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| Bridging Cultures: Language Assessment and Intervention Strategies for Linguistically Diverse Learners |
| Saturday, January 18, 2025 |
| 4:50 PM–5:40 PM |
| Sheraton New Orleans, Level 3, Napoleon Ballroom BC |
| Area: AUT; Domain: Service Delivery |
| Chair: M. Christopher Newland (Auburn University) |
| CE Instructor: M. Christopher Newland, Ph.D. |
| Presenting Author: ROCÍO ROSALES (University of Massachusetts Lowell) |
| Abstract: All behavior analysis practitioners work with learners and families from diverse backgrounds; however, training programs may not adequately prepare students to work with culturally and linguistically diverse learners. Additionally, pervasive myths and misconceptions about these learners may impact clinical decision-making. This presentation will review these myths and misconceptions and describe how they can affect learning outcomes and hinder culturally responsive practices. Drawing from research in behavior analysis, key areas will be explored to highlight the tangible impacts of the language of instruction on linguistically diverse learners. The presenter will discuss the importance of collaborative interdisciplinary practices in developing and implementing effective language support strategies. |
| Instruction Level: Basic |
| Target Audience: BCBAs, BCaBAs, graduate and undergraduate students, related service professionals |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Identify common myths and misconceptions about linguistically diverse learners; (2) Describe culturally responsive language assessment and intervention techniques for these learners; (3) Discuss the role of interdisciplinary collaboration in enhancing language support and intervention outcomes. |
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| ROCÍO ROSALES (University of Massachusetts Lowell) |
 Rocío Rosales, PhD, BCBA-D, LABA, is an Associate Professor of Psychology and Program Coordinator of the Applied Behavior Analysis and Autism Studies graduate program at the University of Massachusetts Lowell. She received her bachelor’s degree from the University of Nevada Reno, and master’s and doctoral degrees from Southern Illinois University, Carbondale. Her research, clinical, and theoretical interests span a range of topics including applications of verbal behavior and derived stimulus relations, student and caregiver training, instructional design, issues of diversity, equity, inclusion, and belonging in ABA, and the philosophical foundations of behavior analysis. She previously served as Associate Editor for The Analysis of Verbal Behavior and The Psychological Record, and on the editorial board of the Journal of Applied Behavior Analysis. She is currently Section Co-Coordinator of ABAI’s Behavior Dissemination Blog: Verbal Behavior Matters. Dr. Rosales has worked to raise awareness of behavior analysis to underserved communities through various projects and professional collaborations and is currently leading a training grant from the U.S. Department of Education, Office of Special Education Programs that will serve to fund scholars in interdisciplinary professional preparation in Applied Behavior Analysis and Special Education. One of the project's main goals is to diversify the workforce and train practitioners to work with bilingual learners with disabilities. |
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