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This study expands the current research on anti-Black racism and student discipline in schools. It examines perception, experiences, and alternatives of zero-tolerance policies in education, in relation to the call for action by Black Lives Matter at Schools. Black, Indigenous, and People of Color (BIPOC) students are affected at a disproportionate rate when it comes to school discipline, leading to high, inequitable incarceration rates. However, behavior analysis already has powerful tools and interventions that can stop this "school-to-prison pipeline" effect. A survey of school professionals investigated awareness of adverse outcomes from zero-tolerance policies and the use of effective, behavioral alternatives to exclusionary disciplinary practices. Results confirmed zero-tolerance policies still exist in North American schools, but that school professionals, including behavior analysts, support Black Lives Matter at School's call to end such practices. It is important to note that participants report already having the necessary skills to combat zero-tolerance; however, many still feel uncomfortable or ill-prepared to implement interventions specifically intended to decrease anti-Black racism in schools., Competing Interests: Conflicts of Interest/Competing InterestsThe authors declare that they have no conflict of interest., (© Crown 2021.)

Significant racial and ethnic disparities in health care and service access exist. In the present article, we reviewed qualitative studies investigating the racism-related experiences of Black caregivers of children with autism spectrum disorder (ASD) in the U.S. health care system. Specifically, we examined institutional racism (i.e., systemic racism) and individual racism directed toward Black families when they seek diagnoses and services for their children with ASD. Additionally, we summarized culturally responsive and context-specific practice guidelines to work collaboratively with Black caregivers of children with ASD for applied behavior analysis practitioners., Competing Interests: Conflict of interestThe authors have no conflict of interest to declare., (© Association for Behavior Analysis International 2021.)

A police stop must be based on founded suspicion: an officer's ability to correctly discriminate suspicious behavior. However, police stops can be influenced by negative attitudes toward Black individuals. We conducted a systematic review of empirical articles published from 2014 to 2019 that investigated the relationship between racial prejudice and police stops on PsycInfo using keywords such as "race," "ethnic," "police stop," "traffic stop," and "stop and frisk." Results included 16 studies conducted in the United States, England, Wales, and the Netherlands and showed that Black men were the most frequent targets of police stops; that many individuals who have been stopped by the police reported negative perceptions of the police force; that the Stop, Question, and Frisk strategy used by some U.S. police departments proved to be a type of stop that favors racial selectivity; and that traffic stops were favorable environments for racially biased actions by officers. We conclude that institutional racism in police stops proves to be a problem shared by several countries, including Brazil. We suggest more investigations to characterize institutional racism in the police force and in other settings and interventions aimed at reducing individual biases and collective racist practices., Competing Interests: Conflict of interestThe authors declare that they have no conflicts of interest., (© Association for Behavior Analysis International 2021.)

As part of the child-rearing process, situations that invite difficult conversations will inevitably arise. Oftentimes, there are no guidelines or structure for how to discuss topics such as sex education, systemic racism, bullying, grieving, and gun violence. Accordingly, adults may feel at a loss for how to address difficult topics and may even avoid difficult conversations completely. When adults choose to have these conversations, they may imitate the conversations their caregivers had with them, and therefore further the cycle of systemic racism, often unknowingly and unintentionally. Racial injustice has been a core part of the American experience since the founding of the republic; hence, conversations about systemic racism are long overdue. The need has significantly increased, given the current socio-political climate. Social justice may be a sensitive topic for some, but it is a needed conversation for all, including children with Autism Spectrum Disorder (ASD). Currently available curricula and teaching manuals in the Applied Behavior Analysis (ABA) literature include little or no resources for caregivers on how to address systemic racism with their children on the spectrum. Children with ASD should be educated about how they, and their families, can combat systemic racism in their everyday lives. The present paper addresses this gap in available treatment resources by offering practical suggestions and guidelines for how adults can address the topic of systemic racism with children on the autism spectrum to educate them and prepare them to contribute to a more equitable and just future., Competing Interests: Conflicts of Interest/Competing InterestsNot Applicable, (© Association for Behavior Analysis International 2020.)