices or content related to DEI but does not explicitly focus on any population or classification (e.g., cultural humility, cultural change). Several categories were defined as content that explicitly discusses more than one diversity domain (e.g., a paper on how to discuss race and sexual orientation in human services would be considered “several categories,” whereas a paper on delivering ABA services to culturally and linguistically diverse families would be categorized as “racial/ethnic issues” as disability status was not explicitly discussed).

For readings classified as journal articles, they were also coded as published in a behavior analytic journal or not. Behavior analytic journals were coded according to journals listed on the website of the Association of Behavior Analysis International and the BACB. A second coder independently coded publication and journal types for 86% of all readings, selected at random. The ratings of both individuals agreed for 99.37% (630 out of 634).

Results

A total of 184 respondents completed the survey. Forty respondents did not complete any content questions, so they were excluded from the analysis. Table 1 shows the demographic characteristics of the 144 respondents that were included for analysis. The majority of respondents were white female board-certified behavior analysts (BCBA) possessing a master’s degree between ages 25 and 44. Table 2 indicate the responses to the questions concerning respondents’ characteristics and practices as a supervisor. Most respondents served in a supervisory role (72.72%), although over half (59.59%) reported their supervisory experience as less than five years. Supervisors indicated they discuss topics related to DEI as part of supervision (86.73%), although less than half (47.96%) reported they assigned readings related to DEI as part of supervision. Based on respondent responses, we considered three total citations as the minimum criteria for reporting as no citation appeared more than three times for the question “what readings to diversity, equity, and inclusion were assigned [in your coursework?].”

Table 1.

Respondent characteristics

Characteristic	Percentage
Gender
Female	60.42%
Male	16.67%
Nonbinary	2.78%
Agender	0.69%
Other/Prefer not to say	20.83%
Highest Degree Earned
Bachelors	2.08%
Masters	65.28%
Doctorate	32.64%
Current Certification Level
RBT	2.08%
BCaBA	0.00%
BCBA	67.36%
BCBA-D	24.30%
Not certified	5.56%
Race/Ethnicity
American Indian	0.69%
Asian	4.17%
Black or African American	8.33%
Hispanic or Latine	10.42%
White	59.03%
Other	1.39%
Unknown	0.69%
Prefer not to say	20.83%
Age Group
18–24 years	1.39%
25–34 years	32.64%
35–44 years	28.47%
45–54 years	11.80%
55–64 years	2.08%
Prefer not to say	23.61%

Table 2.

Supervisor content questions

Responses	Percentage
Do you supervise behavior technicians and/or students seeking supervision in behavior analysis?
Yes	72.72%
No	27.27%
How many years have you supervised behavior technicians and/or students seeking supervision in behavior analysis?
0–2 years	24.24%
2–5 years	35.35%
6–9 years	23.23%
10+ years	17.17%
As a SUPERVISOR, do you discuss topics related to diversity, equity, and inclusion in supervision?
Yes	86.73%
No	13.79%
As a SUPERVISOR, do you assign readings related to diversity, equity, and inclusion in supervision?
Yes	47.95%
No	52.04%

All respondents were asked to provide what readings related to DEI they felt were essential in behavior analytic coursework and/or supervision. Of the 144 respondents, 41.67% provided a total of 287 citations and 179 unique citations comprising 26 books or chapters, 136 journal articles, four reports and gray literature, and 13 web-based materials. Total citations include all citations by respondents, whereas unique citations remove duplicated or repeated citations. For instance, five respondents may recommend the same book (resulting in five total citations) but would be considered one unique citation. Of the 136 journal articles, 108 were published in behavior analytic journals. Table 3 lists the citations with at least three total citations that respondents indicated as essential to behavior analytic coursework.

Table 3.

Essential readings related to DEI with three or more total citations

Citations	n
Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice, 9(1), 84–94. https://doi.org/10.1007%2Fs40617-016-0111-6	8
Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://doi.org/10.1007/s40617-019-00343-8	8
Beaulieu, L., Addington, J., & Almeida, D. (2019). Behavior analysts’ training and practices regarding cultural diversity: The case for culturally competent care. Behavior Analysis in Practice, 12(3), 557–575. https://doi.org/10.1007/s40617-018-00313-6	7
Matsuda, K., Garcia, Y., Catagnus, R., & Brandt, J. A. (2020). Can behavior analysis help us understand and reduce racism? A review of the current literature. Behavior Analysis in Practice, 13(2), 336–347. https://doi.org/10.1007/s40617-020-00411-4	7
Pritchett, M., Ala’i-Rosales, S., Cruz, A. R., & Cihon, T. M. (2021). Social justice is the spirit and aim of an applied science of human behavior: Moving from colonial to participatory research practices. Behavior Analysis in Practice, 15, 1074–1092. https://doi.org/10.1007/s40617-021-00591-7	7
Sadavoy, J. A., & Zube, M. L. (Eds.). (2021). A scientific framework for compassion and social justice: Lessons in applied behavior analysis. Routledge. https://doi.org/10.4324/9781003132011	6
Fong, E. H., Ficklin, S., & Lee, H. Y. (2017). Increasing cultural understanding and diversity in applied behavior analysis. Behavior Analysis: Research & Practice, 17(2), 103. http://doi.org/10.1037/bar0000076	6
Kornack, J., Cernius, A., & Persicke, A. (2019). The diversity is in the details: Unintentional language discrimination in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 879–886. https://doi.org/10.1007/s40617-019-00377-y	5
Conners, B. M., & Capell, S. T. (Eds.). (2020). Multiculturalism and diversity in applied behavior analysis: Bridging theory and application. Routledge. https://doi.org/10.4324/9780429263873	4
Fong, E. H., & Tanaka, S. (2013). Multicultural alliance of behavior analysis standards for cultural competence in behavior analysis. International Journal of Behavioral Consultation & Therapy, 8(2), 17–19. http://doi.org/10.1037/h0100970	4
Leland, W., & Stockwell, A. (2019). A self-assessment tool for cultivating affirming practices with transgender and gender-nonconforming (TGNC) clients, supervisees, students, and colleagues. Behavior Analysis in Practice, 12(4), 816–825. https://doi.org/10.1007/s40617-019-00375-0	4
Li, A. (2021). Solidarity: The role of non-Black people of color in promoting racial equity. Behavior Analysis in Practice, 14(2), 549–553. https://doi.org/10.1007/s40617-020-00498-9	4
Li, A., Gravina, N., Pritchard, J. K., & Poling, A. (2019). The gender pay gap for behavior analysis faculty. Behavior Analysis in Practice, 12(4), 743–746. https://doi.org/10.1007/s40617-019-00347-4	4
Baires, N. A., & Koch, D. S. (2020). The future is female (and behavior analysis): A behavioral account of sexism and how behavior analysis is simultaneously part of the problem and solution. Behavior Analysis in Practice, 13(1), 253–262. https://doi.org/10.1007/s40617-019-00394-x	3
Castro-Hostetler, M., Greenwald, A. E., & Lewon, M. (2021). Increasing access and quality of behavior-analytic services for the Latinx population. Behavior & Social Issues, 30, 13–38. https://psycnet.apa.org/doi/10.1007/s42822-021-00064-0	3
DeFelice, K.A., & Diller, J.W. (2019). Intersectional feminism and behavior analysis. Behavior Analysis in Practice 12(4), 831–838. https://doi.org/10.1007/s40617-019-00341-w	3
Kunze, M., Drew, C., Machalicek, W., Safer-Lichtenstein, J., & Crowe, B. (2019). Language preference of a multilingual individual with disabilities using a speech generating device. Behavior Analysis in Practice, 12(4), 777–781. https://doi.org/10.1007%2Fs40617-019-00379-w	3
Levy, S., Siebold, A., Vaidya, J., Truchon, M. M., Dettmering, J., & Mittelman, C. (2021). A look in the mirror: How the field of behavior analysis can become anti-racist. Behavior Analysis in Practice, 15, 1112–1125. https://doi.org/10.1007/s40617-021-00630-3	3
Li, A., Curiel, H., Pritchard, J., & Poling, A. (2018). Participation of women in behavior analysis research: Some recent and relevant data. Behavior Analysis in Practice, 11(2), 160–164. https://doi.org/10.1007%2Fs40617-018-0211-6	3
Mathur, S. K., & Rodriguez, K. A. (2021). Cultural responsiveness curriculum for behavior analysts: A meaningful step toward social justice. Behavior Analysis in Practice, 15, 1023–1031. https://doi.org/10.1007/s40617-021-00579-3	3
Rey, C. N., Kurti, A. N., Badger, G. J., Cohen, A. H., & Heil, S. H. (2019). Stigma, discrimination, treatment effectiveness, and policy support: Comparing behavior analysts’ views on drug addiction and mental illness. Behavior Analysis in Practice, 12(4), 758–766. https://doi.org/10.1007%2Fs40617-019-00345-6	3
Sundberg, D. M., Zoder-Martell, K. A. & Cox, S. (2019) Why WIBA?. Behavior Analysis in Practice, 12(4), 810–815. https://doi.org/10.1007/s40617-019-00369-y	3
Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007%2Fs40617-018-00289-3	3

The majority of all respondents (80.56%) indicated that readings related to DEI were not assigned or required as part of their behavior analytic coursework. Of the 18.06% that indicated readings related to DEI were required as part of their coursework, 69.23% replied to “What readings to diversity, equity, and inclusion were assigned?” Within the responses, there were a total of 178 readings listed and 128 unique readings comprising 21 books or chapters, 74 journal articles, seven reports and gray literature, and 26 web-based materials. Of the 74 journal articles, 31 were published in behavior analytic journals. Table 4 lists the citations with at least three total citations that were most reportedly assigned in behavior analytic coursework as indicated by students.

Table 4.

Readings Assigned in Behavior Analytic Coursework Reported by Students with Three or More Total Citations

Citations	n
Campos, P. E., Bernstein, G. S., Davison, G. C., Adams, H. E., & Arias, I. (1996). Behavior therapy and homosexuality in the 1990s. Behaviour Therapist, 19, 113–115.	3
Guerin, B. (2005). Combating everyday racial discrimination without assuming racists or racism: New intervention ideas from a contextual analysis. Behavior & Social Issues, 14(1), 46–71. https://doi.org/10.5210/bsi.v14i1.120	3
Hayes, S. C., & Toarmino, D. (1995). If behavioral principles are generally applicable, why is it necessary to understand cultural diversity. Journal of Counseling Psychology, 28(25), 257. https://doi.org/10.1007/s40617-016-0111-6	3
Lott, B. (2002). Cognitive and behavioral distancing from the poor. American Psychologist, 57(2), 100. https://doi.org/10.1037/0003-066X.57.2.100	3
Malott, R. W. (2007). Are women, people of color, Asians, and southern Europeans inherently inferior to north-European males? A history of biological determinism–a cultural, spiritual, and intellectual disgrace–and the implications for understanding “mental illness.” Behavior & Social Issues, 16(2), 134–169.	3
Masuda, A. (2014). Mindfulness and acceptance in multicultural competency: A contextual approach to sociocultural diversity in theory and practice. New Harbinger.	3
Mattaini, M. A. (2001). The science of behavior and human rights. Behavior & Social Issues, 11(1), 1–3.	3
McCune, P. (2001). What do disabilities have to do with diversity? About Campus, 6(2), 5–12. https://doi.org/10.1177%2F108648220100600203	3
McIntosh, P. (1998). White privilege. Unpacking the invisible knapsack. In M. McGoldrick (Ed.), Re-Visioning family therapy: Race, culture, and gender in clinical practice (pp. 147–152). Guilford Press.	3
Miller, J., Donner, S., & Fraser, E. (2004). Talking when talking is tough: Taking on conversations about race, sexual orientation, gender, class, and other aspects of social identity. Smith College Studies in Social Work, 74(2), 377–392. https://doi.org/10.1080/00377310409517722	3
Moore, J. (2003). Behavior analysis, mentalism, and the path to social justice. The Behavior Analyst, 26(2), 181–193. https://doi.org/10.1007/BF03392075	3
Nichols, M. (2006). Psychotherapeutic issues with “kinky” clients: Clinical problems, yours and theirs. Journal of Homosexuality, 50(2–3), 281–300. https://doi.org/10.1300/J082v50n02_14	3
Rouran, A. B. (1996). The relevance of religious issues in behavioral assessment. Behaviour Therapist, 19, 55–56.	3
Ruiz, M. R. (2003). Inconspicuous sources of behavioral control: The case of gendered practices. The Behavior Analyst Today, 4(1), 12. http://dx.doi.org/10.1037/h0100005	3
Schlosser, L. Z. (2003). Christian privilege: Breaking a sacred taboo. Journal of Multicultural Counseling & Development, 31(1), 44–51. https://doi.org/10.1002/j.2161-1912.2003.tb00530.x	3
Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://doi.org/10.1007/s40617-019-00343-8	3
Zebrowitz, L. A., & Montepare, J. M. (2000). “Too young, Too Old”: Stigmatizing adolescents and elders. In T. F. Heatherton, R. E. Kleck, M. R. Hebl, & J. G. Hull (Eds.), The social psychology of stigma (pp. 334–373). Guilford Press.	3

Table 5 summarizes the instructor content questions. Of the 41.01% of respondents who reported they teach behavior analytic coursework, about half (49.12%) reported they taught full-time. The most reported years of experience was 2–5 years of teaching (31.58%). Instructors mostly taught at the master’s level (87.72%), undergraduate level (35.09%), doctoral level (17.54%), and lastly, high school level (3.51%; Note the totals can sum to more than 100% because instructors could teach at multiple levels). 75.44% of instructors reported that they assigned readings related to DEI in their coursework, of which 67.44% responded to the open-ended question, “What readings related to diversity, equity, and inclusion do you include or assign in your coursework?” Within the responses, there were a total of 277 readings listed and 200 unique readings comprising 27 books or chapters, 133 journal articles, 11 reports and gray literature, and 29 web-based materials. Of the 133 journal articles, 85 were published in behavior analytic journals. Table 6 lists the top citations with at least three total citations assigned by instructors in behavior analytic coursework.

Table 5.

Instructor Content Questions

Responses	Percentage
Do you teach behavior analytic courses?
Yes	41.01%
No	58.99%
Do you teach full-time?
Yes	49.12%
No	45.61%
What level of behavior analytic coursework do you teach?
High school coursework	3.51%
Undergraduate coursework	35.09%
Master’s level coursework	87.72%
Doctoral level coursework	17.54%
How many years have you taught behavior analytic coursework?
0–2 years	21.05%
2–5 years	31.58%
6–9 years	22.81%
0–2 years	21.05%
As an INSTRUCTOR, do you assign readings related to diversity, equity, and inclusion assigned or required in your coursework?
Yes	75.44%
No	21.05%

Table 6.

Readings Assigned in Behavior Analytic Coursework Reported by Instructors with Three or More Total Citations

Citations	n
Conners, B. M., & Capell, S. T. (Eds.). (2020). Multiculturalism and diversity in Applied Behavior Analysis: Bridging theory and application. Routledge. https://doi.org/10.4324/9780429263873	7
Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice, 9(1), 84–94. https://doi.org/10.1007/s40617-016-0111-6	7
Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://doi.org/10.1007/s40617-019-00343-8	6
Fong, E. H., Ficklin, S., & Lee, H. Y. (2017). Increasing cultural understanding and diversity in applied behavior analysis. Behavior Analysis: Research & Practice, 17(2), 103. https://psycnet.apa.org/doi/10.1037/bar0000076	5
Leland, W., & Stockwell, A. (2019). A self-assessment tool for cultivating affirming practices with transgender and gender-nonconforming (TGNC) clients, supervisees, students, and colleagues. Behavior Analysis in Practice, 12(4), 816–825. https://doi.org/10.1007/s40617-019-00375-0	5
Matsuda, K., Garcia, Y., Catagnus, R., & Brandt, J. A. (2020). Can behavior analysis help us understand and reduce racism? A review of the current literature. Behavior Analysis in Practice, 13(2), 336–347. https://doi.org/10.1007/s40617-020-00411-4	5
Pritchett, M., Ala’i-Rosales, S., Cruz, A. R., & Cihon, T. M. (2021). Social justice is the spirit and aim of an applied science of human behavior: Moving from colonial to participatory research practices. Behavior Analysis in Practice, 15, 1074–1092. https://doi.org/10.1007/s40617-021-00591-7	5
Beaulieu, L., Addington, J., & Almeida, D. (2019). Behavior analysts’ training and practices regarding cultural diversity: The case for culturally competent care. Behavior Analysis in Practice, 12(3), 557–575. https://doi.org/10.1007/s40617-018-00313-6	4
DeFelice, K. A., & Diller, J. W. (2019). Intersectional feminism and behavior analysis. Behavior Analysis in Practice 12(4), 831–838. https://doi.org/10.1007/s40617-019-00341-w	4
Sadavoy, J. A., & Zube, M. L. (Eds.). (2021). A scientific framework for compassion and social justice: Lessons in applied behavior analysis. Routledge. https://doi.org/10.4324/9781003132011	4
Akpapuna, M., Choi, E., Johnson, D. A., & Lopez, J. A. (2020). Encouraging multiculturalism and diversity within organizational behavior management. Journal of Organizational Behavior Management, 40(3–4), 186–209. https://doi.org/10.1080/01608061.2020.1832014	3
Kornack, J., Cernius, A., & Persicke, A. (2019). The diversity is in the details: Unintentional language discrimination in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 879–886. https://doi.org/10.1007/s40617-019-00377-y	3
Li, A., Gravina, N., Pritchard, J. K., & Poling, A. (2019). The gender pay gap for behavior analysis faculty. Behavior Analysis in Practice, 12(4), 743–746. https://doi.org/10.1007/s40617-019-00347-4	3
Mattaini, M. A., & Thyer, B. A. (1996). Finding solutions to social problems: Behavioral strategies for change (pp. xii–427). American Psychological Association.	3
Najdowski, A. C., Gharapetian, L. & Jewett, V. (2014). Toward the development of antiracist and multicultural graduate training programs in behavior analysis. Behavior Analysis in Practice, 14, 462–477. https://doi.org/10.1007/s40617-020-00504-0	3
Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12(3), 654–666. https://doi.org/10.1007/s40617-018-00289-3	3

A total of 735 citations were provided across all three questions (assigned readings in coursework reported by students, instructor-assigned readings, and what respondents considered essential readings), with 317 unique citations. Twenty-five percent of citations within readings assigned in coursework also appeared in instructor-assigned readings and what respondents considered essential. Thirty-eight percent of instructor-assigned readings appeared in both readings assigned in coursework and what respondents considered essential. Finally, 33% of essential citations appeared in both instructor-assigned and student-reported citations. Table 7 lists the top 10 citations most commonly reported across all questions.

Table 7.

Top 10 Most Common Readings Reported by Respondents

Citations	n
Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the cultural awareness skills of behavior analysts. Behavior Analysis in Practice, 9(1), 84–94. https://doi.org/10.1007/s40617-016-0111-6	17
Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://doi.org/10.1007/s40617-019-00343-8	17
Pritchett, M., Ala’i-Rosales, S., Cruz, A. R., & Cihon, T. M. (2021). Social justice is the spirit and aim of an applied science of human behavior: Moving from colonial to participatory research practices. Behavior Analysis in Practice, 15, 1074–1092. https://doi.org/10.1007/s40617-021-00591-7	13
Fong, E. H., Ficklin, S., & Lee, H. Y. (2017). Increasing cultural understanding and diversity in applied behavior analysis. Behavior Analysis: Research & Practice, 17(2), 103. https://psycnet.apa.org/doi/10.1037/bar0000076	12
Matsuda, K., Garcia, Y., Catagnus, R., & Brandt, J. A. (2020). Can behavior analysis help us understand and reduce racism? A review of the current literature. Behavior Analysis in Practice, 13(2), 336–347. https://doi.org/10.1007/s40617-020-00411-4	12
Beaulieu, L., Addington, J., & Almeida, D. (2019). Behavior analysts’ training and practices regarding cultural diversity: The case for culturally competent care. Behavior Analysis in Practice, 12(3), 557–575. https://doi.org/10.1007/s40617-018-00313-6	11
Conners, B. M., & Capell, S. T. (Eds.). (2020). Multiculturalism and diversity in Applied Behavior Analysis: Bridging theory and application. Routledge. https://doi.org/10.4324/9780429263873	11
Leland, W., & Stockwell, A. (2019). A self-assessment tool for cultivating affirming practices with transgender and gender-nonconforming (TGNC) clients, supervisees, students, and colleagues. Behavior Analysis in Practice, 12(4), 816–825. https://doi.org/10.1007/s40617-019-00375-0	11
Sadavoy, J. A., & Zube, M. L. (Eds.). (2021). A scientific framework for compassion and social justice: Lessons in applied behavior analysis. Routledge. https://doi.org/10.4324/9781003132011	10
Kornack, J., Cernius, A., & Persicke, A. (2019). The diversity is in the details: Unintentional language discrimination in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 879–886. https://doi.org/10.1007/s40617-019-00377-y	9

Figure 1 displays the number of unique citations per diversity domain. The most common diversity domains were racial/ethnic issues (110 citations), general DEI topics (64 citations), gender (44 citations), and disability (40 citations). A total of 31 citations were categorized as discussing several diversity domains. The least common diversity domains were related to sexual orientation (12 citations), religion (8 citations), socioeconomic status (6 citations), and aging (2 citations). Readings for all three open-ended questions that were reported with at least three total citations were also categorized by diversity domains in Table 8.

Fig. 1.

Distribution of all unique citations across questions per diversity domain

Table 8.

Number of Top Citations per Diversity Domain by Question

Diversity Domain	Citations Assigned Reported By Students	Citations Assigned Reported By Instructors	Citations Reported as Essential
General	3	4	3
Racial/ethnic issues	5	7	11
Gender	1	3	6
Sexual orientation	2	0	0
Religion	2	0	0
Socioeconomic status	1	0	0
Disability	1	0	1
Aging	1	0	0
Several categories	1	2	2
Total	17	16	23

Discussion

Previous studies on essential readings focused on population (graduate students; Saville et al., 2002; undergraduate students; Frieder et al., 2018), curricular area (Pastrana et al., 2018), and special topics (experimental analysis of behavior; Kazemi et al., 2019). To date, there has not been research conducted on what would constitute essential readings in the area of DEI. In this article, we set out to compile a list of commonly assigned behavior analytic readings on DEI that ought to be incorporated into all coursework for students studying behavior analysis.

It is unsurprising that the majority of respondents indicated that they were not assigned readings related to DEI in their behavior analytic coursework. This is consistent with Beaulieu et al. (2019)’s survey that indicated the majority of respondents reported they had little to no training in cultural diversity within their formal coursework despite reporting that such training was important. In addition, recent societal developments such as the neurodiversity movement and Black Lives Matter movement provided the impetus for DEI initiatives within the field (see Gingles, 2022). The most cited diversity domain pertained to racial and ethnic issues. This is also reflected in the publication dates of the most commonly reported DEI essential readings and DEI readings assigned by instructors, where, on average, publications were published within the last 5 years. Although the majority of respondents had indicated they had not been assigned readings in DEI, there were still reading recommendations that may be indicative of the dissemination of DEI-related publications within the field. For example, citations in both Tables 3 and 6 were all considered to be behavior-analytic in nature, although respondents were not limited nor instructed to provide readings only published within the field of behavior analysis.

Without doubt, the field has a renewed commitment to social justice, as evidenced by the inception of the Diversity, Equity, and Inclusion (DEI) board within the Association of Behavior Analysis International and the recent increase of DEI-related publications. In contrast, the most reported DEI readings by students in behavior analytic coursework were publications related to counseling and/or clinical psychology published an average of 18 years ago and were categorized at least once in each diversity domain. This emphasizes the importance of collaboration and cross-disciplinary interaction (Kirby et al., 2022). Behavior analysts have historically supported endeavors related to the betterment of society, as evident by Skinner (1969) and the inception of the Behavior and Social Issues journal in 1991, so it is heartening that the field continues to support and reflect on practices to help impoverished and disenfranchised populations.

Behavior analysts who served in a supervisory role were more likely to discuss topics related to DEI rather than assigning publications related to DEI. Supervisors were included in our analysis to provide additional perspectives on essential readings in DEI but were not asked to provide citations used in supervision to reduce the response effort of completing the survey. Future researchers should consider soliciting this information to determine differences in practice versus training programs. Hajiaghamohseni et al. (2021) reported that only 13.5% of their respondents referred to graduate coursework in their supervisee training preparation. However, as the majority of training programs to date have not focused on DEI topics within coursework, perhaps future generations of behavior analysts will incorporate more resources related to DEI in their supervision, especially as the need for cultural humility in both client care and supervisee training grows.

It should be noted that the survey was distributed primarily via social media and listservs. This method encourages responses from a broader class of behavior analysts not in positions of power (students, noncertified individuals). One limitation of such a distribution method is it does not allow us to calculate a response rate. Although the survey we distributed contained a total of 7 to 18 questions (dependent on the respondent characteristics of relevant questions to supervisory and/or instructor practices), the open-ended questions added an additional response effort on behalf of the participants to recall and report relevant readings with author and title information. In addition, the topic of DEI may have resulted in a nonresponse bias. Unfortunately, several interactions from the Teaching Behavior Analysis listserv during the recruitment of this study resulted in pejorative and dismissive comments regarding culture (Brandon, 2021). Both factors may have contributed to the limited sample size of respondents. Another limitation of doing so was the high number of unique citations received. There were no exclusionary criteria for citations other than what respondents considered related to DEI and used in the context of behavior analytic training. Future researchers may want to conduct an analysis of syllabi to examine assigned readings in DEI as graduate programs begin to formally incorporate these topics into coursework, which may provide a more directed and concise list of readings.

As the demand for behavior analysts continues to grow, instructors and supervisors must develop their own proficiency within DEI. The lack of focus and training regarding DEI for behavior analysts can be attributed to neglect and ignorance within training programs. As there is now an established need and requirement to do so (BACB, 2020), faculty and practitioners will encounter greater opportunities for integrating DEI in their practice, education, and supervision. Based on the data reported in the diversity domains, it is also recommended more consideration be given to topics related to sexual orientation, religion, socioeconomic status, and aging. The data collected for this article preceded this announcement, so we are optimistic that training programs will continue to develop and formalize DEI training for behavior analysts. Assigning readings related to DEI is only one component within culturally responsive training, but we hope that the resources provided by our respondents may reduce the response effort and provide a stepping stone towards more culturally responsive coursework and supervision experience for students studying behavior analysis.

Data Availability

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

Declarations

Ethical Approval and Consent to Participate

Electronic consent was obtained by all participants. All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Conflict of Interest

The authors have no conflict of interest to disclose.