Neurodiversity

• 1.07 RBTs work directly with their supervisor to ensure that they are culturally responsive in their work. They actively work to evaluate their own biases and ability to work with individuals with diverse needs/backgrounds (e.g., age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic status) and obtain any needed training in these areas under the direction of their supervisor.

• 1.08 RBTs do not harass or discriminate against others (e.g., clients, coworkers). They behave toward others in an equitable and inclusive manner regardless of age, disability, ethnicity, gender expression/identity, immigration status, marital/relationship status, national origin, race, religion, sexual orientation, socioeconomic status, or any other basis proscribed by law.

• 1.09 RBTs are aware that their personal biases or challenges (e.g., mental or physical health conditions; legal, financial, marital/relationship challenges) may impact their ability to effectively carry out their behavior-technician services. If their biases or challenges may impact services, they take steps to resolve the issue (e.g., developing an action/care plan, reporting to their supervisor, refraining from working with clients until the issue is resolved, reporting to the BACB) and document these actions.

• 1.10 RBTs avoid multiple relationships with clients, coworkers, and supervisors. Multiple relationships occur when there is a mixing of two or more relationships (e.g., friend, family member, employee/employer) that may result in conflicts of interest and risk of harm to the client. If RBTs find that a multiple relationships has developed, they immediately inform their supervisor, work to resolve it, and document these actions. If the multiple relationships involves their supervisor, RBTs should report it to their supervisor’s manager or other appropriate entity (e.g., human resources, BACB) and document this communication.

1. What did you take away from hearing these voices?

2. How will this impact you as you head out to provide services to this population?

3. How will you balance your ability to stay true to our science but also to the individual you serve?

4. How will you lean on, strengthen, and showcase the strength of a neurodivergent individual?

This training program is based on the RBT Task List (2nd ed.) and is designed to meet the 40-hour training requirement for RBT certification. The program is offered independent of the BACB