ABA Inside Track: Episode 321 - Disability Affirming Supervision

Date: September 10, 2025
Hosts: Robert Perry Crews, Diana Perry Cruz, Jackie E.

Overview

This episode of ABA Inside Track focuses on "disability affirming supervision" within the field of Applied Behavior Analysis (ABA). The hosts explore what it means to supervise trainees with disabilities, emphasizing cultural humility, accommodations, and the often-overlooked concept of disability as a culture. Three key articles are discussed, offering practical guidance for supervisors to create inclusive, supportive environments for both trainees and colleagues with visible and invisible disabilities.

Key Discussion Points & Insights

1. Importance of Disability Affirming Supervision

• Theme: While ABA regularly addresses cultural responsiveness for clients, disability within the supervisee population is often ignored.
• Jackie E. notes, “Many of the students that come through our program have disabilities... they experience a lot of hardships when they go out into their job and not having the same sort of accommodations or supports that they have at the university setting.” (05:00)
• The discussion expands on the need to consider all aspects of diversity—including disability—among staff, not just clients.

2. Disability as Culture

• The hosts outline the shift from viewing disability as a purely medical issue to understanding it as a cultural identity with shared values, language, and experiences of pride and community.
• “Disability is everywhere. And those disabilities can be visible or invisible and affect people in a whole variety of ways.” (05:30 – Diana Perry Cruz)
• Recognizing the diversity and journey within the disability experience is stressed, including the need for cultural humility even among those who share similar disabilities.

3. Article Summaries & Insights

A. Providing Culturally Competent Supervision to Trainees with Disabilities (Andrews et al., 2013) [08:00]

• Jackie E highlights that two authors have lived experience with disability in rehabilitation settings.
• The ADA (Americans with Disabilities Act) mostly covers academic settings; challenges arise once trainees enter the workplace, where support may be lacking.
• The article provides a vignette about a wheelchair user facing well-intentioned but biased behavior, illustrating common microaggressions and systemic challenges.
• Legal and Ethical Obligations: Supervisors are responsible for accommodations, regardless of disability visibility.
• Practical Takeaways: Two important tables in the article outline core values of disability culture (e.g., humor, acceptance of vulnerability, interdependence) and supervisory recommendations.
  • “If you want to say these things... replace another diversity variable and see if it sounds good. Like, ‘You do such a great job that I almost forgot you’re a woman.’ That doesn’t seem so flattering.” (26:09 – Jackie E.)
• Notable Quote: “It's impossible to know if one is really doing a good job or if one is simply being told this because of the presence of a disability and the resulting low expectation.” (25:13 – direct article quote cited by Jackie E.)

B. Disability Affirming Supervision: Future Directions in Applied Behavior Analytic Supervision (Echo JoJo, 2024) [34:38]

• Diana Perry Cruz discusses the article's contemporary, ABA-focused take.
• Defining Disability: Discusses visible/invisible disabilities, chronic conditions, and the “spoon theory” (energy budgeting for daily activities).
• Legal/Ethics Connection: Supervision must comply with ADA and BACB Professional and Ethical Compliance Code, specifically around individualized, evidence-based practices.
• Culture & Language: Debate over person-first vs. identity-first language; supervisors should ask what terms trainees prefer.
• Supervisor’s Role: List of six practical steps sourced from Lund et al. (2020), e.g., acquiring competence, reviewing resources, following up on accommodation requests, advocating within organizations, speaking out on bias, and creating disability-affirming environments.
• On Accommodations: “The purpose of the accommodation is to create an opportunity for the trainee to demonstrate their ability to learn... Accommodations need only alter the means of completing a task, not the task itself.” (Diana Perry Cruz, quoting JoJo article at 51:16)

C. Cultural Responsiveness Framework in BCBA Supervision (Gadzunis et al., 2022) [53:26]

• Rob summarizes this article’s practical self-assessment tool for supervisors.
• Framework addresses ethical codes on competence (BACB 1.05 - 1.07, 4.02, 4.07).
• Emphasizes ongoing self-reflection (scoring practices from 0–4), providing examples and non-examples.
• “Are you valuing other perspectives? Are you talking about the norms of dominant culture and when that is a problem and what to do in those cases? Which again, is going to be very important for talking about disability.” (62:11 – Robert Perry Crews)
• Generalization: Though disability isn’t always explicitly discussed in the examples, the framework applies and supervisors should intentionally “run through the tool” using the disability lens.

4. Lived Experiences, Mentorship, and Bias

• The hosts share personal anecdotes (e.g., Jackie’s experience with unilateral deafness) illustrating both visible and subtle challenges in daily and professional life, the spectrum of disclosure, and the importance of mentorship and peer groups.
• Attitudinal Biases: Supervisors unintentionally "infantilize" or, conversely, put supervisees on a "pedestal," both problematic.
• Mentorship: The importance of matching supervisees with mentors or groups who share or understand their challenges is highlighted.

Memorable Quotes and Moments (with Timestamps)

• “Just because you can write a book about disability treatments doesn’t mean you actually can work with everyone with a disability effectively.” (12:43 – Robert Perry Crews)
• “Maybe you should extend the same branch [of cultural responsiveness] to the people working with your clients.” (04:45 – Jackie E.)
• “It's the only minority group that most people will end up being a member of.” (46:37 – Diana Perry Cruz)
• “If you want to say these things...replace another diversity variable and see if it sounds good...‘I almost forgot you’re a woman.’ That doesn’t seem so flattering.” (26:09 – Jackie E.)
• “The more you can come into this having that background, fantastic.” (43:35 – Diana Perry Cruz)
• “I think just being aware is the first step. So you’re not being that like, ‘Oh, you’re such an inspiration for being here. I’m so proud of you…’” (69:20 – Jackie E.)

Timestamps for Important Segments

• Introduction of Theme and Articles – 01:10–03:58
• Why Disability Supervision is Overlooked – 04:11–07:34
• Personal Stories and Lived Experience – 06:16–07:34
• Andrews et al. Article Discussion – 08:12–30:11
• On the ‘Inspiration’ Microaggression – 16:24
• Tables of Disability Culture/Recommendations – 27:47–29:50
• Echo JoJo (2024) Article Discussion – 34:38–53:26
• Person-first vs. Identity-first Language – 44:31–45:48
• Six Steps for Supervisor Advocates – 46:46–51:16
• ‘Function of the Task’ Quote – 51:16
• Gadzunis et al. (2022) Article & Self-Assessment Tool – 53:26–62:45
• Discussion on Generalization to Disability Culture – 62:11–62:45
• Final Takeaways and “Dissemination Station” – 64:17–69:47
• Closing/Tips for Inclusive Supervision Practices – 69:20–69:47

Key Takeaways and Practical Tips

• Recognize Disability as a Cultural Identity: Understand and teach that disability is a form of diversity just as much as race, age, or religion.
• Accommodate Proactively and Universally: Ask all trainees what they need for success; don’t wait for disclosure.
• Mentorship Matters: Connect trainees with disabilities to mentors and groups with shared experience whenever possible.
• Avoid Stereotypes: Don’t treat disabled trainees as “inspirational” or hold them to different standards—good or bad.
• Self-Reflect and Use Tools: Routinely assess your own supervision practices using frameworks like the Gadzunis article’s self-assessment tool, applying it specifically through a disability lens.
• Adopt Universal Design Principles: Provide multiple ways for trainees to access training materials and demonstrate skills—benefits everyone, not just those with disclosed disabilities.
• Stay Educated: Supervisors should independently seek knowledge about disability culture, etiquette, and law—instead of relying on trainees to educate them.

Relevant Previous Episodes & Further Resources

• Episodes for Further Listening:

  • #71: Cultural Competence with Dr. Solandi Forte
  • #246: Trans Affirming Care with Warner Leland
  • #287: Compassionate Care Training for Supervisees
  • #152: Ethics of Teaching Cultural Responsiveness
  • #297: Ableism in Schools
  • #305: Ableism in the Medical Model of Disability

• Recommended Reading:
  Check out articles cited in this episode—especially the Andrews et al. (2013) and Echo JoJo (2024) pieces for practical tables and toolkits.

Closing Thoughts

This episode is an invitation to all ABA supervisors to elevate their practice by making disability affirming actions a standard part of their supervision—not an afterthought. Building systems that are inherently accessible, inclusive, and supportive isn’t only ethical and legal—it’s the foundation for excellence in both supervision and service delivery.

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