SEXABA 2025
CONFERENCE
SESSION INFO
9AM - 12PM CST
Workshop 1 - Sex Spectrums: Queering Ace/Aro Identities, BDSM, and Non-Monogamy
Worner Leland, MS, BCBA, LBA (MO) & Janani Vaidya, MS, BCBA, IBA
3 Hours
1 BACB Ethics CEU & 2 BACB Learning CEUs
Workshop Description:
Behavior Analysts may sometimes be invited to work with clients who are on the asexuality and/or aromanticism spectrum, clients who are not monogamous or not interested in being monogamous, and clients who may express an interest in BDSM. Because of this, it is important for behavior analysts to have a core competence in understanding these orientations, interests, spectrums, and accompanying behaviors. In this workshop, participants will learn to conceptually discriminate critical and variable features of these terms, and to identify missing learning objective standards in sex education which may encompass these concepts. Participants will be equipped to better serve clients, in alignment with the Ethics Code for Behavior Analysts (ECBA; BACB, 2020).
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Identify the functional conceptual difference between romantic orientation and sexual orientation, including critical and variable features of each concept class.
2. Identify the functional conceptual differences between sexual and non-sexual BDSM practices, including critical and variable features of each concept class.
3. Discriminate between different monogamous and non-monogamous relational orientations through a behavioral lens, identifying critical and variable features of each concept class.
4. Identify missing learning objectives in standard sex education curriculum regarding asexuality spectrums, aromantic spectrums, BDSM practice spectrums, monogamy spectrums, and non-monogamy spectrums.
1PM - 4PM CST
Workshop 2 - The Birds and the Bees, the Web and TV: Sex Ed and Media Literacy
Barbara Gross, MA, MEd, MS, BCBA, LBA (MO), CSE
3 Hours
1 BACB Ethics CEU & 2 BACB Learning CEUs
Workshop Description:
In a world where media and the internet increasingly shape our understanding of relationships, intimacy, and sexuality, it’s vital to provide people with intellectual disabilities the tools to navigate these influences safely and confidently. This workshop is designed specifically for behavior analysts seeking to enhance their skills in providing comprehensive sexuality education to individuals with intellectual disabilities through the lens of pornography literacy.
Participants will explore evidence-based strategies for addressing common misconceptions about sexuality and relationships propagated by media, including pornography. The workshop will provide tools to help clients understand and distinguish between healthy relationships, consent-centered communication, and safer sexual practices and what may be portrayed in media. Through case studies, practical exercises, and discussions, behavior analysts will gain a deeper understanding of the impact of media on their clients' perceptions and behaviors, as well as strategies for facilitating meaningful, values-driven discussions about sexuality and media.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Identify the importance of pornography and media literacy in shaping client skills, beliefs, and attitudes related to healthy sexuality.
2. Name at least two ways popular media can be used to teach about healthy sexuality.
Identify evidence-based resources to use when developing a media-literacy informed curriculum.
9AM-12PM CST
Workshop 3 - Creative Conflict: Navigating Varying Sexual Health and Relationship Values Between Clients and Caregivers
Worner Leland, MS, BCBA, LBA (MO)
3 Hours
1 BACB Ethics CEU & 2 BACB Learning CEUs
Workshop Description:
When considering sexuality, sexual behavior, and sexual interests, clients may sometimes hold different values than their caregivers. When clients are not their own legal guardians, this conflict may impact access to services. And irrespective of legal guardianship, if a caregiver or staff are involved in support of a client to the degree to which sexuality, sexual behavior, and sexual interests may be discussed with them, this conflict can still impact client quality of care and quality of life. In this session, participants will learn to facilitate meaningful conflict, using a tool for navigating sexual health goals and values.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Identify desired outcomes of facilitating meaningful conflict between multiple parties.
2. Utilize a tool for identifying client sexual health goals and values, and caregiver sexual health goals and values.
3. Utilize a brief procedure for identifying aligned goals and values, and divergent goals and values.
4. Communicate behavior analytic ethical obligations using a brief script.
5. Identify critical differences between coercion and transformation of stimulus function for goal and value alignment.
1PM-4PM CST
Workshop 4 - Self-Assessment Redux: From National Standards to Instructional Design for Sex Ed
Worner Leland, MS, BCBA, LBA (MO) & Barbara Gross, MA, MEd, MS, BCBA, LBA (MO), CSE
3 Hours
1 BACB Ethics CEU & 2 BACB Learning CEUs
Workshop Description:
When considering scope of competence and scope of practice for behavior analytic sex education, it is valuable for behavior analysts to look to universal values and standards outside of the field. In this workshop, participants will learn to utilize an assessment for identifying their current repertoire as it aligns to United States national standards for sex education. Participants will collaborate to identify medically accurate information in alignment with universal values and standards in support of building their own competence. in a low-rated domain. Participants will also design a self-intervention for continuing to build competence in this domain when designing behavior analytic sex education instruction supports and materials.
Workshop Objectives:
By the end of this workshop participants will be able to:
1. Utilize an assessment for identifying current capability and comfort teaching different sex education topics.
2. Identify a sex education domain for personal growth.
3. Identify sources for medically accurate information aligned with universal values and best practice in an identified sex education domain.
4. Identify at least 2 different behavior analytic procedures for building capability and comfort in an identified domain.
5. Design a self-practice intervention, including data tracking and data based decision making plans for building capability and comfort in an identified domain.
6. Identify at least 2 different behavior analytic forms of instructional design for teaching a learning standard component to a learner.
5PM-6PM CST
SexABA 2025 Plenary: You Went to SexABA, Now What?: Applying Post-Conference Knowledge Through Practical Strategies
Brittani 'Medusa' Gomes, M.Ed., BCBA, LBA & Madison Stone, MA, BCBA, LBA, LMHP
1 Hour
1 BACB Learning CEU
Session Description:
You’ve attended SexABA, soaked up all the info, and now you’re asking yourself, “How do I actually use this?” This session focuses on helping you take what you learned at the conference and put it into practice. We’ll cover real steps to start working sexual health education into your work, specifically when you’re supporting clients with disabilities or other unique needs. You’ll learn how to navigate challenging topics, keep cultural values in mind, and make sure you’re staying within your ethical scope. Using strategies based on research and evidence, you’ll leave with a clear plan to help your clients in a way that’s respectful, effective, and backed by science.
Learning Objectives:
By the end of this session participants will be able to:
1. Identify strategies to integrate sexual health education into practice for clients with unique needs while considering cultural values.
2. Describe key ethical considerations when addressing sexual health topics within professional scope and respecting client dignity.
3. Recognize practical steps to begin applying post-conference knowledge into individualized service plans.
9AM-10AM CST
Self-Love Grows Where Masturbation Flows: An Introduction to the Art of Becoming Unfckwithable™️
Camille “Cammie” Williams, MSC, BCBA, LBA
1 Hour
1 BACB Learning CEU
Session Description:
Sexual scripts are sexual cues which are socially mediated and reinforced at such a rate that they have the capacity to become discriminative stimuli. These sexual scripts are able to determine how one should feel or act in the presence of a particular sexual scenario(s) (Wiederman, 2005). Traditionally, cisgender, heterosexual male sexuality has been at the forefront of focus in relation to sex and pleasure. Moreover, sex, sexuality, and pleasure are traditionally discussed within the context of partnership with an increased focus on penile-vaginal intercourse (Kılıç et al., 2023). While hyper-focusing on pleasure within partnership at a disproportionate rate than non-partnered pleasure can already be considered a reductive way of orienting, we must understand the harm of such focus, alternatives to this as a means of harm reduction, and we must accept a new way of being. Farrell et al. (2023) found that gender categorization has been correlated with an increase of gender-typed behavior. In centering marginalized identities, it is fair then, to question— What is Pleasure to a Woman Whose Primary Socialization is to Be of Service to a Man? We must begin to decolonize misogynistic and misogynoir ideals of pleasure first, so that we may then exercise our ability to cultivate human sexual pleasure, specifically, individual/solo sexual pleasure.
Learning Objectives:
By the end of this session participants will be able to:
1. Define what masturbation is and its various forms.
2. Learn the scientific benefits of shifting one’s focus to self pleasure, non-contingent of partnership or lack there of.
3. Identify how the science of mindfulness, within the behavior analytic framework can shape and strengthen one’s self love and self pleasure practices.
4. Define and begin to define the felt sense when presented with various sexual scripts and stimuli.
5. Learn the correlation between solo masturbation and higher rates of self esteem/self love.
10:30AM-11:30AM CST
When the Right Thing To Do is at Odds with the Legal Thing To Do: Affirming Transgender and Autistic Minors in an Oppressive Legal, Political and Social Climate
Dr. Gabriella Barrientos, PhD, MAE, BCBA, CDE, LBA, ICA, CSSC
1 Hour
1 BACB Supervision CEU
Session Description:
As of August 2024, the United States has introduced 638 anti-transgender bills which directly impact transgender and gender diverse youth. These bans not only deny individuals the right to access essential medical services, but also perpetuate discrimination and inequality, including consequences for human rights violations and damaging restrictions on personal autonomy. In the context of the oppressive current cultural and political climate, it is increasingly unclear how we can create an affirming environment for the LGBTQAI+ minors without breaking the law. The presenter will report the findings from their applied PhD research study which included transgender and autistic youth and their caregivers. The presenter will show that ABA practitioners, who by nature of their professional roles, are uniquely positioned, to frequent contact with and increase affirming environments for transgender and autistic youth. The presenter will show the findings of their applied study, where practice recommendations can be exercised to affirm diverse gender identity across varied levels of legal pressure and restrictions. Participants will be given replicable and realistic steps to affirm the gender identity of the autistic and transgender child via parent coaching and ABA billing codes.
Learning Objectives:
By the end of this session participants will be able to:
1. Interrogate their assumptions about gender by tacting and correcting at least two myths and/or disinformation surrounding gender diverse and transgender youth.
2. Name at least two ways their roles within applied behavior analysis, uniquely positions them to affirm the gender identity of transgender minors.
3. Identify and categorize ways to overcome legal, societal, and cultural pressures to affirm transgender an autistic youth.
12PM-1PM CST
Effective and Considerate Collaboration with Actually Autistic Experts on Sex Education
Moderator: Janani Vaidya, MS, BCBA, IBA
Panelists Coming Soon
1 Hour
1 BACB Ethics CEUs
Session Description:
When considering supports for behavior analytic sex education, after obtaining consent, behavior analysts may collaborate with others with other professionals outside of the field of behavior analysis (ECBA; BACB, 2020). In this panel, Actually Autistic sex education consultants will discuss important considerations for effective and considerate collaboration that is in alignment with the Ethics Code for Behavior Analysts. Panelists will discuss typical concerns that arise in sex education consultation, and how behavior analysts might pursue and prepare for a consultation. Accommodations considerations for working with Autistic consultants will also be reviewed.
Learning Objectives:
By the end of this session participants will be able to:
1. Identify at least 2 BACB ethics codes relevant to seeking a consultation for sex education supports building
2. Identify at least 2 accommodations considerations for collaborating with Autistic consultants
2PM-3PM CST
Comparing Social Sexual Curricula for Educational Intervention
Kit Vander Voort, BCBA, LBA
1 Hour
1 BACB Learning CEU
Session Description:
Adults with I/DD largely have not had sufficient social sexual education to understand consent and prevent sexual abuse and human trafficking, and to enjoy meaningful relationships with support from their supports, who seem largely fearful of these adults' expressions of sexuality. This presentation would review pertinent papers (TBD) regarding best practices for evidenced based interventions for social sexual interventions for adults, and citing the importance of early intervention to create building blocks for understanding relationships, personal emotions, and body autonomy. Most curricula listed by several websites such as partners in sexual education, are created for K-12 education. thus far, I have found 7 social sexual curricula (FLASH, SEEDS, PEERS, Elevatus, LifeSmart, Relationships Decoded, Among Friends) geared toward including young adults and adults with IDD. This will discuss the curricula in terms of effective instruction based on ABA journal article criteria, "out of the box" readiness to have DSPs or instructors to use, price, availability, training requirements, and supporting tools (visual supports, power points, pictures, worksheets or instructions for care providers or DSPs for generalization.)
Learning Objectives:
By the end of this session participants will be able to:
1. Identify best practices for evidence based intervention and evaluating their own readiness to provide social sexual intervention for adults with I/DD.
2. Find resources for social sexual intervention that would be most appropriate for their programs.
3. Access resources for continuing education as providers of social sexual education and interventions.
3:30PM-4:30PM CST
STI Prevention and Knowledge Symposium:
1 Hour
1 BACB Learning CEUs
Session Description:
Sexually-transmitted infections (STIs) are a health experience which carry heightened social stigma (Lee & Cody, 2020). Social stigma, along with other negative determinants of health, may impact individual engagement with prevention efforts in the absence of direct public health intervention (Valentine, Delagado, Haderxhanaj, & Hogben, 2022). This symposium highlights the potential for behavior analysis to contribute to the current body of public health interventions and supports for STI prevention and destigmatization.
SAFMEDS for STI Knowledge: A Preliminary Model for Sex on the SCC
Worner Leland, MS, BCBA, LBA (MO)
Session Description:
Historically minimal behavior analytic literature has focused on sex education. Behavior analytic intervention for STI health knowledge building and beyond could be a beneficial addition to the literature on individual, group, and combined health education based STI prevention interventions (Globerman, Mitra, Gogolishvili , Rueda, Schoffel, Gangbar , Shi & Rourke, 2017), by providing single-subject indicators of fluency with knowledge obtained. The acronym SAFMEDS (Say All Fast, a Minute Every Day, Shuffled) describes a precision teaching procedure for rapid skill acquisition and data based decision making using the Standard Celeration Chart (SCC; Potts, Eshleman, & Cooper, 1993; Quigley, Peterson, Frieder, & Peck, 2017). This presentation will demonstrate the author’s preliminary personal use of a SAFMEDS procedure for rapid acquisition of discriminated knowledge on the topic of STIs as a component of a larger research proposal: Sex on the SCC. This proposal aims to increase fluency with medically accurate sex education for educators, and to assess the effects of fluency with medically accurate content on comfort and competency when teaching sex ed.
Learning Objectives:
By the end of this session participants will be able to:
1. Describe at least 2 benefits of using the Standard Celeration Chart for making data based decisions with sex ed knowledge acquisition.
2. Select the critical components of a SAFMEDS procedure for sex education.
3. Identify at least 2 different data based SAFMEDS procedure interventions, and select the intervention used by the presenter.
Public Health & Behavior Analysis: Applications for STI Prevention
Candace Fay, BCBA
Session Description:
Public health applications for the prevention of sexually-transmitted infections (STIs) have remained critically important due to consistently high transmission rates (CDC, 2023). Large-scale factors relevant to specific demographic groups, screening patterns, and federal prevention funding have clear effects on prevention efforts. Preventive applications span across three levels of intervention: targeting proactive approaches before infection, screening, and disease management strategies. Given the public health focus on systems, system-level strategies within public policy, healthcare, and education can lead to better preventive and management outcomes. The expansion of behavior science applications within the area of public health and cultural change and development, as well as empirically supported strategies, technologies and tools, could provide an impactful benefit to the greater population. The current paper discusses recent public health preventive interventions to reduce STI transmission, and the possible avenues for behavior analysts to support public health efforts.
Learning Objectives:
By the end of this session participants will be able to:
1.Discriminate between the objectives of public health vs behavior analysis.
2. Identify critical influencing factors in elevated STI transmission rates.
3. Evaluate behavior analysts' potential contributions to STI preventive measures within public health.
5PM-6PM CST
Treating Cyclical Compulsions (i.e., "Sex Addiction") in ID/DD/ASD & Neurotypical Populations through Behavior Analysis
Nicholas Maio-Aether, MAMFT, MSPSY, LBA, CSC, IBA, BCBA, Lauren Milburn, MAT, Ed. S, LBA, CSC, BCBA & Rachel Benson, MEd, LBA, CSE, CBS, BCBA
1 Hour
1 BACB Learning CEU
Session Description:
Ever had a client who expresses/indicates they can’t stop themselves from engaging in repetitious but somehow detrimental sexual behavior? Perhaps they express they’re “addicted” to sex and/or porn? Recent research surrounding Out of Control Sexual Behavior (OCSB) and the Moral Incongruence model of explanation for such behaviors can shed a lot of light on how to approach these from a scientifically-sound and research-backed ACT approach, which falls within the scope of behavior analysts. Looking for immediate tools is something that many value, so this talk will also focus on how support staff can be trained to create an environment that will reinforce self-control and value-focused behavior. Others may value learning about unique applications of behavior analysis, so there will also be an overview of how partners within a relationship dynamic can be involved in data collection and how in-session data can be tracked as well. After a well-rounded hour, attendees will leave with a greater understanding of how they can approach an increasingly common concern beginning in teenhood for many.
Learning Objectives:
By the end of this session participants will be able to:
1. Define the difference between addiction and compulsive behavior - and apply these definitions into relevant discussion of behavior analytic concerns.
2. Identify how respondent and operant learning, along with relational frame theory, can lead to compulsive behaviors developing.
3. Discern avenues by which affirming care can be provided via behavior-analytic methods in alignment with best practices, while remaining safely within legalities.
4. Gain an understanding on how acceptance and commitment therapy (ACT) can be used to navigate a divergence in values and behaviors.
9AM-10AM CST
Decolonizing Bystander Intervention
Dr. Gemma Skuraton, DrPH, MPH, CHES, CDE, CDP, SHRM-CP CWP, LAT, ATC, USAW, CPT, FMS, RYT-200 & Dr. Gabriella Barrientos, PhD, MAE, BCBA, CDE, LBA, ICA, CSSC
1 Hour
1 BACB Ethics CEU
Session Description:
“If you see something, say something” because every 68 seconds, an American is sexually assaulted (RAINN, 2024). Yet, very few evidenced based training unpack the bias lens in which folks process and perceive situations. This training will conceptualize how to teach responsible, comprehensive and culturally relevant primary prevention interpersonal violence prevention strategies without disproportionately endangering Black, Indigenous and people of color. This presentation will unpack the intersections of bystander effect, bystander intervention and persistent white supremacy characteristics which perpetuate violence. This presentation will meet ACE standards for ethics CEUs, prompting participants to be aware of personal bias and challenges (1.10), consulting with other providers and experts (3.06), and minimizing risk in behavior interventions (2.15). Presentation is facilitated by a subject matter expert: doctor of public health, certified victims advocate, past president of Georgia Society for Public Health Education (GASOPHE), board member of a local rape crisis, chair of a sexual assault response team and Director of Student Wellness & Health Promotion for a mid-size institution in the southeast, Dr. Gemma Skuraton, and BCBA Dr. Gabriella Barrientos.
Learning Objectives:
By the end of this session participants will be able to:
1. Examine comprehensive and culturally relevant primary prevention interpersonal violence prevention strategies using an equity lens.
2. Discuss the public health impact of colonized educational violence prevention modalities.
10:30AM-11:30AM CST
The Role of Caregiver Training in the Protection of Sexual Rights for People with Disabilities
Dr. Valeria Parejo, DBH, BCBA, QBA
1 Hour
1 BACB Ethics CEU
Session Description:
Parent and caregiver training is well established in behavior analytic service delivery as a strategy that helps maximize learning opportunities beyond the clinical setting, guarantees generalization of skills, supports inclusion and community participation, and can be a measure of social validity. Expressing our sexuality and engaging in healthy sexual behaviors is part of our rights as individuals. However, when it comes to sexual behavior and sexual expression, parents and caregivers can feel fearful, embarrassed, and at a loss on how to support their disabled loved ones. This presentation will focus on how we can use the setting and structure of parent/caregiver training sessions to ensure that sexual rights are respected, and a supportive environment is created for the disabled individual to explore his interests and identity related to their sexuality. It will discuss practical and ethical issues that relate to patient self-determination as it pertains to sexual rights, the importance of cultural responsiveness from the clinician, as well as the monitoring of personal biases that may affect service delivery.
Learning Objectives:
By the end of this session participants will be able to:
1. Describe effective parent/caregiver training strategies that can be used to approach the topic of sexuality and sexual rights of the learner.
2. List 2 common barriers encountered by clinicians when discussion sexuality and relationship education with caregivers.
3. Identify at least 1 core principle and 1 ethics standard that are pertinent to the topic of caregiver training and sexuality education.
12PM-1PM CST
ADHD and Sexual Behavior
Kieta Clay, MS, PLBA (MO) & Barbara Gross, MA, MEd, MS, BCBA, LBA (MO), CSE
1 Hour
1 BACB Learning CEU
Session Description:
Understanding the relationship between Attention-Deficit/Hyperactive Disorder (ADHD) and the selection preference of immediate rewards vs long-term consequences of delayed rewards may assist ABA practitioners in creating more effective interventions which promote sexual health and safety. This presentation offers an introduction to ADHD-related impulsivity and its implications for hazardous sexual behaviors through the lens of delay discounting. Core symptoms of ADHD, increased risks related to sexual decision-making, and their potential impact on sexual behavior will be reviewed. We will also present a theoretical framework for how to work cooperatively with individuals with ADHD in order to create behavior analytic interventions designed to increase informed and safe sexual decision making.
Learning Objectives:
By the end of this session participants will be able to:
1. Identify the role of delay discounting as it relates to impulsive behavior, with a focus on how it relates to risky sexual choices in individuals with ADHD.
2. Identify common challenges that individuals with ADHD face when it comes to future planning and risk perception in the context of sexual health.
2PM-3PM CST
Empowering Body Awareness: Teaching Correct Terminology and Boundaries for Neurodivergent Individuals
Jordan Culpepper, MS, BCBA
1 Hour
1 BACB Learning CEU
Session Description:
This presentation highlights the importance of knowing and using the correct names for body parts, including genitalia, when teaching neurodivergent learners. By using accurate terminology and teaching individuals about their bodies and boundaries, educators and caregivers can promote a sense of body autonomy, safety, and self-advocacy. This approach can also minimize the likelihood of neurodivergent learners becoming victims of abuse and reduce the risk of them unintentionally becoming the abuser. By equipping participants with practical strategies for teaching about personal boundaries and safe touch, we can empower neurodivergent individuals to communicate their needs effectively and protect themselves from harm. Through education and awareness, we can create a safe and supportive environment for neurodivergent individuals to navigate their bodies and relationships confidently, promoting a culture of respect and safety for all.
Learning Objectives:
By the end of this session participants will be able to:
1. Explain the benefits of teaching accurate body part names for identification.
2. List the consequences of not teaching accurate body part names for identification.
3. Explain the benefits of using realistic visuals when teaching accurate body part names.
3:30PM-4:30PM CST
Supporting LGBTQ+ Staff in ABA Clinics: Ethical and Inclusive Practices
Dr. Richard Price, PhD., CRC., BCBA-D & Elaine Macias Gilmartin, BCBA, Doctoral Candidate
1 Hour
1 BACB Ethics CEU
Session Description:
In the field of Applied Behavior Analysis (ABA), fostering an inclusive and supportive environment for LGBTQ+ staff, particularly those who are non-binary or trans, is crucial. This presentation will explore the unique challenges faced by LGBTQ+ Registered Behavior Technicians (RBTs) within traditional ABA agencies and provide actionable strategies for creating a more inclusive and equitable workplace. We will discuss the current demographics of BACB-certified professionals, highlighting the representation of non-binary individuals, and examine the ethical responsibilities of supervisors in supporting diverse staff. Attendees will gain insights into culturally responsive practices, respectful supervision techniques, the importance of understanding and addressing personal and client family biases. By promoting diversity and inclusion, ABA clinics can enhance their service delivery and create a more equitable work environment especially for those who are LGBTQ+.
Learning Objectives:
By the end of this session participants will be able to:
1. Identify the unique challenges faced by LGBTQ+, specifically non-binary and trans, staff in ABA clinics.
2. Understand the ethical responsibilities of supervisors in supporting LGBTQ+ staff.
3. Implement culturally responsive and inclusive practices in supervision and service delivery.
4. Evaluate personal biases and their impact on professional relationships and service delivery.
5PM-6PM CST
Remaining Legal & Ethical -- Navigating the Shifting Legal Climate in Regard to Both Pornography and Affirming Care
Nicholas Maio-Aether, MAMFT, MSPSY, LBA, CSC, IBA, BCBA, Lauren Milburn, MAT, Ed. S, LBA, CSC, BCBA, & Rachel Benson, MEd, LBA, CSE, CBS, BCBA
1 Hour
1 BACB Ethics CEU
Session Description:
In these days of political vitriol and seemingly constant policy changes, it can be really hard to be an ethical and legally-sound sexuality professional, particularly working in a behavior-analytic scope. We find ourselves aware that (for adults) pornography can make for a valid replacement behavior and/or a valid reinforcer, and yet, in some areas, this is becoming illegal -- or at least, increasingly hard to access. Furthermore, in states such as Texas, definitions of what constitutes pornography and obscenity have changed, making it so that technically anything outside of heteronormativity is illegal in media representation, and can be called porn, to include even now some Disney films. So, then, how do we affirm queer/LGBTQIA+ humans, if materials about their identities have become illegal? How do we provide valid replacements for porn-viewing for adults or safe access to videos with representation for youth? And what about in the school systems, where in some states, a student changing pronouns requires mandated reporting? Affirming the sexual-and-gender-aligned rights of humans, affirming their very identities, is becoming increasingly difficult in some areas, and this talk is designed to help behavior analysts walk the line of remaining ethical while also remaining within legal bounds.
Learning Objectives:
By the end of this session participants will be able to:
1. Operationally define: pornography; obscenity; legality; ethics; affirming care -- and apply these definitions into relevant discussion of behavior analytic concerns.
2. Examine the term “normed” in regard to sexual and sociosexual behaviors, particularly as relating to pornography viewing habits.
3. Be exposed to a broad overview of shifting legislation in a few separate states, impacting behavior analysts in schools, supported care settings, and independent living.
4. Discern avenues by which affirming care can be provided via behavior-analytic methods in alignment with best practices, while remaining safely within legalities. Attendees will take 1 small step to provide an affirming atmosphere that is not illegal in any jurisdiction in the US, due to a federal ruling that counters local laws.