Supporting the Adult Population as a Board-Certified Behavior Analyst (BCBA)
Tip #111: From Eugenics to Empowerment: A Call for Behavior Analysts to Confront Ableism
One day, my sister sent me a link to a PBS documentary about the Eugenics era. She knew my passion for supporting adults and my work as a behavior analyst advocating for environmental change to better serve individuals experiencing vulnerable distress.
When I watched the documentary, I cried. I was shocked. I cringed.
What I witnessed was not just a history lesson—it was the origin of what we now recognize as ableism culture.
Eugenics was a time when society attempted to control people labeled “disabled” or “feeble-minded.” Individuals were placed in institutions, isolated from their communities, and treated as problems to be managed rather than human beings to be understood. The focus was not on building inclusive environments. It was on segregation, limitation, and silence.
As I reflected on my own experience working with the adult population, I realized something uncomfortable:
To a certain extent, some of these methodologies still exist today.
Yes, the Americans with Disabilities Act of 1990 was a monumental step forward. Yes, we have made progress—modifying educational systems, promoting accessibility, and embracing language like neurodiversity to reduce stigma.
But stigma has not disappeared.
Individuals with mental health conditions, intellectual disabilities, physical disabilities, or cognitive differences are still often viewed through a clinical lens first—before being seen as people. When someone is identified as “different,” there is immediate pressure to assign a diagnosis, create a treatment plan, and teach them how to function “like the rest of the world.”
That is not inclusion.
That is adaptation without acceptance.
A Personal Reflection
I share this not just as a professional, but as a human being.
Although I have never been clinically diagnosed with a mental health disorder or formally labeled as neurodivergent, I have experienced vulnerability in my own life. During those moments, the question was not, “How can we support her?” Instead, it became, “How can she not handle this?”
Because of my professional achievements and social status, my struggles were minimized rather than understood. The expectation was resilience without support. Productivity without compassion.
This is another form of ableism—one we rarely name.
A Call to BCBAs: Go Beyond the Task List
As behavior analysts, we are trained to master the BCBA Task List and Ethics Code. We learn to write behavior plans, collect data, and implement interventions with precision.
But if you work with adults, I encourage you to go further.
Become familiar with ableist practices.
Reflect on how systems—not individuals—create barriers.
Ask yourself how you can dismantle those barriers.
Change can happen at every level: direct service, supervision, and organizational leadership.
Three Ways to Begin
1. Educate Yourself on the History of Ableism
Understanding the Eugenics movement is not optional—it is foundational. When we know the history, we recognize how remnants of that thinking can still appear in modern systems.
- Eugenics Era (PBS Documentary)
- Book: Nothing About Us Without Us by James I. Charlton
A foundational text in disability studies that examines power, advocacy, and systemic exclusion - ADA National Network — What Is Ableism?
A clear, research-informed overview of ableism, its history, and modern implications.
https://adata.org/factsheet/ableism
2. Develop the Courage to Speak Up
Ableism is often embedded in policies and practices so deeply that it goes unnoticed. Advocacy requires confidence, knowledge, and a willingness to challenge the status quo—not with opinion, but with evidence and ethical responsibility.
Leadership in our field is not just about clinical excellence; it is about shaping environments where dignity and autonomy are protected.
3. Integrate Change Into Daily Practice
This work is not theoretical. It happens in everyday decisions:
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Whose goals are we prioritizing?
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Are we teaching compliance—or meaningful skills?
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Are supports designed for the individual’s quality of life, or for system convenience?
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Are we listening to the person receiving services?
True inclusion requires ongoing reflection and intentional action.
Re-Examining Our Ethics
Our Ethics Code calls us to benefit others and treat all people with compassion, dignity, and respect (Behavior Analyst Certification Board, 2020). But we must ask ourselves:
How can we uphold these principles if the systems surrounding our clients lack the tools and resources to truly support them?
Ethical practice is not just about following procedures.
It is about questioning structures that limit human potential.
You Are Now a BCBA—What Will You Do With That?
You have mastered the logistics.
You know how to design interventions and reduce challenging behaviors.
But do you know how to recognize ableism?
Do you know how to advocate?
Do you know how to shift from behavior reduction to meaningful skill acquisition driven by the individual’s needs—not the system’s expectations?
This work requires soft skills: humility, self-reflection, and the ability to navigate difficult conversations while confronting our own biases.
Because ultimately, behavior analysis should not be about making people fit into the world.
It should be about helping the world make space for people.
From the one and only... Shanda J Your BCBA
Author Credit: Meme and article modified and enhanced with support from my AI tool ChatGpt aka Gem.
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