Blend your love of social justice with your love of behavior analysis!

If you're like us, you have a love for making the world more anti-oppressive. If you're like most, you also are not sure where to start. Building more inclusive and anti-oppressive places, organizations, and society can be exhausting and overwhelming. This course was developed to provide the foundation of social justice using the science of behavior.
Many aspects of identity

What's in the Course?

  • Behavioral Definitions

    Learn all of the different operational definitions for the terms of inclusion and oppression. Each term is operationalized and then analyzed to ensure complete understand that allows for a common language to be developed.

  • Applications

    Every term discussed is followed by an activity and/or reflection. This ensures you apply the material covered by first reflecting on your own behaviors and practices and then applying it to organizations and larger society.

  • Generalization

    Will you generalize key principles and concepts of behavior analysis into inclusion and anti-oppression work, providing the foundation necessary to begin working towards Skinner's Walden Two. Advanced topics including analysis of culture, metacontingencies, and interlocking behavioral contingencies are included.

Want supervision and feedback?

  • $250.00

    $250.00Behaviors and Concepts of Inclusion - Supervision Course

    While the course is created to ensure learning occurs through self-paced instruction, we know that feedback is the best way to increase and sustain behavior change. If you are dedicated to long-term change and want the additional push, motivation, and reinforcement of supervision and feedback, sign up now. Those enrolled in supervision will meet with a lead instructor twice per month for 1 hour each for a total of 4 meetings. Spaces are limited, so special approval must be obtained to join.
    Request Access

Instructors

Developed by behavior analysts and leadership experts

Senior Instructor

Natalie Parks

Dr. Natalie Parks has studied behavior science for over 20 years. She has worked in a variety of settings including providing services to individuals, educational settings, and corporate business settings. She currently provides organizational behavior management (OBM) services to organizations focused on providing services to others. Dr. Parks has taught at the university level teaching undergraduate, graduate, and doctoral-level courses in applied behavior analysis.

Partner

Mason Washington

Mason Washington, M.A. combines years of experience in public safety and expertise in management and leadership to create, develop and implement strategies that improve overall organizational performance. His unique blend of knowledge about team dynamics, culture, and leadership roles blended with his overall enthusiasm for people make him one of our most engaging Behavior Leaders. Mason specializes in executive coaching, change management initiatives, leadership training and retention strategies. His focus also includes utilizing behavioral science to build more diverse, equitable, and inclusive teams within organizations.

Lead Instructor

Chardae Rigdon

Lead Instructor

Chelsea Sioxson

Lead Instructor

Lizzy Harrington

Lizzy has worked in the field of Applied Behavior Analysis for the past 15 years. She has provided services for a broad range of clients in both center, school, and in-home settings across the United States. Currently, Lizzy is providing organizational behavior management (OBM) services specifically for those that work in the public service industries. Her focus is on diversity, inclusion, and leadership within organizations. She is passionate about creating environments where true equity can be achieved.

Student Instructor

Sapphire Robinson

Sapphire began working with individuals diagnosed with developmental disabilities in 2010 at St. Coletta’s of Illinois. During this time, she became intrigued about behavior interventions and passionate about social justice. Later while serving as a paraprofessional at Guiding Light Academy, she was introduced to the science of behavior. Currently, Sapphire is a graduate ABA student attending Saint Louis University with plans on graduating in May of 2022. Her goal post-graduation is to continue to create meaningful change by using the science of behavior to address social and organizational issues.

Instructor(s)

Student Instructor

Ashley Maclin

Ashley Maclin is a New York State Licensed Master Social Worker who has been supporting clients of various ages and populations through therapeutic interventions that foster emotional and mental health well-being. Currently, Ashley is focusing her clinical social work skills on supporting adults who are experiencing the negative mental health effects of working in oppressive, toxic workplace environments. At a macro level, Ashley has over 12 years of experience in a leadership role for a Rockland County, New York non-profit organization motivating and managing individuals toward achieving strategic organizational goals. Ashley has recently embarked upon furthering her education to elevate her professional role as a behavior change agent. Ashley believes learning the science behind behavior will be the key to her developing and implementing effective interventions to make positive changes and boost psychological safety within organizations and communities. Ashley is currently enrolled in the Florida Institute of Technology as an Applied Behavior Analysis post-graduate student and is specializing her fieldwork experience in Organizational Behavior Management. Ashley's specific areas of interest include organizational development, ethical practices, and increasing diversity and inclusion within organizations. Dr. Natalie Parks is clinically supervising Ashley throughout her practicum experience.

Course curriculum

  • 1

    Welcome to the Course!

    • Welcome!

    • Norms

    • The Need for Strong Verbal Behavior Repertoires

    • Objectives and Task List Items Covered

  • 2

    Diversity & Inclusion

    • Objectives for Diversity & Inclusion

    • Why is Terminology Important?

    • Diversity and Inclusion

    • Reflections - What's My Diversity?

    • Discussion - What is the Need for Racial Categories?

    • Feedback about Diversity & Inclusion

  • 3

    Race & Gender

    • Objectives for Race & Gender

    • Race

    • Reflections - Discrimination or Generalization?

    • Gender

    • Reflection - Gender Identity

    • Gender vs Sex

    • Discussion - Does Gender Have Anything to do with Reproduction?

    • Feedback about Race & Gender

  • 4

    -Isms & Bias

    • Objectives for -isms & Bias

    • -Isms

    • Activity - Institutional -Isms

    • -Isms Defined

    • Bias

    • Activity 1 - Bias or -ism?

    • Activity 1 - Instructor Responses

    • Reflections - What's My Bias?

    • Instructor Responses - A Quick Note on the Harvard Implicit Association Test

    • Activity 2 - The Development of Bias

    • Activity 2 - Instructor Responses

    • Feedback about -isms & Bias

  • 5

    Privilege & Intersectionality

    • Privilege

    • Activity 3 - What's My Privilege?

    • Privilege & Bias

    • Activity 4 - Privilege and Bias

    • Weights of Privilege

    • Intersectionality of Privileges

    • Activity 5 - Putting it Together

    • Activity 5 - Instructors Repsonse

    • Feedback about Privilege & Intersectionality

  • 6

    Microaggressions & Macroaggressions

    • Microaggressions Introduction

    • Microaggressions & Macroaggressions

    • Reflections - What's with this news story?

    • Feedback about Microaggressions & Macroaggressions

  • 7

    Culture

    • Culture Defined

    • Activity 6 - Culture Examples

    • Activity 6 - Instructor Response

    • Reflections - What is your culture?

    • The Development of Culture

    • Reflection A - The Development of Culture

    • Reflection B - The Development of Culture

    • Reflection A - Cultural Practices

    • Cultural Practices

    • Activity 7 - Cultural Practices

    • Activity 7 - Instructor Response

    • Metacontingencies

    • Reflection - Metacontingencies

    • Activity 8 - Putting it Together

    • Macrocontingencies

    • Activity 9 - Macrocontingencies

    • Cultural Change

    • Activity 10 - Cultural Change

    • Activity 11 - Cultural Change, Dig Deeper

    • Activity 11 - Instructor Response

    • Ethical Self-Control

    • Feedback about Culture

  • 8

    Ethnicity

    • Ethnicity

    • Reflection - Ethnicity vs Race

    • Activity 12 - Hate Groups

    • Feedback about Ethnicity

  • 9

    Stereotypes & Prejudice

    • Stereotypes

    • Activity 13 - Stereotypes

    • Prejudice

    • Activity 14 - Bias, Stereotype, or Prejudice?

    • Activity 14 Answer Key

    • Feedback about Stereotypes & Prejudice

  • 10

    Discrimination

    • Discrimination

    • Reflection - People Don't Discriminate

    • Activity 15 - Case Study

    • Activity 15 - Instructor Response

  • 11

    Equality vs Equity

    • Equality vs Equity

    • Reflection - Fighting for Equity

    • Activity 16 - Putting it Together

    • Feedback about Equity vs Equality

  • 12

    Thank You!

    • Thank You & Instructions for your CEU Certificate

    • Reserve your spot in the next course!