Table 2.

How ABA converges with culturally responsive pedagogy

Academic achievement (i.e., academic rigor)	Cultural competence	Critical consciousness (i.e., sociopolitical awareness)
Three-term contingency component analysis, task analysis, (in-vivo and video) modeling, prompt and prompt fading, chaining, shaping, and teaching of prerequisite skills to fluency, Precision Teaching (PT), Direct Instruction (DI), (ABA) as tactics to model, scaffold and clarify challenging curriculum (CRP)	Using students’ interests and experience as a basis for instruction, connections to real-world as MOs for learning (ABA) as tactics to reshape the prescribed curriculum (CRP)	Basic academic literacy curricula (e.g., Direct Instruction [DI] reading curriculum) (ABA) as tactics to gain critical literacy (CRP)
Criterion-referenced assessments and individualized instructional plans (ABA)as tactics to use student strengths as instructional starting points (CRP)	Building on prior knowledge, stepwise systematic changes based on student prerequisite skills (ABA) as tactics to build on students’ funds of knowledge (CRP)	Problem-solving curricula (ABA) as prerequisites to engaging students in social justice work (CRP)
Teacher Performance Rate and Accuracy tool (TPRA), Morningside Model of Generative Instruction (MMGI), data-based decision analysis, verbally governed decision making to identify the problem in the three-term contingency (ABA) as tactics to invest and take personal responsibility for students success (CRP)	Parent performance rate and accuracy (PPRA), individual/group parent training, daily behavioral support cards, social skills instruction, conversational units, and exchanges to establish relationships and build friendships, direct and indirect assessment, preference assessment for recommended strategies (ABA) as tactics to encourage relationships between schools and communities (CRP)	Problem-solving curricula (ABA) as prerequisites to making explicit the power dynamics of mainstream society (CRP)
High rates of positive reinforcement for individual and group responding, class wide peer tutoring, and enlarging communities of reinforcers (ABA) as tactics to creating and nurturing cooperative learning environments (CRP)		Teacher and student-directed instruction, peer-tutoring, classwide peer tutoring (CWPT), personalized systems of instruction (PSI), programmed and automated instruction (ABA) to share power in the classroom (CRP)
Individual, independent, and interdependent behavioral contingencies, behavior contracts, token economies, school wide positive behavior supports, self-monitoring, self-management, and self-regulation(ABA) as tactics for high behavioral expectations (CRP)

Note. This is a nonexhaustive list of multiple tactics and strategies derived from the behavioral literature that support the CRP framework