Archives for July 2021

How to Handle Screen Time with Your Child with Autism

July 29, 2021 by BACA Leave a Comment

by Brittany Barger, M.Ed., BCBA
Behavior Consultant, Autism Spectrum Therapies

Summer can mean outdoor activities and family vacations, but it can also mean more time spent at home, with parents and caregivers scrambling to come up with a kid-friendly daily agenda, while managing work, running errands, and tending to countless other priorities. It should come as no surprise, then, that screen time is an easy “go-to” activity for families.

If you, like many parents, find your child spending more time in front of a screen than you would like, you probably ask yourself: Will too much screen time be harmful? How can I limit my child’s time on screens?

While research indicates some potential negative side effects for children who have prolonged exposure to screens,1 let’s be real: in the 21st century, it is nearly impossible to eliminate screens entirely. Still, it’s important to know that young children who spend more than two hours a day in front of screens may face an increased risk for developmental delays in language acquisition and communication skills,1 and that violent and fast-paced content and overall screen time are linked to ADHD-related behavior.2

To parents of children with autism, this knowledge can feel daunting, considering that kids with autism spectrum disorder (ASD) can have delays in communication and language acquisition, along with deficits in attention. But let’s not forget the tremendous influence we have on our children—and the many tools we can equip them with to manage their own exposure and create healthy habits around screen time. These self-management strategies can help immensely as they grow up and transition to adulthood.

How, exactly, can you foster healthy screen-time practices in your child with ASD? Here, I share four tips that I use in my own home with my son and in my clinical practice:

Create structure and routine

Home is often a less structured environment than school, so screen time can be a “filler” activity when a child doesn’t have anything to do. An easy way to reduce time on screens is to plan out what the day will look like with your child. As you plan, involve your child in the process as much as possible. And know that failing to plan is often a plan to fail—especially for kids with autism, who tend to rely on structure and routines to help them navigate the day.

To establish natural boundaries around screen time, designate time that your child will have access to their devices. This will help your child understand your expectations—and what they need to do before they can access to their electronics. For instance, you might say, “First you need to eat breakfast and shower. Then you can watch 30 minutes of television.”

Modify the environment

Modifying your child’s environment is another easy way to reduce access to screen time. Removing computers, televisions, and tablets from bedrooms—and making devices available only in common spaces—allows you to monitor your child’s screen time more easily. Holding batteries, chargers, and power cords in a separate location that must be accessed by an adult is another way to limit or monitor exposure. These steps also encourage social interaction, given that your child must interact with you to access their electronics.

Keep in mind, too, that some devices allow you to set time limits, so that after a specified amount of time, the device will restrict access or lock particular screens. This sort of intentional planning will go a long way in creating an environment that sets up your child—and family—for success.

Re-cycle

By this, I don’t mean tossing your devices into your recycling bin, as tempting as that may feel. What I mean is taking toys, activities, video games, DVDs, or any tangible items that your child interacts with—and “cycling” through them time and again.

For example, we store many of our son’s items in boxes and typically leave out only one or two of the boxes, while putting the others away. When he starts to lose interest with the current items, we pack them up and replace them with some of the stored boxes. How does this help?

Restricting access to his old toys makes the items more interesting, given that he hasn’t played with them in a while. Likewise, it prevents us from spending money on new items, saving us money in the long-run, while making the “new” items a good distraction from screens. In this scenario, everyone wins.

Encourage self-monitoring

Lastly, and perhaps most importantly, long-term success with screen-time consumption depends largely on your child’s ability to monitor and adjust their own behavior. Each child requires varying degrees of support to self-monitor based on their development, but helping to bring awareness around “how much and what kind of consumption is healthy?” will empower your child to start. What can you do?

While implementing a true self-management protocol should be done under the supervision of a board-certified behavior analyst (BCBA), you can do some simple things to encourage your child’s self-management skills. Start by setting clear expectations around what kind of content is acceptable in your home. If appropriate for your child’s age and development, discuss why certain content is acceptable, while other content is not. Parent controls such as the ESRB game ratings and the Motion Picture Association’s film rating system can help you and your child make informed decisions—and can kickstart discussions on acceptable content. In addition, Common Sense Media publishes reviews of movies, TV shows, apps, games, and even distance learning programs. Written by parents and caregivers themselves, these reviews are incredibly helpful in figuring out appropriate versus inappropriate content—and in generating interesting discussions among families.

While these four steps are not exhaustive, they’re a simple starting point for encouraging “screen-time success” in your home and with your family. If your child receives applied behavior analysis (ABA) services, discuss these strategies with your clinical team so they can help you effectively implement any changes in your child’s treatment plan. Most importantly, don’t be afraid to try out different strategies—and see what works best for you and your child.

For non-screen alternatives to summer fun, read “How to Keep Your Child with Autism Engaged this Summer.”

References

https://pubmed.ncbi.nlm.nih.gov/28168778/
https://pubmed.ncbi.nlm.nih.gov/29499467/

Follow Your Passions: The Vast Areas of Interest in ABA

July 21, 2021 by BACA Leave a Comment

Dr. Danquah-Brobby is an international psychologist and board-certified behavior analyst currently serving as the ABA Chair for the Chicago School of Professional Psychology’s Washington, DC Campus. Paula joins us to talk about a variety of topics related to the education, professional progression, and interests of behavior analysts. From teaching young learners to working internationally, this conversation highlights the many opportunities to diversify your work and experiences in the field of ABA. Paula and Richie discuss parallels in their careers and the moments that define success for their clients, their students, and themselves. As Paula shared, “I saw the beauty and the science of ABA and I thought – alright, I am going to be in this career for the rest of my life”.

For more information:

https://www.thechicagoschool.edu/
https://www.facebook.com/TCSPPDC
https://www.instagram.com/tcsppdccampus/
https://twitter.com/TCSPPDCcampus

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Why Swimming and Water Play Benefit Kids with ASD

July 20, 2021 by BACA

By Ashley Williams, Ph.D., LABA, BCBA

Many children with autism are drawn to water for its calming, sensory experience. In fact, a 2015 study[1] found that children with ASD enjoy swimming significantly more than children without ASD. And while water can present a safety concern, water play and swimming also offer several benefits for children with ASD.

How can you build on your child’s interest with activities that promote safe and fun water exploration? Here, I offer ideas and share the benefits of swimming and water play for kids with ASD.

1. Leisure skills

Swimming and water play are great alternatives to many sedentary leisure activities in which children engage, such as playing online games or watching videos on screens. Many families of children with autism report difficulty finding non-electronic leisure activities for their child. And while your child may have other interests, it can be an added challenge to find activities that will sustain their attention for longer periods. Ideal for encouraging more extended periods of independent leisure time in children with autism, water play offers a great solution.

Try, for instance, setting up a water table with different sized cups and tools for pouring, scooping, and squirting water. This activity particularly benefits kids who are learning to explore water safely but don’t yet have interest in or safety skills for independent play in a pool.

2. Physical health

It probably comes as no surprise that swimming and active water play offer fun ways to integrate movement and physical activity into your child’s day. Swimming represents a low-impact exercise and can boost cardiovascular health, while building strength and endurance.

To promote physical health during swimming, practice “bobbing” in the water. If your child does not like water on their face, practice jumping in shallow water. Encourage vocal verbal skills, such as counting, by modeling counting out loud or having your child count or spell as they bob or jump in the water.

3. Creativity and imaginary play

Swimming and water play offer endless ways in which children can play, allowing you and your child to create new games and use your imaginations to explore the water.

You can investigate the buoyancy of different objects by seeing which objects sink or float. Ask your child to select some water-safe toys, and watch as the toys sink or float in the pool, water table, or shallow bin of water. Another visual, sensory activity involves dribbling a few drops of food coloring and observing how different colors diffuse in the water. For added fun, provide bubbles, sponges, or a toothbrush—and watch what your child can do or create.

4. Family time

Some families report difficulty in identifying shared interests with their child with ASD, and many children with autism have narrow or restricted interests[2]. However, thinking creatively about safe water play may help you identify additional interests for your child that are shared with siblings and caregivers alike. Family time in the pool or during water play can create a shared activity and interest for the whole family to take part in and enjoy, while giving you a chance to cool off on a hot day.

Encourage your child’s communication by asking questions about what they see, hear, and touch. Do you notice floating leaves, frogs, or beetles that have made their way into the pool? Use these sensory experiences in the water to ask questions, share interest in the water, and promote communication. Your child can practice pointing, nodding, or responding vocally to your questions about your shared environment.

As you enter the last stretch of summer, use these tips to promote fun and safe water exploration. Then, when your child builds confidence in and around the water, consider swim lessons that teach your child water safety. And while the ultimate goal of swim lessons is to teach your child to swim, safety skills like floating, exiting a pool independently, and holding on to a ledge or wall are often taught first. To learn more, read our blog post “5 Steps to Swim Safety for Your Child with Autism.”

[1] Eversole, Megan, Collins, Diane M, Karmarkar, Amol, Colton, Lisa, Quinn, Jill Phillips, Karsbaek, Rita, . . . Hilton, Claudia L. (2016). Leisure Activity Enjoyment of Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 46(1), 10-20.

[2] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.

Six Steps to Prepare Your Child with Autism to Interact with Police

July 15, 2021 by BACA Leave a Comment

Blaring lights, screeching sirens, looming strangers with shiny badges—encounters with police can bring an overload of sensory experiences, making it difficult for kids and adults with autism spectrum disorder (ASD) to respond calmly to an approaching officer. As headlines report and data reflects, these encounters can lead officers to assume people with autism are defiant individuals who purposefully evade questions, refuse to make eye contact, and engage in physical behaviors interpreted as unruly or disrespectful.

The list of misguided assumptions is long—and the consequences alarming, ranging from New York police officers throwing a 17-year-old to the ground and punching him in the face to an officer at a North Carolina school restraining a seven-year-old in handcuffs on the floor for 38 minutes. Likewise, in 2017, an Arizona police officer pinned a 14-year-old to the ground, mistaking the young man as a drug user, instead of a teen with autism attempting to calm himself by stimming.

Sadly, incidents like these increase for black and brown kids and adults with ASD, with studies indicating a higher risk of a violent encounter. As Jackie Spinner, an associate professor at Columbia College Chicago and parent, writes in a Washington Post opinion piece: “I worry that as a teenager or young black man, if my son wears a hoodie, someone might call the police because he looks threatening. If police approach him and he doesn’t react in a typical way, would they wrestle him to the ground? … would my son beg for breath?”

As stories like these accumulate, autism advocates, parents, and legislators alike are speaking up about the need to train police to better recognize and understand ASD—and, on the flip side, train individuals with autism to interact effectively with police. How can you, as parents and caregivers, attempt to safeguard your child with ASD from a negative, or, worse yet, tragic, encounter with police? Here’s what we recommend:

1. Find out what training, if any, local police receive on ASD.

With research linking a higher rate of police violence to individuals with autism and other disabilities (see, for instance, a 2017 study from Drexel University, in addition to 2019 research from Children’s Hospital of Philadelphia), efforts are underway to pass legislation enforcing more and better national mental health and disabilities training for police. Under review now is the Law Enforcement Education and Accountability for People with Disabilities (LEAD) Initiative, which includes the Safe Interactions Act (SIA) and the Emergency Logistics Program (HELP) Act. To learn more about and even encourage your legislators to support these bills, visit the Autism Society’s Action Center.

Meanwhile, ask your local police station if their officers have undergone training on autism, whether at the county, state, or national level. In some states, like Florida, for instance, training is mandatory, but in plenty of states, it’s not. Many autism organizations provide flyers and fact sheets about ASD for law enforcement agencies and first responders. The National Autism Association’s free guide “Meet the Police” includes a great “What Is Autism” handout created especially for families to share with police.

2. Register your child with local law enforcement.

Another safety measure you can take is to register your child with your local police precinct and 911 database dispatch. To register, ask your local autism organization or police station for a form, which typically includes your child’s photo, contact information, medications, diagnoses (including allergies), behaviors, sensory issues, and calming mechanisms. That way, if the police is ever called to your house, your location will be flagged in the system, and the officer can learn about your child’s autism ahead of time. Likewise, if your child wanders or elopes, police and first responders can more quickly determine the best course of action to help your child through the stressful experience.

Keep in mind, too, that you can ask for officers trained in crisis intervention to help if your child or a loved one experiences a psychiatric emergency. Likewise, mental health helplines exist at national, state, and local levels to assist with deescalating (or reducing the intensity of) individuals in crisis. For instance, the National Alliance on Mental Illness (NAMI) offers free crisis counseling 24 hours a day. You can text NAMI at 741-741 to access these services.

3. Have your child carry an ID card, wear a medic alert bracelet—or both.

Dozens of identification cards exist on the market—or are available for free—that your child can carry in a wallet or pocket. Cards include basic information like your child’s name, age, diagnosis, and medications, in addition to the same ASD-specific information from the police registration form. See this list of ID card options from Autism Speaks. Keep in mind, too, that kids and teens who carry ID cards need to be trained not to reach in their pocket for the card without first alerting the officer, who could mistake the action as a reach for, say, a gun or knife.

Another option is to wear a medic alert bracelet. Many bracelets on the market now come with technologies like QR codes that allow law enforcement or first respondents to scan the bracelet to access information about your child from a database. These tech-based options require the extra step of uploading and remembering to update information, but when used appropriately, these bracelets can avert crises and save lives. Traditional options with engraved information can also work, and first responders are trained to look for the tell-tale stainless-steel bracelet with the blue or red snake with a stick and Star of Life. Plus, you can engrave essential information, such as “Autism” and “Tree nut allergy” on the back side.

4. Practice and role-play police encounters.

The more kids and teens can practice how to interact with police, the better prepared they’ll be in an encounter. In fact, researchers at the Center for Autism Research at Children’s Hospital of Philadelphia are experimenting with virtual reality training simulations for kids and adults on the spectrum, making it convenient to practice endless police encounters. While the simulation isn’t available yet, realize that you can role-play police encounters with your child the old-fashioned way at home. How?

Simply take turns being a police officer and a child with autism, adding whatever props you have on hand. As you play, teach your child to follow these tips from Pathfinders for Autism about interacting with law enforcement:

Always show your hands. Never put your hands in pockets or grab for something in a bag.
Stay in place—do not run.
Never attempt to touch or hug a police officer. The same goes for an officer’s dog.
Try not to stand too close to the officer. If you’re not sure about your distance, ask the officer, “Am I standing far enough from you?”
Do your best to tell the officer that you have autism.
If you don’t understand something, do your best to communicate that to the officer.

For examples of how to interact safely with police, watch Be Safe: The Movie, which features real actors with autism modeling appropriate encounters with real police officers. The film is broken up into seven episodes that, together, covers everything from disclosing a disability to police to expressing the right to remain silent. Created as an interactive tool, the film sets up opportunities for viewers to model and practice various scenarios—making it a perfect tool for role-playing.

5. Don’t forget social stories and picture books.

Of course, one way to prepare kids with autism for new experiences is to use social stories and books. Social stories are visual narratives that illustrate someone’s experience navigating an unfamiliar or potentially stressful situation or problem. In this sense, social stories give kids a chance to “practice,” in an indirect way, various scenarios with police. They can also reinforce key concepts and behaviors. Depending on the age of your child, you can work together to create a social story or create one yourself. You can also check with your autism provider about creating a series related to police encounters.

Picture books, too, can increase your child’s exposure to the role of the police, while helping your autistic child build language and communication skills. Explore this list of police-themed picture books, and another for children’s books about Black Lives Matter.

6. Use arts, crafts, and games to talk about racism, ableism, and the police.

Racism and ableism are sensitive topics that can feel difficult to broach, especially with young kids. You can make it easier by using art, crafts, and games. The Anti-Defamation League offers several ideas that use both crafts and games to initiate conversations about respect, diversity, inclusion, bias, and social justice. In one, kids create an outdoor obstacle course that everyone can access, regardless of their abilities or disabilities. In another, they design their own emojis that reflect aspects of their identity and culture.

As your family becomes more comfortable talking about things like racism and ableism, and as your child grows older, you can go deeper by exploring topics together like the history of the police force in the United States or the effect of George Floyd’s death on our communities. Two helpful places to find information on social justice issues presented in kid-friendly ways are the Southern Poverty Law Center’s initiative Learning for Justice (formerly Teaching Tolerance) and the New York Times’ Learning Network. Both offer ideas for educators and caregivers—and even publish young voices speaking out, writing about, and creating art reflective of efforts to create a more inclusive and equitable world.

As you take these steps to prepare your child or teen for a police encounter, remember that you can talk to your autism provider—and ask for help. At LEARN Behavioral’s national team of providers, we partner with parents to tailor treatment to the needs of your child and family. We also value social justice issues like the one presented here and believe in celebrating what makes each of us unique. Watch our video, “LEARN Continues to Push Diversity, Equity, and Inclusion Initiative Forward,” to find out more.

How to Keep Your Child with Autism Engaged This Summer

July 8, 2021 by BACA

by Ronit Molko, Ph.D., BCBA-D
Strategic Advisor, LEARN Behavioral

What a difference a year can make. Last June, most parents were forced to reckon with the prospect of extended, pandemic-related lockdowns and a summer unlike any since the 1918 influenza pandemic. Now, however, summer has arrived, the sun is shining, and with more than 50 percent of American adults now vaccinated against COVID-19, it seems that we might just be on the verge of a summer season that’s almost normal.

Various studies have shown that, on average, American students lose up to one month’s worth of school year learning during the summer. And while summer vacation is a necessary respite for kids, it will be critical for parents to keep their children mentally engaged to ensure they start the next school year in as strong of a position as possible. What can help?

Take A Trip

Whether it’s a weekend cruise up the Pacific Coast Highway or a quick day trip to that state park you haven’t visited this decade, take the opportunity to get your family out of the house whenever possible. There’s a whole world to explore out there, with lessons and experiences that only travel can teach.

Tip: Try picking out a fun audiobook to listen to during the drive. This will keep your children familiar and engaged with narrative-based storytelling, while also providing your family with a conversation in which everyone can take part.

Find A Summer Camp

Great news: both the Centers for Disease Control and Prevention and the American Academy of Pediatrics (AAP) have released guidance declaring summer camps in 2021 safe for children!

“Children have missed out on many of the social, emotional, intellectual, and developmental benefits of school attendance this past year,” the AAP states. “During the summer, it is important that children begin to reestablish connections with their friends, peers, and non-parental adults in an environment that supports their development.”

There are few formative, developmental experiences more profound than those found in summer camps. And while it may feel too late in the year to register for these programs, there are still plenty of opportunities. Cities and communities ranging from New York City to Tulsa, Oklahoma, are committing hundreds of millions of dollars in funding to summer programs that provide academic coursework and social enrichment. Keep an eye out for similar programs in your area, many of which are sponsored by local schools, churches, and organizations like the Boys and Girls Clubs of America.

Make Plans and Maintain a Routine

For many, the abrupt absence of the predictable schooling ecosystem can create a vacuum difficult to replicate. This is particularly true for children diagnosed with autism, who can be negatively affected by sudden change, leading to increased anxiety and frustration. Help ease your child’s transition by maintaining daily routines, such as mealtimes, organized play, and bedtime. In the same vein, be sure to plan out activities for your child on a daily basis—whether it’s a trip to the park or a quick game of catch in the back yard.

Most children have roughly 1,000 hours of free time to explore during the summer. And while it’s not completely necessary for you to delicately plan every minute, some semblance of structure will be crucial to maintaining an engaging, albeit long break for your kids.

Out-of-the-Box Learning Activities

A period with unlimited time allows for activities with unlimited imagination! Keep your children mentally stimulated by introducing games and challenges that force them to think outside the box. Try some of these colorful, sensory summer games to get your kids excited and keep them mentally stimulated. Don’t forget, too, about board games and card games, which can foster not only math skills like ordering, addition, subtraction, and more advanced arithmetic but also communication and cognitive skills like problem-solving and strategizing. This list of kid-friendly card games from Today’s Parent is a great place to find ideas.

As we ease back into socializing and community activities, there are many options to keep your children engaged all summer long. Remember: you don’t have to fill every second of your child’s life with enriching activities, but you do want to sprinkle them in—and do what you can to create a mix of relaxation and stimulation.

For more advice on planning a great summer for your child with autism, read “Transitioning to Summer: 5 Tips to Make It a Success.”

Women in Behavior Analysis with Devon Sundberg

July 8, 2021 by BACA Leave a Comment

Devon Sundberg, M.S., BCBA is the founder of the groundbreaking (and long overdue) Women in Behavior Analysis Conference (WIBA). Devon shares how raising three daughters helped open her eyes to how gendered life can be (including party food). Having previously founded an ABA company (BACA) with her husband, Devon was acutely aware of the need for more awareness of the women in her field. Devon shared, “The research shows, this is a field full of women and yet we haven’t received the professional appointments or the awards or been invited presenters at the Ph.D. level.” This year at the 5th WIBA conference(July 29-31), will include inductees to the Women in Behavior Analysis Hall of Fame.

For More Information:

https://thewiba.com/
https://www.facebook.com/womeninbehavioranalysis/
https://www.instagram.com/wiba_conference/
https://twitter.com/WomeninBA
https://www.linkedin.com/company/women-in-behavior-analysis/

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com).

Easy Healthy—and Tasty—Treats to Make with Your Kids on the Fourth of July

July 1, 2021 by BACA

Many kids with autism love to cook and bake, especially tasty treats. For the upcoming Fourth of July holiday, we’re sharing four yummy yet healthy treats to make with your kids as you celebrate the birth of the nation, with the passage of the Declaration of Independence by the Continental Congress on July 4, 1776.

Want to explore the history of the holiday with your child? Try this short but fascinating account from National Geographic Kids.

Patriotic Yogurt Bites

Patriot Yogurt Bites — Photo by Liz Nieman on Love & Marriage Blog

If your child is one of many who loves fruit and yogurt, this is an easy recipe that is fun for the whole family to make. As a bonus, it’s a cold treat to help you cool off on a hot summer day.

Simply dice some strawberries and halve some blueberries in advance. Your child can then drop the fruit into silicon molds or an ice-cube tray and cover the fruit with Greek yogurt. Put the molds or trays in the freezer for two hours, and they’re ready to eat as a delicious, cool treat.

Fruit Sparklers

Perfect for kids who might not want to play with the real thing, Fruit Sparklers are adorable and tasty. Best of all, the star shapes are fun for your kids to cut out with a cookie cutter. Slice watermelon into one-inch slices and help your child use a star cookie cutter to cut out the shapes. Push the blueberries and then the watermelon onto a skewer, and you have a delightful sparkler treat, without any actual fire.

Red, White, and Blueberry Trifle

For families who aren’t afraid of a longer recipe, this Red, White, and Blueberry Trifle is simple enough to make it a stress-free cooking adventure. Pick a red fruit (like strawberries or raspberries), a blue fruit (blueberries or blackberries), and buy some angel food cake, pudding, and whipped cream. The fun part, here, is all in the assembly.

Patriotic Popcorn

Of course, kids who do not eat fruit deserve some fun on Fourth of July. While this recipe involves a bit more sugar, it offers a fun, colorful, and scrumptious way to spice up popcorn. Just pop some corn, add a handful of marshmallows while the popcorn is hot, and toss in your child’s favorite red and blue candy. Yum!

For a variation of Patriotic Popcorn, without as much sugar, try this Festive Kettle Corn recipe.

For more on summer fun and safety with your child, read “5 Steps to Swim Safety for Your Child with Autism.”

Spotlight on Diversity in ABA: An Interview with Giovanna “G” Bosco

July 1, 2021 by BACA

Giovanna “G” Bosco (she/they), a training tech at LEARN Behavioral and AST’s Mandeville, Louisiana, location, spends the bulk of their days preparing and onboarding staff to join the LEARN and AST team. When a friend from another AST region mentioned the open position, G’s love of being around children prompted her to apply. Then, after the job offer arrived, they jumped at the chance to work with kids regularly—and spend her days making a difference in the lives of others.

G took time recently to talk about their work with LEARN’s Diversity, Equity, and Inclusion (DEI) Plan, along with her experience working in ABA at AST. Here, we share the conversation.

Q: What does Diversity, Equity, and Inclusion (DEI) mean to you:

A: To me, diversity is an adjective I use to describe the environment in which I like to place myself. When I think about those individuals I call my friends, co-workers, and fellow community members, I think about how no single person is like another. We each look different, have different social histories, and may even differ on how we function neurologically. Although we may be different from one another, I can learn from each of them things that I would never know if I only surrounded myself with people who look and act like me.

Equity is about establishing a level playing field. I am aware of the privilege I have, and it isn’t enough to ask that those who were not born into same privilege be treated equal. I want everyone to have access to the resources that will ensure everyone has the same fighting chance to be successful in life. Inclusion, or to include others, is an action I decide to do each day. It involves creating an environment that welcomes others and makes them feel safe and secure.

Q: In your opinion, what is the most challenging aspect of working in a diverse environment?

A: Where I live, in Louisiana, the population isn’t all that diverse. So, the most challenging aspect I could identify is in communication, and how I work and relate with new hires who come through training. But recognizing the role communication plays in any interaction with another person is probably a challenge we could all benefit from realizing and thinking more about. As I mentioned, we all have our own differences (internal and external), and recognizing and appreciating that can go a long way. But it’s not always the most intuitive thing to do.

Q: What is your approach to understanding the perspectives of colleagues or clients from different backgrounds?

A: I think the most important thing to do is to create a safe space where people can come forward and explain their perspective on the situation. We might all have different ideas on how to complete tasks or how to address certain situations, but if those involved and I are respectful and open of other ideas, a solution can almost always be found.

Q: Why is DEI important in ABA?

A: In our line of work, it is never just about the diagnosis. Our clients are diverse racially, religiously, and in so many other ways. These social identities will always intersect with their diagnosis, and you cannot serve a client without addressing all of the factors that make them them. So, I think DEI in ABA is important for many reasons. Having a diverse staff can help improve the services we give to our clients and their families … and having staff who are self-aware and willing to learn about each client’s culture will only help us provide quality services. DEI can make us all better colleagues, friends, and neighbors, too.

Q: Tell me about a time when you advocated for diversity and inclusion in the workplace or in your personal life.

A: This one is difficult for me because I don’t truly feel like I’ve advocated for this in the workplace or in my personal life. It’s something that’s just felt inherent—this is coming from someone who always received the citizenship award growing up because I was friendly to everyone. So, I may not be so intentional on acting on it. It started with something my mom always told me: “If you see someone sitting alone, sit with them, even if they don’t want to talk.” I think, overall, that’s a pretty great starting point.

Q: What’s something most colleagues don’t know about you?

A: Most of my wonderful co-workers know that I have a beautiful wife and am part of the LGBTQIA+ community. However, something most of my colleagues don’t know about me is that I identify as non-binary.

To find out how and why we tailor ABA treatment to the unique needs and values of every client and family, read “Perspectives: Embracing Individuality in Behavior Analysis.”