A Tactful Prompt: The Time is Right for Critical Behavioral Studies
This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.
About the autistic author markerJackson‐Perry, D., Suckle, E., Chown, N., & Tarbox, J. (2025). A Tactful Prompt: The Time is Right for Critical Behavioral Studies. Perspectives on Behavior Science, 48(3), 539-545. https://doi.org/10.1007/s40614-025-00472-2
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Authors
Abstract
Abstract Feelings have long run high between many autistic advocates and behavior analysts. The former often experience and perceive ABA as harmful and traumatic in its methods, and prejudicial and stigmatizing in its objectives, with some of the latter retorting that criticisms reflect misunderstandings of the science rather than areas of true concern. The result? A deep and contentious conceptual divide, leaving little room for dialogue or progress. Recent months, though, have seen a tentative shift. Alongside recognition that behavioral interventions are so deeply entrenched that they are here to stay, some critical autism scholars are gingerly initiating public conversations with behavioral practitioners in a spirit of taking a pragmatic approach to meaningful reform. Further, a new generation of behavior analysts—including some autistic practitioners—is emerging, recognizing problems in their field, and considering how to address them. Interest in such developments is spreading and signals an opportunity for behavior analysts to follow other academic and advocate communities that recognize the importance of interdisciplinarity and critical self-reflection to evolve as a field. We—an interdisciplinary team of critical autism, neurodiversity, and behavior analysis scholars—feel that formalizing a broad field for scholars and practitioners sharing these ambitions holds potential. This field—let’s call it Critical Behavioral Studies —would favor profound social, cultural, and historical understanding, a commitment to extend the scope of training to better contextualize practice in relation to the group served, and the self-examination that would bring meaningful change to the field.
Bibliography cited by this reference
Cited references are imported from external metadata sources when they are available. The list may be partial.
Cited bibliography overview
These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 2 Oct 2026 01:00.
- With a DOI
- 18
- Without a DOI, from raw bibliography text
- 7
- References with detected author names
- 23 / 25 (92.0%)
- Without detected author names
- 2
- Without a structured title
- 6
- Without a stable identifier
- 7
- References with raw author names still to review
- 2
- References with external metadata lookup issues
- 0
- From DOI or external metadata
- 73
- From validated raw bibliography text
- 0
- Raw names already validated
- 0
- Raw names still to review
- 2
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