Dr. Cas Breaux

The field of applied behavior analysis has faced criticism from autistic advocacy groups. In response, ABA has had more of a focus on assent and assent-based procedures. There is extremely limited research on assent and the knowledge and behaviors of Board Certified Behavior Analysts (BCBAs) regarding assent procedures. This pilot study compared the self-reported behaviors of 1,354 BCBAs before experiencing asynchronous continuing education focused on dignity and assent with the self-reported behaviors of BCBAs directly after the continuous education experience. Results indicated that participating in an asynchronous online continuing education unit on assent practices led to statistically significant increases in self-reported assent scores, ableism reflection scores, client dignity scores, and total scores.

Inclusion can be defined as valuing each individual's uniqueness and talent, providing equal access to opportunities, and supporting people to meet their potential. Recently, applied behavior analysis (ABA) has been criticized for targeting client behaviors that differ from the majority (e.g., stereotypy). We conducted a survey with 170 behavior analysts to evaluate the degree to which they focus on changing client behavior relative to changing the behavior of others for a behavior of concern that was harmful, disruptive but not harmful, or merely different. Respondents reported that they were more likely to focus on changing client behavior for a harmful behavior than they were for a behavior that was different, although the differences were marginal. The most common response across all questions was to focus equally on both the client's and others' behavior. The implications of inclusionary practices related to interventions in ABA services are discussed.

The term positive behaviour support (PBS) is used to describe the integration of the contemporary ideology of disability service provision with the clinical framework of applied behaviour analysis (ABA). Assent, the participation consent of those not legally able to consent, has gained recent popularity in the fields of ABA and PBS. The goal of assent-based ABA and PBS is a person-centered approach to assessment, intervention, and all other decision-making. In this model, the learner's assent withdrawal for participation is honored, whether it be a vocal 'no' or a non-vocal expression of verbal behaviour. There is currently a limited subset of studies that mention or utilize assent with learners in ABA or PBS. The lack of published research can make assent-based practices seem to be a choice of the practitioner. The authors of this manuscript seek to further define assent, illuminate the necessity of assent-based practices, and offer assent-based procedures in ABA- and PBS-based intervention.

Sexual minorities experience significant stigma and prejudice. Much research has examined sexual stigma and prejudice impacting gay and lesbian individuals, but limited research has examined other sexual minorities, such as transgender persons or individuals whose gender identity or expression is incongruent with their assigned gender or anatomical sex. Research has found that interpersonal contact with sexual minorities is associated with lower sexual stigma and prejudice. Intergroup contact theory predicts that interaction between groups can reduce stereotyping and improve intergroup relationships. Using a randomized crossover design, this study compared the impact of exposure to a transgender speaker panel vs. a traditional transgender lecture presentation on transphobia. Results indicated greater immediate reductions of transphobia following the transgender speaker panel than traditional lecture.

The present study investigated cultural differences in boredom proneness scores. The participants consisted of undergraduate students from the United States (N = 449) and Germany (N = 767) who completed the 28- item Boredom Proneness Scale (BPS). The results indicated that students from the United States possessed significantly higher BPS scores than their German counterparts. Specifically, U.S. participants had greater scores on the BPS subscales of External Stimulation, Affective Responses, and Perception of Time. In addition, a main effect for gender was found with males possessing higher BPS total scores than females. Males had greater scores on the BPS subscales of External Stimulation, Time, and Constraint. The findings are discussed as to how they contribute to past research examining the role of culture and gender on boredom proneness levels.