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Cultural adaptation of evidence-based interventions for children with developmental disabilities, including autism, is an effective way to increase the effectiveness and sustainment of intervention effects. Such uptake of interventions is especially needed for communities of marginalized and minoritized populations. However, there have been very limited guidelines on how to ensure quality for cultural adaptation in autism research. With this gap in mind, we present the Cultural Adaptation Checklist, which was developed in an iterative process based on the principles of implementation science with the purposes to (a) guide research on the cultural adaptation of evidence-based intervention with diverse populations, and (b) systematically appraise the quality of cultural adaptation reported in intervention literature. In this article, we describe the Checklist, the development process, and how it may guide cultural adaptation in autism research. [ABSTRACT FROM AUTHOR]

The United States (U.S.) population is becoming increasingly diverse, with disability being prevalent among different races and ethnicities (Passel & Cohn, 2008; Vespa et al., 2020). In response, behavior analysts should engage in ongoing cultural humility to ensure their clinical practice is effective and responsive to diverse populations in order to disrupt the maintenance of ableist perceptions of people with disabilities. To date, behavior-analytic literature has yet to highlight the overlap of disability and race as it relates to clinical practice. Therefore, the current paper examines the intersectional considerations of ableism and racism in behavior analytic practices while exploring different models of disability (e.g., social model, medical model, moral model) culminating into Disability Critical Race Theory (DisCrit). Recommendations and actionable steps are provided for behavior analysts to address structural inequities by engaging in and promoting inclusive practices across organizations, service providers, research, and education. A greater understanding of the aforementioned models can begin to highlight and address some of the ableist practices in applied behavior analysis expressed by individuals from historically oppressed communities based on race, ethnicity, and disability. [ABSTRACT FROM AUTHOR]

Challenging behaviors interfere with children's learning, prosocial interactions, and family dynamics. Parents may benefit from receiving training in behavioral principles to prevent and reduce challenging behaviors, especially in low‐resourced communities where services are scarce and scattered. This study implemented an adapted online training on behavioral principles with 15 parents of children with developmental disabilities in Paraguay. Analysis of the pretest and posttest assessment data indicated that parents' knowledge of behavioral principles overall increased, and some changes were found in the reported usage of positive parenting practices. Moreover, qualitative interviews with participants revealed that the intervention delivery in Paraguay was considered acceptable. Therefore, providing access to online training in low‐resourced communities may be a feasible and accessible intervention for parents of children with developmental disabilities. [ABSTRACT FROM AUTHOR]