The Pivotal Role of Self-Assessment in Fostering Cultural Competence in ABA

Cultural competence plays a critical role in the field of Applied Behavior Analysis (ABA), ensuring that services are delivered effectively and respectfully while promoting diversity. This article explores the three dimensions of cultural competence as defined by Sue and colleagues (Sue et al., 1982; Sue et al., 1999; Sue, Sue et al., 2019) and delves into the concept of self-assessment as a fundamental practice intersecting with all three dimensions. The awareness dimension emphasizes understanding one's culture and biases and their impact on service delivery. The knowledge dimension entails recognizing cultural differences in behavior, while the skills dimension relates to implementing self-assessment in practice. Through self-assessment, ABA practitioners can better understand their cultural backgrounds and biases, which is the first step towards fostering cultural humility and providing more culturally responsive services.

Self-Assessment and Cultural Competence Dimensions:

The three dimensions of cultural competence are awareness, knowledge, and skills (Sue et al., 1982; Sue et al., 1999; Sue, Sue et al., 2019). Self-assessment intersects with these dimensions, directly contributing to the awareness of one's cultural background and biases (Sue et al., 1982; Sue et al., 1999; Sue, Sue et al., 2019). Awareness is the ability to recognize how one's culture and biases influence service delivery. Knowledge involves understanding that behavior varies based on cultural stimuli and learning about others. Skills relate to implementing self-assessment in practice to promote cultural humility.

The Significance of Self-Assessment:

Self-assessment (Fong et al., 2016; Sue et al., 1982; Sue et al., 1999; Sue, Sue et al., 2019) involves systematically evaluating the cultural variables that shape one's behavior patterns. It is a necessary first step to becoming more culturally responsive and may facilitate a posture of cultural humility (Fong et al., 2016; Sue et al., 1982; Sue et al., 1999; Sue, Sue et al., 2019). Self-assessment refers to the practice of systematically evaluating the cultural variables that have shaped one's own behavior patterns and the manner in which these cultural variables impact behavior and interactions with others. It is critical to identify our own culture and biased behaviors, to identify how behaviors associated with our cultural variables impact the services we provide, and ultimately to identify how to promote more culturally responsive services. Engaging in self-assessment is crucial for recognizing and disrupting biased behaviors and microaggressions towards individuals from different groups.

Intersectionality and Cultural Variables:

Cultural variables impact individuals in various ways, and these variables intersect, creating a complex web of influences (Crenshaw, 1991). Self-assessment is essential for identifying the impact of these intersecting variables. Therefore, while one cultural variable may impact an individual in some ways, other variables will interact and impact the same person in other ways. Self-assessment involves self-discriminating histories of reinforcement and punishment sustained by the groups to which one belongs (e.g., race, ethnicity, religion, age, gender identity) and tacting how those histories impact one's own behavior and the services one provides.

Unconscious Biases and Norms:

The lack of self-awareness about one's cultural background can lead to viewing one's behavior as the norm (Sue et al., 1998). This can result in biased behaviors that harm others, which self-assessment aims to prevent. Self-assessment enables us to self-assess whether we have labeled others' behaviors as aversive because they did not conform to our group, and, subsequently, we can aim to disrupt related prejudices (e.g., using a demeaning label to refer to a person). Fong et al. (2016) posit that biased behaviors that occur when working with diverse clients may be prevented by developing self-awareness skills. Developing self-awareness skills may prevent biased behaviors and lead to more collaborative service delivery (Bolling, 2002).

Challenges and Risks in Self-Assessment:

Engaging in self-assessment may involve risks, such as inaccurate discrimination, identifying negative aspects of one's behaviors, and experiencing emotional responses. One must be aware of these risks when practicing self-assessment.

Strategies for Self-Assessment:

The first step is identifying one's own culture and using tools like a cultural identity map. Most self-assessment tools prompt the user to engage in a variety of intraverbals regarding their beliefs, values, and practices and will require the individual completing them to behave as both the speaker and listener with respect to their responses. Talking about diverse client interactions with colleagues and mentors can enhance cultural self-awareness (Tervalon & Murray-Garcia, 1998). Being mindful and fully present in client interactions without judgment is another strategy (Bishop et al., 2004). When acquiring knowledge about groups, one must be careful not to develop stereotypes and instead use a posture of cultural humility, as there are many subcultures within cultures, and not every person adheres to the same practices within a culture. Clinicians can engage in more culturally aware practice by assessing, collecting data, and testing hypotheses rather than accepting their own experiences and biases as the norm (Sue, 1998).

Learning and Resources:

Various self-assessment tools are available, but care must be taken not to develop stereotypes. The primary recommendation is to conduct continuous self-assessments on one's cultural background regularly to understand its impact on values, beliefs, and behaviors. Learning about clients from different cultural backgrounds is an ongoing process.

L.E.A.P's Approach:

L.E.A.P, a company providing direct ABA services, supervision, and consultation, places a strong emphasis on self-assessment and cultural competence in its service delivery model. The company recognizes the pivotal role of self-assessment in enhancing cultural awareness, knowledge, and skills among its staff.

At L.E.A.P, self-assessment is an ongoing process facilitated through regular professional development trainings, case consultations, and reflective practices. Behavior analysts are encouraged to critically examine their own cultural backgrounds, values, beliefs, and potential biases through exercises like cultural identity mapping and self-reflective journaling.

Mentorship and peer support play a crucial role in this process, as analysts engage in open dialogues about their experiences working with culturally diverse clients. This collaborative approach fosters an environment of cultural humility, where practitioners feel comfortable acknowledging their areas for growth and learning from one another's perspectives.

Additionally, L.E.A.P prioritizes hiring a diverse workforce that reflects the communities it serves. This diversity brings a richness of cultural knowledge and experiences to the team, creating opportunities for mutual learning and cross-cultural understanding.

In terms of service delivery, L.E.A.P's behavior analysts are trained to conduct culturally responsive assessments, collaborate with caregivers and clients to set culturally appropriate goals, and design interventions that incorporate relevant cultural variables. Ongoing data collection and analysis ensure that treatments are not only effective but also culturally responsive and sensitive to the client's values and beliefs.

By embedding self-assessment and cultural competence throughout its practices, L.E.A.P aims to provide the highest quality of care while promoting respect, inclusivity, and cultural responsiveness in the field of ABA.

Conclusion:

Self-assessment is a vital practice for ABA professionals to enhance cultural competence and provide more respectful and effective services. It intersects with the three dimensions of cultural competence, helping practitioners become more aware of their cultural backgrounds and biases. By recognizing the complexity of intersecting cultural variables and actively working to disrupt biased behaviors, ABA professionals can foster cultural humility and promote culturally responsive service delivery. Continuous self-assessment, learning, and collaboration are essential for improving cultural competence in the field.

References:

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical psychology: Science and practice, 11(3), 230-241.

Bolling, M. Y. (2002). Understanding self-awareness in a cross-cultural setting. Multicultural Counseling News, 5, 1-2.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.

Fong, E. H., Catagunes, 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.

Sue, D. W. (1998). Multicultural counseling competencies: Individual and organizational perspectives. Sage Publications, Inc.

Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70(4), 477-486.

Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., Smith, E. J., & Vasquez-Nuttall, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 10(2), 45-52.

Sue, D. W., & Sue, D. (2015). Counseling the culturally diverse: Theory and practice (6th ed.). John Wiley & Sons Inc.

Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of health care for the poor and underserved, 9(2), 117-125.